Disruptions to number bisection after brain injury: Neglecting parts of the Mental Number Line or working memory impairments?

The aim of this study was to investigate the mechanisms underlying consistent directional number bisection bias in a chronic neuropsychological sample, not selected based on behaviour or lesion definitions. Patients completed a test battery that included measures of number bisection, line bisection, verbal working memory, visual-spatial working memory, egocentric neglect and allocentric neglect. Neither the neglect nor working memory measures were found to significantly correlate with number bisection. Furthermore, when outlier patients with very distinct number bisection biases were compared to patients who did not show any number bisection difficulties, no differences were found between the two groups on any of the other behavioural measures. We conclude that number bisection difficulties are not consistently based on any single deficit, be it neglect or working memory, and biases in number bisection should not be assumed to directly reflect problems in either of these areas.     

Making the shift from ‘addict self ’ to ‘spiritual self ’: Results from a Stage I study of Spiritual Self-Schema (3-S) therapy for the treatment of addiction and HIV risk behavior

A manual-guided intervention, Spiritual Self-Schema (3-S) therapy, for the treatment of addiction and HIV risk behavior is being developed in a Stage I behavioral therapies development project. 3-S therapy integrates a cognitive model of self with a non-sectarian Buddhist framework suitable for people of all faiths. Data are presented on a sample of 29 cocaine- and opioid-dependent clients. Seventy-nine percent completed the 8-week intervention. Drug use and other HIV risk behaviors decreased with treatment. Evidence of a shift in self-schema from ‘addict self?’ to ‘spiritual self?’ is presented. Reaction time to endorse spiritual qualities as ‘me’ and addict qualities as ‘not me’ decreased, and self-report of daily spiritual experiences and practices, and the perceived influence of spirituality on behavior increased. A shift in self-schema was correlated with change in drug use and other HIV risk behaviors.     

Pierre Rivière and Victoire Rivière: Two accounts of a definitional ceremony ‘staged’ 200 years after the events that shook their family

In the spring of 2010, at the University of Bristol, in the Graduate School of Education, we revisited the case of Pierre Rivière's parricide. More than thirty years after Foucault's (1975) publication devoted to this case, and almost two hundred years after the parricide, we took part in various research events that enabled us to re-connect with Pierre Rivière's memoir. One of these events was a fictional ‘definitional ceremony’. Definitional ceremony is a technique normally used in narrative therapy, and was used by Michael White who developed a Foucauldian analysis of the socio-cultural constitution of mental health. For the purposes of our fictional ceremony two doctoral research students (the authors of this paper) ‘borrowed’ the identities of two of the main protagonists in the Pierre Rivière story. They dressed in period costumes, and embarked on a staging that instigated a renegotiation/resignification of their relationship with each other in the present, and in conversation with a narrative therapist. Our purpose was to re-engage with a troubled family of the nineteenth century as an experiment in seeing how research modalities affect not only our research, but ourselves as researchers.     

Decomposing the social gradient in children’s vocabulary skills at 3 years of age: A mediation analysis using data from a large representative cohort study

Disparities in children’s expressive language by socio-economic status are evident early in childhood and impact children’s development and educational attainment. This study investigated the processes by which maternal education, as a powerful indicator for socio-economic status, affects early expressive language. A nationally representative cohort study of 8,062 children resident in the Republic of Ireland were assessed on the British Ability Scales (BAS) Naming Vocabulary Test at 36 months. A significant difference of almost six points was found between the mean vocabulary test scores of children whose mothers had completed the minimum level of educational attainment compared with children whose mothers had a degree-level qualification. Mediation analysis revealed that 78% of the difference was explained by mediating variables, with differences in household income, parental practice, and material resources accounting for most of the variation. The findings support interventions which redress gaps in maternal education, income, and caregiving.