Emotions in solution-focused therapy: a re-examination

This article re-examines whether and how emotions are an aspect of solution-focused therapy. A major theme in the article focuses on the usual ways that therapists define and discuss emotions in solution-focused and other therapies. We argue that these discussions are a source of much confusion about emotions and about solution-focused therapy, including the confusing idea that emotions are neglected in solution-focused therapy. The second major theme describes an alternative approach to these issues, one that we believe better fits with the assumptions and concerns of solution-focused therapy. The approach is based on Wittgenstein's writings about language games, private experience, and how emotions are rule-following activities. Viewed from this perspective, solution-focused therapists take account of their clients' emotions by helping clients to create new emotion rules to follow.     

Demographic, clinical, and neurocognitive correlates of everyday functional impairment in severe mental illness

Although cognitive deficits often accompany severe mental illness, their implications for everyday functioning remain poorly understood. In this study, an occupational therapist (OT) rated the everyday functioning of 105 adult psychiatric patients. Using demographic, clinical, and cognitive variables, the authors tested alternative models to account for the observed variability in OT ratings. Although age, education, and the presence of schizophrenia each contributed to a model that accounted for 27% of the variation in functional independence, adding terms for auditory divided attention and verbal learning increased the proportion of explained variance to 45% and decreased the beta weights for age and education--but not schizophrenia--to nonsignificant levels. These findings demonstrate the relevance of cognitive performance to everyday functioning in severe mental illness. They are discussed with respect to hypothesized determinants of psychiatric disability.     

Sentence repetition and processing resources in Alzheimer's disease

Sentence processing in Alzheimer's disease (AD) has been found to be influenced by several grammatical and extragrammatical factors, including phrase structure and verb-argument relations, number of propositions/verbs, and processing resource capacity. This study examines the effects of these variables on sentence production in AD. Normal control and AD subjects were asked to repeat six types of sentences varying along the above dimensions of complexity. Subjects' processing resource capacity was measured using several verbal working memory tests. AD subjects' sentence-repetition performance was impaired compared to the normal control group. Significant effects were observed for branching direction of phrase structure, canonicity of verb-argument relations, and serial position of errors. Sentence-repetition performance significantly correlated with working memory scores. The findings are interpreted within a resource capacity theory of sentence processing.     

Interhemispheric inhibition, intrahemispheric activation, and lexical capacities of the right hemisphere: a tachistoscopic, divided visual-field study in normal subjects

This study proposes that the lexical-semantic capacities of the right hemisphere (RH) are underestimated in normal subjects and reexamines them in a "dynamic model" framework. As expected, overloading the left hemisphere by combining a lexical-decision task presented in divided visual field with a concurrent heavy verbal memory load, and activating the RH by combining the lexical-decision task with a concurrent visuo-imaged memory load, lead to enhanced left visual field-RH lexical performance. The RH appears to support a larger lexical-semantic network than suggested in the literature, including representations for long and nonimageable words, and the accessibility threshold for the representations stored therein is modulated by hemispheric activation-inhibition mechanisms.     

Asymmetries in a unilateral flanker task depend on the direction of the response: the role of attentional shift and perceptual grouping

Four experiments were conducted using a flanker task with 1 distractor appearing either on the left or right side of a central target. Responses were made on a keyboard aligned parallel to the displays. A larger flanker effect was obtained when the distractor was on the same side as the response. Two factors account for this asymmetry. First, when the flanker and target are identical, the 2 form a group that is assigned a spatial tag, creating a form of the Simon effect on the basis of the compatibility between the response keys and the group. Second, preparation of a lateralized response appears to entail a shift of visual attention in the corresponding direction, thus enhancing processing of the flanker on the response side. Consistent with the 2nd hypothesis, participants were more likely to correctly recognize letters that were briefly presented at the distractor position on the same side as the response.     

The neighborhood distribution effect in visual word recognition: words with single and twin neighbors

Lexical-decision tasks were used to test the role of neighborhood distribution in visual word recognition. Predictions based on the interactive activation model were generated by running simulations. The data were compared for words with 2 higher frequency neighbors that differed in their neighborhood distribution. The neighbors were "single" when they did not share a neighborhood relationship (e.g., neighbors of flanc: flanc-blanc) or "twin" when they shared a neighborhood relationship (e.g., neighbors of firme: ferme-forme). Results show a facilitatory neighborhood distribution effect on words in Experiments 1 (easy pseudowords) and 3 (difficult pseudowords and easy pseudowords) and on pseudowords in Experiment 2. These data can be accounted for in terms of lexical inhibition in the interactive activation framework.     

Route navigating without place recognition: what is recognised in recognition-triggered responses?

The use of landmark information in a route-navigation task has been investigated in a virtual environment. After learning a route, subjects were released at intermediate points along the route and asked to indicate the next movement direction required to continue the route. At each decision point, three landmarks were present, one of which was viewed centrally and two which appeared in the periphery of the visual field when approaching the decision point. In the test phase, landmarks could be replaced either within or across places. If all landmarks combined into a new place had been associated with the same movement direction during training, subjects performed as in the control condition. This indicates that they did not need to recognise places as configurations of landmarks. If, however, landmarks that had been associated with conflicting movement directions during training were combined, subjects' performance was reduced. We conclude that local views and objects are recognised individually and that the associated directions are combined in a voting scheme. No evidence was found for a recognition of places as panoramic views or configurations of objects.     

Competing strategies in categorization: expediency and resistance to knowledge restructuring

The authors investigated people's ability to restructure their knowledge when additional information about a categorization task is revealed. In 2 experiments, people first learned to rely on a fairly accurate (but imperfect) predictor. At various points in training, a complex relationship between 2 other predictors was revealed in a schematic diagram that could support perfect performance. In Experiment 1, people adopted the complex strategy when it was revealed at the outset but were unable to restructure their knowledge after the expedient predictor had been learned. In Experiment 2, expedient knowledge persisted even with an adaptive display. The persistence of expedient knowledge is explained by associative blocking of potential alternative cues. A 3rd experiment analyzed the strategies people use with and without the diagram. The study confirmed that the diagram, when presented at the outset, significantly alters people's approach to the task.     

Conceptual fluency selectively influences knowing

Research shows that Remember and Know judgments are effective measures of recollective experience. This article shows that Know responses can be selectively affected by fluency of processing that is created using a conceptual manipulation. In a recognition test, studied and nonstudied words were preceded by semantically related or unrelated primes. Participants gave significantly more Know judgments to items with related primes than unrelated primes but Remember responses were unaffected. Know responses are discussed in terms of familiarity assumed to arise from fluency of processing which, in turn, may be created through various sources including conceptual processes.     

Ratings of emotion in laterally presented faces: sex and handedness effects

Sixteen right-handed participants (8 male and 8 female students) and 16 left-handed participants (8 male and 8 female students) were presented with cartoon faces expressing emotions ranging from extremely positive to extremely negative. A forced-choice paradigm was used in which the participants were asked to rate the faces as either positive or negative. Compared to men, women rated faces more positively, especially in response to right visual field presentations. Women rated neutral and mildly positive faces more positively in the right than in the left visual field, whereas men rated these faces consistently across visual fields. Handedness did not affect the ratings of emotion. The data suggest a positive emotional bias of the left hemisphere in women.