Working and long-term memory deficits in schizophrenia: is there a common prefrontal mechanism?

This study tested the hypothesis that dorsolateral prefrontal cortex deficits contribute to both working memory and long-term memory disturbances in schizophrenia. It also examined whether such deficits were more severe for verbal than nonverbal stimuli. Functional magnetic resonance imaging was used to assess cortical activation during performance of verbal and nonverbal versions of a working memory task and both encoding and recognition tasks in 38 individuals with schizophrenia and 48 healthy controls. Performance of both working memory and long-term memory tasks revealed disturbed dorsolateral prefrontal cortex activation in schizophrenia, although medial temporal deficits were also present. Some evidence was found for more severe cognitive and functional deficits with verbal than nonverbal stimuli, although these results were mixed.     

Targets' Awareness of Expectations and Behavioral Confirmation in Ongoing Interactions

Participants engaged in a getting-acquainted interaction over an intercom after one participant (the perceiver) was provided with a positive (extraverted) or relatively negative (introverted) expectation about the other participant (the target). After completing evaluations of each other and the interaction, participants interacted for a second time. Prior to this second interaction, however, targets were made aware of the perceivers' initial expectation, told that it had been confirmed by their own behavior, and given a randomly assigned attribution (either dispositional or situational) about the perceived cause of their confirmatory behavior. Results demonstrated that targets made aware of dispositionally attributed and relatively negative expectations were more likely to increase in expectation-disconfirming behavior, compared to targets made aware of situationally attributed and relatively negative expectations, who were themselves more likely to continue to confirm the expectations. Implications for the study of behavioral confirmation of expectations and other interpersonal processes are discussed.     

An examination of the response styles theory of depression in third- and seventh-grade children: a short-term longitudinal study

The goal of this study was to test the response styles theory of depression in a sample of 3rd- and 7th-grade children. In addition, we examined whether the relationship between rumination and increases in depressive symptoms is mediated by hopelessness and low self-esteem. The procedure involved an initial assessment in which depressive symptoms, response styles, hopelessness, and self-esteem were assessed. The procedure also involved a follow-up assessment, 6 weeks later, in which depressive symptoms, hopelessness, and self-esteem were reassessed. Children with a ruminative response style exhibited increases in depressive symptoms over the 6-week period. In addition, the relationship between rumination and increases in depressive symptoms was mediated by both hopelessness and low self-esteem. Last, contrary to our hypotheses, neither distraction nor problem-solving response styles predicted decreases in depressive symptoms over the course of the study.     

The length of the retention interval,forgetting, and subjective similarity

A long retention interval tends to result in the poor retention known as forgetting. A high subjective similarity between stimuli frequently produces their poor retention. Thus, a long retention interval may increase the subjective similarity between stimuli (the RIISS hypothesis), and this increase may produce forgetting. To examine this hypothesis, college students made speeded same-different discriminations between two lines or tones of different lengths or frequencies that were 400 ms or 3,300 ms apart, and they rated the similarity of these stimuli. The long interval produced poorer overall performance as expected, but also produced poorer performance on different than same stimuli, implying that it increased the subjective similarity between the initial and subsequent stimuli, and it also increased rated similarity, in support of the RIISS hypothesis. The position that stored stimuli lose less common information than distinctive information explains RIISS evidence better than does perturbation theory.     

An African therapy in dialogue with Freudian psychoanalysis

This article summarizes and compares selected characteristics of Freudian psychoanalysis and of African psychotherapy. The author concludes that the Freudian emphasis on the individual and the African therapy's emphasis on the community may both lead to the positive restoration of both therapies' clients.     

Inhibition of return and visual search: how many separate loci are inhibited?

Using a novel sequential visual search paradigm Danziger, Kingstone, and Snyder (1998) demonstrated that inhibition of return (IOR) can reside at three spatial locations. In the present study, we extended the work of Danziger et al. by investigating whether there is a limit to the number of locations that can be inhibited in a sequential visual search task. Our study revealed that IOR can be measured at a minimum of five locations. The magnitude of the IOR effect was largest at the most recently searched location and declined from there in an approximately linear fashion. Two models that can account for our data are presented.     

Computer-assisted judgment: defining strengths and liabilities

Clinicians often fail to recognize limitations in their own subjective judgments, make use of well-developed mechanical-prediction methods, or carefully evaluate which computer-based aids warrant their consideration. This article addresses issues regarding computer-based test interpretations (CBTIs) and computer-based decision making. Comments highlight conclusions reached by other contributors to this Special Section, additional literature bearing on these observations, and implications for consumers of computer-assisted techniques and researchers developing or evaluating these methods. The future of computer-assisted assessment depends on educating clinicians and researchers to be better consumers of existing as well as emerging technologies in this domain.