Phenomenology of Early Childhood Onset Obsessive Compulsive Disorder

This paper describes the phenomenological features of early childhood onset obsessive compulsive disorder (OCD; defined as children meeting DSM-IV criteria for OCD with age of onset <8 years). Fifty-eight children (ages 4–8) were included in the sample. OCD and comorbid diagnoses were determined by structured interview, and OCD severity was measured using the Children’s Yale-Brown Obsessive Compulsive Scale (CY-BOCS). Mean age of OCD onset was almost five, and mean age of presentation was between 6 and 7. Mean symptom severity was in the moderately severe range. Comorbidity and family history of OCD were common. Contamination and aggressive/catastrophic obsessions and washing and checking compulsions were endorsed most frequently. Results indicate that early childhood onset OCD may have a lower boy to girl ratio and lower rates of depressive disorders, but may be similar to later childhood onset OCD in terms of OCD symptom presentation and severity.     

Perceived organizational support, organizational commitment and psychological well-being: A longitudinal study

Using longitudinal data (N = 220), we examined the contribution of perceived organizational support and four mindsets of organizational commitment (affective, normative, perceived sacrifice associated with leaving and perceived lack of alternatives) to employee psychological well-being. In order to assess the contribution of support and commitment independently from workplace stressors, we controlled for the effects of role ambiguity, role conflict and role overload. Analyses showed affective organizational commitment to mediate a positive relationship between perceived organizational support and well-being. In addition, perceived organizational support negatively related to perceived lack of employment alternatives which, in turn, was negatively related to well-being. Normative commitment and perceived sacrifice associated with leaving were unrelated to well-being. The implications of these findings are discussed under the lenses of social exchange and conservation of resources theories.     

The Role of Gender Identification in Social Dominance Orientation: Mediating or Moderating the Effect of Sex?1

Previous research has shown that people's gender identification correlates with their social dominance orientation (SDO). A question is whether gender identification mediates or moderates the effect of biological sex on SDO. We examined the correlations of sex and gender identification with SDO using the Bem Sex Role Inventory in Study 1 and a gender diagnostic measure in Study 2. Both studies showed that gender identification was significantly associated with SDO. In Study 1, gender identification partially mediated the effect of sex on SDO; and in Study 2, this mediation was complete. There were no indications that gender identification moderated the effect of sex on SDO. The results are discussed against the background of the gender invariance hypothesis of SDO.     

Neurophysiological evidence for categorical perception of color

The aim of this investigation was to examine the time course and the relative contributions of perceptual and post-perceptual processes to categorical perception (CP) of color. A visual oddball task was used with standard and deviant stimuli from same (within-category) or different (between-category) categories, with chromatic separations for within- and between-category stimuli equated in Munsell Hue. CP was found on a behavioral version of the task, with faster RTs and greater accuracy for between- compared to within-category stimuli. On a neurophysiological version of the task, event-related potentials (ERPs) showed earlier latencies for P1 and N1 components at posterior locations to between- relative to within-category deviants, providing novel evidence for early perceptual processes on color CP. Enhanced P2 and P3 waves were also found for between- compared to within-category stimuli, indicating a role for later post-perceptual processes.     

A Buddhist Bouncer: Monastic Adaptation to the Ethos of Desire in Today's Cambodia

Buddhist teachings have much to say about the disciplining of desire. In lived Buddhism, however, there may be considerable contestation over how canonical tenets should be understood and flexibility in the way precept is related to practice. This article uses ethnographic data recently gathered from a rural setting in Cambodia to discuss how religious legitimacy is shaped by the complex fabric of village culture and history and the contemporary ethos of the laity. Today's entrepreneurial Cambodian monks are a telling model of the times. The monk who is the key figure of this article maintains a finely balanced position at the interstices of the local and non-local; he must remain responsive to the interests of both those ‘above’ him, including the politicized ecclesiastical hierarchy, and those ‘below’ him in the village, with their desires for security and order.     

A temporal discriminability account of children's eyewitness suggestibility

Children's suggestibility is typically measured using a three‐stage ‘event–misinformation–test’ procedure. We examined whether suggestibility is influenced by the time delays imposed between these stages, and in particular whether the temporal discriminability of sources (event and misinformation) predicts performance. In a novel approach, the degree of source discriminability was calculated as the relative magnitude of two intervals (the ratio of event–misinformation and misinformation–test intervals), based on an adaptation of existing ‘ratio‐rule’ accounts of memory. Five‐year‐olds (n =150) watched an event, and were exposed to misinformation, before memory for source was tested. The absolute event–test delay (12 versus 24 days) and the ‘ratio’ of event–misinformation/misinformation–test intervals (11:1, 3:1, 1:1, 1:3 and 1:11) were manipulated across participants. The temporal discriminability of sources, measured by the ratio, was indeed a strong predictor of suggestibility. Most importantly, if the ratio was constant (e.g. 18/6 versus 9/3 days), performance was remarkably similar despite variations in absolute delay (e.g. 24 versus 12 days). This intriguing finding not only extends the ratio‐rule of distinctiveness to misinformation paradigms, but also serves to illustrate a new empirical means of differentiating between explanations of suggestibility based on interference between sources and disintegration of source information over time.     

What do infants see in faces? ERP evidence of different roles of eyes and mouth for face perception in 9‐month‐old infants

The study examined whether face‐specific perceptual brain mechanisms in 9‐month‐old infants are differentially sensitive to changes in individual facial features (eyes versus mouth) and whether sensitivity to such changes is related to infants' social and communicative skills. Infants viewed photographs of a smiling unfamiliar female face. On 30% of the trials, either the eyes or the mouth of that face were replaced by corresponding parts from a different female. Visual event‐related potentials were recorded to examine face‐sensitive brain responses. Results revealed that increased competence in expressive communication and interpersonal relationships was associated with a more mature response to faces, as reflected in a larger occipito‐temporal N290 with shorter latency. Both eye‐ and mouth changes were detected, though infants derived different information from these features. Eye changes had a greater impact on the face perception mechanisms and were not correlated with social or communication development, whereas mouth changes had a minimal impact on face processing but were associated with levels of language and communication understanding. Copyright © 2009 John Wiley & Sons, Ltd.     

Differences in startle reactivity during the perception of angry and fearful faces

Emotion researchers often categorize angry and fearful face stimuli as "negative" or "threatening". Perception of fear and anger, however, appears to be mediated by dissociable neural circuitries and often elicit distinguishable behavioral responses. The authors sought to elucidate whether viewing anger and fear expressions produce dissociable psychophysiological responses (i.e., the startle reflex). The results of two experiments using different facial stimulus sets (representing anger, fear, neutral, and happy) indicated that viewing anger was associated with a significantly heightened startle response (p < .05) relative to viewing fear, happy, and neutral. This finding suggests that while anger and fear faces convey messages of "threat", their priming effect on startle circuitry differs. Thus, angry expressions, representing viewer-directed threat with an unambiguous source (i.e., the expresser), may more effectively induce a motivational propensity to withdraw or escape. The source of threat is comparatively less clear for fearful faces. The differential effects of these two facial threat signals on the defensive motivational system adds to growing literature highlighting the importance of distinguishing between emotional stimuli of similar valence, along lines of meaning and functional impact.     

Environmental Contributions to Adolescent Delinquency: A Fresh Look at the Shared Environment

Few genetically-informative studies have attempted to explicitly identify the shared environmental (i.e., those environmental influences that contribute to sibling similarity) factors now known to contribute to adolescent delinquency. The current study therefore examined whether the parent-child relationship served as one source of these shared environmental influences. Participants were 610 adoptive and biological families from the Sibling Interaction and Behavior Study (SIBS). Parents and adolescents reported on their parent-child conflict and parental involvement with child, and adolescents reported on their own delinquent behaviors. We employed structural equation modeling and supplementary multilevel modeling, finding consistent evidence that the association between delinquency and the parent-child relationship is at least partially shared environmental in origin. Such findings provide an important extension of previous twin studies, as they suggest that passive genotype-environment correlations do not explain earlier findings of shared environmental influences on this association.     

Formal Schooling Influences Two- but Not Three-Dimensional Naming Skills

The modulatory influence of literacy on the cognitive system of the human brain has been indicated in behavioral, neuroanatomic, and functional neuroimaging studies. In this study we explored the functional consequences of formal education and the acquisition of an alphabetic written language on two- and three-dimensional visual naming. The results show that illiterate subjects perform significantly worse on immediate naming of two-dimensional representations of common everyday objects compared to literate subjects, both in terms of accuracy and reaction times. In contrast, there was no significant difference when the subjects named the corresponding real objects. The results suggest that formal education and learning to read and to write modulate the cognitive process involved in processing two- but not three-dimensional representations of common everyday objects. Both the results of the reaction time and the error pattern analyses can be interpreted as indicating that the major influence of literacy affects the visual system or the interaction between the visual and the language systems. We suggest that the visual system in a wide sense and/or the interface between the visual and the language system are differently formatted in literate and illiterate subjects. In other words, we hypothesize that the pattern of interactions in the functional-anatomical networks subserving visual naming, that is, the interactions within and between the visual and language processing networks, differ in literate and illiterate subjects.