Acquired dyslexia in three writing systems: study of a Portuguese-Japanese bilingual aphasic patient

The Japanese language is represented by two different codes: syllabic and logographic while Portuguese employs an alphabetic writing system. Studies on bilingual Portuguese-Japanese individuals with acquired dyslexia therefore allow an investigation of the interaction between reading strategies and characteristics of three different writing codes. The aim of this study was to examine the differential impact of an acquired brain lesion on the reading of the logographic, syllabic and alphabetic writing systems of a bilingual Portuguese-Japanese aphasic patient (PF). Results showed impaired reading in the logographic system and when reading irregularly spelled Portuguese words but no effects on reading regular words and nonwords in syllabic and alphabetic writing systems. These dissociations are interpreted according to a multi-route cognitive model of reading assuming selective damage in the lexical route can result in acquired dyslexia across at least three different writing codes.     

Decreasing Echolalia of the Instruction “Say” During Echoic Training Through Use of the Cues-Pause-Point Procedure

Echolalia is common in children with autism and may interfere with the development of functional language. Given the variety of vocal stimuli included in teaching language to children with autism, it is possible that discrimination between instructions and targeted responses may not always occur. Thus, children may engage in very high rates of echolalia during language training because it is unclear which vocalizations produced by an instructor should be echoed. The cues-pause-point (CPP) procedure has been effective in decreasing echolalia and increasing specific correct responses to unknown questions in adults with intellectual disability. The current investigation applied the CPP procedure to the echoic repertoire with 1 child with autism who consistently echoed the instruction “say” during language training. Results indicated that echolalia of the instruction “say” decreased, and correct responding of the targeted vocalization increased for all targeted words. Implications for the use of the procedure in educational settings are discussed, and areas for future research are provided.     

The role of children’s negative attributions on depressive symptoms: an inherited characteristic or a product of the early environment?

Negative attributional style has been associated with depressive symptoms in children. Yet, it is unclear whether these cognitive biases reflect inherited characteristics of the broader depressive phenotype or are a product of children's environments. While existing data in adolescents show that negative attributions reflect a genetic predisposition, elevating depressive responses to stress, other data suggest that negative attributions in children are more likely to reflect early environmental experiences on symptoms. Here, we assess the degree to which negative attributional style and depressive symptoms arise from common genetic, shared and non-shared environmental influences in childhood. Monozygotic and dizygotic twins reported on attributional style and depressive symptoms at age 8 (n = 300 pairs) and at age 10 (n = 250 pairs). Two multivariate models with varying assumptions on the nature of the relationship between negative attributions and depressive symptoms within and across time were fit to the data. The Common Pathway model provided better fit than the Cholesky decomposition. A common, latent factor influenced both attributional style and depressive symptoms at both time-points in children. The only significant influences on this factor were shared and non-shared aspects of the environment. Placing the present findings with those of adolescents suggests possible developmental differences in the relationship between attributional style and depressive symptoms.     

Negative beliefs about breathlessness increases panic for patients with chronic respiratory disease

Breathlessness is a multidimensional symptom of respiratory disease and is associated with the experience of panic. Patients with panic disorder have increased mortality, morbidity and healthcare utilisation that is unrelated to their disease severity. Our qualitative study aimed to appraise respiratory patients' experiences of breathlessness and whether their cognitions were associated with panic aetiology. The self-regulatory theory was utilised to develop the framework for the semi-structured interview schedule. Twelve individuals with respiratory disease at a U.K. cardiothoracic centre participated and their data were analysed using interpretative phenomenological analysis. Perceived control over the disease, symptoms and panic emerged as the core theme with three related belief systems; (1) Perceived consequences of panic and disease; (2) Illness and symptom coherence; and (3) Emotional adaptation. Panic symptoms were most prevalent in participants with low perceived control over symptoms and the disease, negative beliefs about the life-limiting consequences of unpredictable breathless attacks and by those using emotional coping strategies such as denial and avoidance. The experience of panic for respiratory patients can be explained through the cognitive-behavioural model of anxiety, which highlights the contributory role of catastrophic beliefs about the control and consequences of symptoms and disease as a significant contributory factor for the prevalence and maintenance of panic. The mortality and morbidity of respiratory patients is significantly affected by a co-morbid diagnosis of panic disorder and so it is critical to patients' long-term healthcare that their psychological experiences are assessed. Healthcare services must enhance patients' understanding about their disease to improve their confidence to control symptoms. Recent evidence suggests that cognitive-behavioural interventions that increase problem-solving coping will reduce catastrophic misinterpretations about the perceived consequences of breathlessness and improve emotional adaption to respiratory disease.     

Insomnia symptoms are associated with elevated C-reactive protein in young adults

Abstract

Objective: Insomnia is associated with elevated inflammation; however, studies have not investigated if this relationship is confounded with depression and neuroticism, which are associated with insomnia and inflammation. The current study examined the association of insomnia symptoms with C-reactive protein (CRP) and with interleukin-6 (IL-6), independently and after controlling for depressive symptoms and neuroticism. Design: Fifty-two young adults (mean age?=?25.2?±?3.9 years, 52% female) completed a baseline survey to assess psychological characteristics, followed by a plasma blood draw. Main outcome measures: Plasma CRP and IL-6. Results: When examined alone, insomnia symptoms were significantly associated with elevated CRP (β?=?0.52; R²?=?0.27), as was neuroticism (β?=?0.41, R²?=?0.17), but not depressive symptoms (β?=?0.21, R²?=?0.05). The association between insomnia symptoms and CRP remained significant when depressive symptoms and neuroticism were entered into the model simultaneously; this model did not explain more variance than the model with insomnia symptoms alone. No variables were associated with IL-6. Conclusions: Results suggest that insomnia symptoms are independently associated with elevated CRP in young adults, even after controlling for presumed overlapping psychological constructs. Findings highlight the potential importance of treating insomnia to reduce systemic inflammation.     

Feminism and Evolutionary Psychology: Moving Forward

The Special Issue on feminism and evolutionary psychology published by Sex Roles (Smith and Konik 2011) has elicited responses that advance understanding of the debate between evolutionary psychology and feminist perspectives concerning the origins of similarities and differences in the behavior of women and men (Smith and Konik 2013). The further challenges to evolutionary psychology mounted in these responses suggest that the Special Issue has intensified the debate more that it has resolved it. Moving forward requires that feminist psychologists not only add to the considerable body of empirical evidence that challenges evolutionary psychology but also produce alternative evolutionary theories that transcend the nature-nurture controversy that underlies the current debate. To this end, we refer readers to our biosocial constructionist theory in which culture and biology are intertwined in both distal evolutionary processes that shaped human psychology and proximal mechanisms that underlie differences and similarities in male and female behavior (Wood and Eagly 2012).     

Computational perspectives on the other-race effect

Psychological studies have long shown that human memory is superior for faces of our own-race than for faces of other-races. In this paper, we review computational studies of own- versus other-race face processing. Computational models examine the visual challenges of representing the uniqueness of individual faces that vary both within and across demographic categories. These models isolate the visual components of the other-race effect and provide an objective control for socioaffective responses to other-race faces. This control allows researchers to compare and test the role of experience/contact in the other-race effect, using various operational definitions of this theoretical construct. The models show that to produce an other-race effect computationally, biased experience or learning must intervene during the process of feature selection. This implicates the critical importance of “developmental” learning in the other-race effect.     

Influence of Age and Sex on Line Bisection: A Study of Normal Performance with Implications for Visuospatial Neglect

ABSTRACT

Line bisection is an established clinical task used to diagnose visuospatial neglect. To date, few studies have considered the extent to which age and sex as background variables contribute to bisection performance. Both variables affect the neural substrates underlying cognitive processes and hence the behavioural performance of bisection. The purpose of this study was to examine the effects of age and sex on normal bisection performance, using three different line lengths to elucidate the influence of these potential contributing factors. Seventy men and 70 women, divided equally into seven age-cohorts between 14 and 80 years, bisected lines. Results indicated clear age- and sex-related differences both in the magnitude and direction of bisection deviations across the three line lengths. Differences are discussed in terms of neural changes across the adult lifespan including hemispheric differences and hormonally mediated changes.     

A sociocultural framework for understanding partner preferences of women and men: Integration of concepts and evidence

In the current sociocultural framework for understanding mating preferences, we propose that gender roles affect sex differences and similarities in mate preferences. Gender roles, in turn, are shaped by the unequal division of labour between women and men. As a consequence, mating preferences and choices should converge across the sexes as the weakening of this division puts the sexes in more similar social roles in their societies. To evaluate these assumptions, we review relevant findings from three domains that show variability in gender roles: (a) cross-cultural variability related to differences in societies’ division of labour, (b) historical variability related to temporal changes in the division of labour, and (c) individual variability in gender attitudes that reflects the gradual and uneven spread of shifts toward gender equality throughout each society. The bringing together of multiple lines of evidence puts the sociocultural framework on a new and more secure foundation.     

The Happy Truth: J. L. Austin's How To Do Things With Words

This article aims to disrupt received views about the significance of J. L. Austin's contribution to philosophy of language. Its focus is Austin's 1955 lectures How To Do Things With Words . Commentators on the lectures in both philosophical and literary-theoretical circles, despite conspicuous differences, tend to agree in attributing to Austin an assumption about the relation between literal meaning and truth, which is in fact his central critical target. The goal of the article is to correct this misunderstanding and to show that Austin is deeply critical of a picture of correspondence between language and the world which nearly half a century after he delivered his lectures continues to structure philosophical discussions of language.