Bibliometric Review of the Repertory Grid Technique: 1998–2007

This bibliometric review covers the scientific production with or about the repertory grid technique (RGT; Kelly, 1955/1991) between 1998 and 2007. An analysis of previous reviews suggests the need for a more careful and broad process of bibliographic research. With this aim, 24 bibliographic sources were used to cover a wide range of specialties. We began by drawing up an explicit protocol in which the research terms were detailed. Then we consulted the bibliographic sources, taking into account a specification of inclusion and exclusion criteria. As a result of this process, 973 references were obtained: 468 journal papers, 335 book chapters, 108 doctoral theses, and 62 books. The review also evaluates the types of documents found, the evolution of the number of works published, the repertory grid's fields of application, and the degree of openness to other disciplines. The most relevant authors, their affiliations, countries, and the publication language are also revealed in this article, as well as the major journals contributing to dissemination of the work done with this technique.     

Viewing Cognitive Conflicts as Dilemmas: Implications for Mental Health

The idea that internal conflicts play a significant role in mental health has been extensively addressed in various psychological traditions, including personal construct theory. In the context of the latter, several measures of conflict have been operationalized using the Repertory Grid Technique (RGT). All of them capture the notion that change, although desirable from the viewpoint of a given set of constructs, becomes undesirable from the perspective of other constructs. The goal of this study is to explore the presence of cognitive conflicts in a clinical sample (n = 284) and compare it to a control sample (n = 322). It is also meant to clarify which among the different types of conflict studied provides a greater clinical value and to investigate its relationship to symptom severity (SCL-90-R). Of the types of cognitive conflict studied, implicative dilemmas were the only ones to discriminate between clinical and nonclinical samples. These dilemmas were found in 34% of the nonclinical sample and in 53% of the clinical sample. Participants with implicative dilemmas showed higher symptom severity, and those from the clinical sample displayed a higher frequency of dilemmas than those from the nonclinical sample.     

Evaluation of the Bifactor Structure of the Dispositional Hope Scale

The Dispositional Hope Scale (DHS; Snyder et al., 1991) is composed of items assessing an individual's perception of his or her agency and pathways. This study examined support for the bifactor structure and relation of the factors in this model with depressive symptoms. It also examined cross-gender measurement invariance for the bifactor model. A community sample of 413 women and 257 men completed the DHS. Confirmatory factor analysis indicated more support for the bifactor model than the 1- and 2-factor models. Results also indicated full measurement invariance across gender for the bifactor and the 2-factor models. The general and the specific agency factors, but not the specific pathways factor, correlated with depressive symptoms. The better support for the bifactor model suggests that ideally hope has to be measured and examined by factors reflecting high covariance for agency and pathways, and also factors reflecting unique variances for agency and pathways. The support for full cross-gender measurement invariance indicated that there are no differences in measurement and scaling properties for the DHS across ratings provided by women and men, and therefore the DHS ratings can be scored in the same way for women and men.     

Constraints on statistical computations at 10 months of age: the use of phonological features

Recently, several studies have argued that infants capitalize on the statistical properties of natural languages to acquire the linguistic structure of their native language, but the kinds of constraints which apply to statistical computations remain largely unknown. Here we explored French‐learning infants' perceptual preference for labial‐coronal (LC) words over coronal‐labial words (CL) words (e.g. preferring bat over tab) to determine whether this phonotactic preference is based on the acquisition of the statistical properties of the input based on a single phonological feature (i.e. place of articulation), multiple features (i.e. place and manner of articulation), or individual consonant pairs. Results from four experiments revealed that infants had a labial‐coronal bias for nasal sequences (Experiment 1) and for all plosive sequences (Experiments 2 and 4) but a coronal‐labial bias for all fricative sequences (Experiments 3 and 4), independently of the frequencies of individual consonant pairs. These results establish for the first time that constellations of multiple phonological features, defining broad consonant classes, constrain the early acquisition of phonotactic regularities of the native language.     

Are There Gender Differences in Emotion Comprehension? Analysis of the Test of Emotion Comprehension

This article examines whether there are gender differences in understanding the emotions evaluated by the Test of Emotion Comprehension (TEC). The TEC provides a global index of emotion comprehension in children 3–11 years of age, which is the sum of the nine components that constitute emotion comprehension: (1) recognition of facial expressions, (2) understanding of external causes of emotions, (3) understanding of desire-based emotions, (4) understanding of belief-based emotions, (5) understanding of the influence of a reminder on present emotional states, (6) understanding of the possibility to regulate emotional states, (7) understanding of the possibility of hiding emotional states, (8) understanding of mixed emotions, and (9) understanding of moral emotions. We used the answers to the TEC given by 172 English girls and 181 boys from 3 to 8 years of age. First, the nine components into which the TEC is subdivided were analysed for differential item functioning (DIF), taking gender as the grouping variable. To evaluate DIF, the Mantel–Haenszel method and logistic regression analysis were used applying the Educational Testing Service DIF classification criteria. The results show that the TEC did not display gender DIF. Second, when absence of DIF had been corroborated, it was analysed for differences between boys and girls in the total TEC score and its components controlling for age. Our data are compatible with the hypothesis of independence between gender and level of comprehension in 8 of the 9 components of the TEC. Several hypotheses are discussed that could explain the differences found between boys and girls in the belief component. Given that the Belief component is basically a false belief task, the differences found seem to support findings in the literature indicating that girls perform better on this task     

Architecture,urban planning and collective identity: Bilbao as a case study

The American Journal of Psychoanalysis - The emergence of a collective identity, a complex social and psychological process, may be linked to a specific place and a particular urban layout....     

Episodic memory reconsolidation: Updating or source confusion?

Reactivation of apparently stable, long-term memory can render it fragile, and dependent on a re-stabilisation process referred to as “reconsolidation”. Recently we provided the first demonstration of reconsolidation effects in human episodic memory (Hupbach, Gomez, Hardt, & Nadel, 2007 Hupbach, A., Gomez, R., Hardt, O. and Nadel, L. 2007. Reconsolidation of episodic memories: A subtle reminder triggers integration of new information. Learning & Memory, 14: 47–53. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Hupbach, Hardt, Gomez, & Nadel, 2008 Hupbach, A., Hardt, O., Gomez, R. and Nadel, L. 2008. The dynamics of memory context-dependent updating. Learning & Memory, 15: 574–579.  [Google Scholar]). Memory for a set of objects was modified by the presentation of a new set, if and only if participants were reminded of the first learning episode before learning the new set. The present study asks whether this effect can be interpreted as a source discrimination problem; i.e., participants have difficulties remembering which objects were presented during which session, and do not actually incorporate new objects into the reactivated memory. The present study used a recognition test and asked participants directly about the source of their memories. Participants in the no-reminder group showed very few source errors. Participants in the reminder group misattributed the source of objects from the second set as being from the first set but not vice versa, thus demonstrating updating of the original memory. This finding is informative with respect to the misinformation paradigm, and reconsolidation is discussed as a possible mechanism underlying our results and the misinformation effect.