Affective Priming Effects in the Left and Right Cerebral Hemispheres in Patients With Alzheimer's Disease

Alzheimer’s disease (AD) patients and control subjects were tested in an affective priming paradigm associated with an affective discrimination task. Two pictures, one affectively positive or affectively negative and the other neutral, were presented simultaneously in the right and in the left visual fields; the participants had to decide which of the two pictures was the most affectively positive or negative. The target pictures were preceded by a prime picture that was either affectively positive, affectively negative, or neutral. The principal result was the observation, in AD patients as well as in control subjects, of negative affective priming effects for targets presented in the right hemisphere, and of positive affective priming effects for targets presented in the left hemisphere. The presence of affective priming effects suggests that AD patients have no particular deficit in the automatic activation of emotional information; the fact that priming effects were also observed for targets presented in the left hemisphere showed that AD patients probably have no left hemisphere deficit in the automatic activation of emotional information. However, in AD patients, affective priming effects were significant with negative targets but not with positive targets, which could suggest that AD patients processed positive targets in a more semantic way than negative targets.     

Personality and Creativity: The Dual Pathway to Creativity Model and a Research Agenda

To better understand the relation between personality traits and creativity, we invoke the Dual‐Pathway to Creativity model (DPCM) that identifies two pathways to creative outcomes: (1) flexible processing of information (cognitive flexibility) and (2) persistent probing, and systematically and incrementally combining elements and possibilities (cognitive persistence). DPCM further proposes that dispositional or situational variables may influence creativity through either their effects on flexibility or persistence. Here, we propose the idea that approach‐related traits (e.g., openness to experience, extraversion, positive affectivity, and power‐motivation) may lead to greater creativity because they link to enhanced cognitive flexibility, whereas avoidance‐related traits (e.g., negative affectivity and neuroticism) under the right circumstances may lead to greater creativity because they link to enhanced cognitive persistence. Empirical support for this proposition is discussed, and a research agenda for future work on personality and creativity is set.     

When collective memories of victimhood fade: Generational evolution of intergroup attitudes and political aspirations in Belgium

Collective memory theories propose that groups' remembrances of their past depend upon their current social situation. In Belgium, a significant proportion of Dutch speakers share a collective memory of past victimisation by French speakers and fight for an ever‐larger autonomy of their region. Yet, as the respective economic, political and social situations of the linguistic regions of Belgium recently evolved with a reversal of fortunes, the current experience of younger Dutch speakers does not fit the traditional memory anymore. We thus predicted that the collective memories of victimhood would decline amongst them, thus bringing changes in intergroup attitudes and political aspirations. Three generations were compared in a survey of 1226 French‐speaking and 1457 Dutch‐speaking individuals. For both groups, younger generations evidenced less regionalist and more integrative positions than older ones. However, these effects were stronger for Dutch‐speaking respondents, and for them, collective memory of victimhood mediated the relation linking age and identification with Belgium, intergroup attitudes and political aspirations. We concluded that the current social context has decisive consequences for collective remembrances, which, in turn, impact intergroup relations and political attitudes and choices.     

Russell＇s Paradox of Predicates

Russell＇s letter to Frege of June 16, 1902 contains the famous paradox of the class of all classes which are not members of themselves as well as a second paradox of the predicates that cannot be predicated of themselves. The latter paradox arises out of Russell＇s theory of classes and class concepts in Principles of Mathematics.     

Evaluation of a Clinical Genetics Service – A Quality Initiative

Paper-based surveys are an effective means of evaluating the quality of a clinical service. As part of ongoing quality improvement initiatives within our Genetics Program, new patients were invited to participate in a paper-based survey. Issues related to the quality of counseling based on educational/informational aspects (e.g. whether testing was explained fully, testing options, the meaning of normal/abnormal testing), competency, respect and nondirectiveness of counseling in addition to clinical environment/setting were evaluated. Data related to demographics, discipline seen within the program and whether the patient was seen by a physician or genetic counselor were also captured. Five hundred questionnaires were distributed. One hundred and forty-seven questionnaires were returned, with a response rate of 29.4 %. The majority of patients seen were prenatal (pregnant) patients and comprised a heterogeneous group including those seen for advanced maternal age and abnormal maternal serum screening. Overall, 98.6 % of respondents felt their appointment in genetics was a positive experience. Issues related to confidentiality, pros and cons of testing, meaning of an abnormal test result and time allotted for decision making were significantly different in some disciplines between genetic counselor and geneticist. However, when controlling for referral indication, these differences lost significance with the exception of issues relating to confidentiality and perceived time allotted to organize thoughts and questions. This survey provided valuable information to allow for improvement in the quality of the provision of service.     

Career Adapt-Abilities Scale—Iran Form: Psychometric properties and relationships with career satisfaction and entrepreneurial intentions

This study examined the psychometric properties of a Persian translation of the Career Adapt-Abilities Scale (CAAS—Iran Form) and its relationships with career satisfaction, business opportunity identification, and entrepreneurial intentions. It was hypothesized that career adaptability relates positively to these three outcomes, even when controlling for demographic and employment characteristics. Data were provided by 204 workers from Iran. Results showed that the overall CAAS score and sub-dimension scores (concern, control, curiosity, and confidence) were highly reliable. Moreover, confirmatory factor analyses indicated that the CAAS—Iran Form measures four distinct dimensions that can be combined into a higher-order career adaptability factor. Findings also demonstrated criterion-related validity of the scale with regard to career satisfaction and entrepreneurial intentions. In contrast, overall career adaptability was not significantly related to opportunity identification, while concern related positively, and control related negatively to opportunity identification. Overall, the CAAS—Iran Form has very good psychometric properties and predicts important career outcomes, suggesting that it can be used for career counseling and future research with Persian-speaking workers.     

Early Tests of Piagetian Theory Through World War II

ABSTRACT

Psychologists recognized the importance of Jean Piaget's theory from its inception. Within a year of the appearance of his first book translated into English, The Language and Thought of the Child (J. Piaget, 1926) Piaget, J. (1926). The language and thought of the child. New York, NY: Harcourt, Brace. [Google Scholar], it had been reviewed and welcomed; shortly thereafter, psychologists began testing the tenets of the theory empirically. The author traces the empirical testing of his theory in the 2 decades following publication of his initial book. A review of the published literature through the World War II era reveals that the research resulted in consistent failure to support the theoretical mechanisms that Piaget proposed. Nonetheless, the theory ultimately gained traction to become the bedrock of developmental psychology. Reasons for its persistence may include a possible lack of awareness by psychologists about the lack of empirical support, its breadth and complexity, and a lack of a viable alternate theory. As a result, the theory still exerts influence in psychology even though its dominance has diminished.