Neurophilosophical perspectives of neuroimaging in forensic psychiatry—giving way to a paradigm shift?

Forensic psychiatry is concerned with the relationship between psychiatric abnormalities and legal violations and crimes. Due to the lack of available biological criteria, evaluation and therapy in forensic psychiatry have so far been restricted to psychosocial and mental criteria of offenders' personalities. Recent advances in neurosciences allow a closer approach to the neural correlates of personality, moral judgments and decision-making. We propose to discuss the introduction of biological criteria in the field of forensic psychiatry and to establish rules as to what extent such biological criteria will be a better and more reliable choice in judging mentally ill criminals by using all available information that can be obtained by biological means. Psychosocial and subjective criteria in forensic evaluation will be more and more accomplished by biopsychosocial and objective criteria. The responsibility of having committed a criminal act will no longer be exclusively defined by judging free and voluntary decision-making, but rather by brain-behavior relationships. What is often referred to as psychosocially determined mental processes thus could be complemented by estimating the degree of biopsychosocially determined neural processes. We conclude that such a process could contribute to a paradigm shift in forensic psychiatry, which will have profound implications for offenders, forensic psychologists and psychiatrists, the law and society in general.     

Psychosoziale Versorgungsforschung

Health is of high value. Therefore, an effective and efficient care is a widely accepted societal objective. Correspondingly, health service research in general and for the psychosocial area in particular receives increasing attention from politics, health and pension insurance companies and professional organisations. These stakeholders promote health service research with considerable financial means. The various promotional programs are described and their implications are discussed. The relationship between content, purposes and methodology for the definition of research in health care is clarified. Finally, current research questions are exemplified by five key topics.     

The role of the lived-body in feeling

Feelings not only have a place, they also have a time. Today, one can speak of a multifaceted renaissance of feelings. This concerns philosophy itself, particularly, ethics. Every law-based morality comes up against its limits when morals cease to be only a question of legitimation and begin to be a question of motivation, since motives get no foothold without the feeling of self and feeling of the alien. As it is treated by various social theories and psychoanalysis, the self is not formed through the mere acquisition or change of roles, but rather through a process that is susceptible to crises, a process shaped by affective bonds and separations. Learning, which is the theme of pedagogy, loses its hold whenever it is confronted by disinterest and listlessness. In neurobiology, the increased significance of those zones of the brain that are connected with the realization of feelings makes the brain, accordingly, no mere apparatus that processes data, but a living organ that selects and “evaluates” what is “important.” Finally, cross-cultural comparison shows the extent to which the one-sided preference for understanding and willing, which is the mark of Western rationalism, arises from a typical, not to mention a highly masculine attitude toward the world and life, as many different studies on gender difference stress (In reference to this perspective, see Seethaler, Gefühle und Urteilskraft. Ein Plädoyer für die emotionale Vernunft, 1997). The following reflections provide a historical orientation directed toward a new determination of feelings. This new determination of feelings is phenomenological and takes the pathetic character of experience, nourished by the corporeality of experience as its point of departure.     

A tutorial on kernel methods for categorization

The abilities to learn and to categorize are fundamental for cognitive systems, be it animals or machines, and therefore have attracted attention from engineers and psychologists alike. Modern machine learning methods and psychological models of categorization are remarkably similar, partly because these two fields share a common history in artificial neural networks and reinforcement learning. However, machine learning is now an independent and mature field that has moved beyond psychologically or neurally inspired algorithms towards providing foundations for a theory of learning that is rooted in statistics and functional analysis. Much of this research is potentially interesting for psychological theories of learning and categorization but also hardly accessible for psychologists. Here, we provide a tutorial introduction to a popular class of machine learning tools, called kernel methods. These methods are closely related to perceptrons, radial-basis-function neural networks and exemplar theories of categorization. Recent theoretical advances in machine learning are closely tied to the idea that the similarity of patterns can be encapsulated in a positive definite kernel. Such a positive definite kernel can define a reproducing kernel Hilbert space which allows one to use powerful tools from functional analysis for the analysis of learning algorithms. We give basic explanations of some key concepts—the so-called kernel trick, the representer theorem and regularization—which may open up the possibility that insights from machine learning can feed back into psychology.     

Motivation gains of inferior group members: a meta-analytical review

In recent years, a growing number of studies have demonstrated that individuals can exert higher motivation when working in a group compared to working individually. This is particularly true for less capable, inferior group members. To aggregate these findings and to examine preconditions as well as moderating influences on motivation gains of inferior group members, the authors conducted a meta-analysis (17 studies, N=2,240). Results indicated that the overall motivation gain effect of inferior group members observed is moderate and significant (g=.60). Moderator analyses revealed substantial influences of task structure, performance information, physical presence, gender, and task type.     

Auditory event files: Integrating auditory perception and action planning

The features of perceived objects are processed in distinct neural pathways, which call for mechanisms that integrate the distributed information into coherent representations (the binding problem). Recent studies of sequential effects have demonstrated feature binding not only in perception, but also across (visual) perception and action planning. We investigated whether comparable effects can be obtained in and across auditory perception and action. The results from two experiments revealed effects indicative of spontaneous integration of auditory features (pitch and loudness, pitch and location), as well as evidence for audio—manual stimulus—response integration. Even though integration takes place spontaneously, features related to task-relevant stimulus or response dimensions are more likely to be integrated. Moreover, integration seems to follow a temporal overlap principle, with features coded close in time being more likely to be bound together. Taken altogether, the findings are consistent with the idea of episodic event files integrating perception and action plans.     

Falsificationism and Statistical Learning Theory: Comparing the Popper and Vapnik-Chervonenkis Dimensions

We compare Karl Popper’s ideas concerning the falsifiability of a theory with similar notions from the part of statistical learning theory known as VC-theory. Popper’s notion of the dimension of a theory is contrasted with the apparently very similar VC-dimension. Having located some divergences, we discuss how best to view Popper’s work from the perspective of statistical learning theory, either as a precursor or as aiming to capture a different learning activity.     

Psychotherapeutenausbildung aus Sicht der Absolventen

Background

A survey was performed to assess the current situation in education and to identify critical issues 10 years after the inception of the psychotherapy act in Germany.

Methods

In August 2008 all non-medical psychotherapists who had graduated since 2002 according the psychotherapy act were invited to take part in the survey and a total of 863 persons participated. The answers from 666 could be evaluated corresponding to a participation rate of 20%.

Results

A total of 57.6% of the graduates had completed a full-time training and approximately 50% of the graduates had completed the training within the allotted time. In the majority of cases evaluation occurred only for the theoretical courses. During the practical work (PT I) 36.8% of the graduates did not receive any salary or remuneration, 82% had their own field of activity and of these 38% treated patients without the presence of qualified tutor.

Conclusions

The training often lasts longer than intended, the financial situation in the PT I is exceptionally critical and in clear contrast to the field of activity in this section of training. Further detailed results will be presented and discussed.     

How Social Are Task Representations?

ABSTRACT— The classical Simon effect shows that actions are carried out faster if they spatially correspond to the stimulus signaling them. Recent studies revealed that this is the case even when the two actions are carried out by different people; this finding has been taken to imply that task representations are socially shared. In work described here, we found that the "interactive" Simon effect occurs only if actor and coactor are involved in a positive relationship (induced by a friendly-acting, cooperative confederate), but not if they are involved in a negative relationship (induced by an intimidating, competitive confederate). This result suggests that agents can represent self-generated and other-generated actions separately, but tend to relate or integrate these representations if the personal relationship between self and other has a positive valence.