Deficits in Attention to Emotional Stimuli Distinguish Youth with Severe Mood Dysregulation from Youth with Bipolar Disorder

Studying attention in the context of emotional stimuli may aid in differentiating pediatric bipolar disorder (BD) from severe mood dysregulation (SMD). SMD is characterized by chronic irritability, arousal, and hyper-reactivity; SMD youth frequently receive a BD diagnosis although they do not meet DSM-IV criteria for BD because they lack manic episodes. We compared 57 BD (14.4 ± 2.9 years old, 56% male), 41 SMD (12.6 ± 2.6 years old, 66% male), and 33 control subjects (13.7 ± 2.5 years old, 52% male) using the Emotional Interrupt task, which examines how attention is impacted by positive, negative, or neutral distracters. We compared reaction time (RT) and accuracy and calculated attention interference scores by subtracting performance on neutral trials from emotional trials. Between-group analyses indicated that SMD subjects had significantly reduced attention interference from emotional distracters relative to BD and control subjects. Thus, attention in SMD youth was not modulated by emotional stimuli. This blunted response in SMD youth may contribute to their affective and behavioral dysregulation.     

Secularizing Religious Practices: A Study of Subjectivity and Existential Transformation in Naikan Therapy

Adapted from a Shin Buddhist style of meditation, Naikan  (" inner-looking ")  is a week-long contemplative practice that involves reviewing one's life from the perspectives of others and has been called an indigenous Japanese psychotherapy due to its effectiveness in treating a variety of disorders. Data collected during an extended ethnographic study of Naikan in both Japan and Austria reveal that Naikan, a "secularized" practice that removes overtly Buddhist references and practices, effects changes in clients' subjectivity that are strikingly similar to those sought after in Buddhist traditions. This suggests that Naikan operates therapeutically on an existential level and employs cognitive techniques that, while originating in Buddhism, remain efficacious outside a Buddhist context. The potential for certain contemplative practices to effect transformations of subjectivity across religious and cultural contexts may be greater than commonly assumed.     

Evaluating the random representation assumption of lexical semantics in cognitive models

A common assumption implicit in cognitive models is that lexical semantics can be approximated by using randomly generated representations to stand in for word meaning. However, the use of random representations contains the hidden assumption that semantic similarity is symmetrically distributed across randomly selected words or between instances within a semantic category. We evaluated this assumption by computing similarity distributions for randomly selected words from a number of well-known semantic measures and comparing them with the distributions from random representations commonly used in cognitive models. The similarity distributions from all semantic measures were positively skewed compared with the symmetric normal distributions assumed by random representations. We discuss potential consequences that this false assumption may have for conclusions drawn from process models that use random representations.     

Applying the permutation test to factorial designs

The permutation test follows directly from the procedure in a comparative experiment, does not depend on a known distribution for error, and is sometimes more sensitive to real effects than are the corresponding parametric tests. Despite its advantages, the permutation test is seldom (if ever) applied to factorial designs because of the computational load that they impose. We propose two methods to limit the computation load. We show, first, that orthogonal contrasts limit the computational load and, second, that when combined with Gill’s (2007) algorithm, the factorial permutation test is both practical and efficient. For within-subjects designs, the factorial permutation test is equivalent to an ANOVA when the latter’s assumptions have been met. For between-subjects designs, the factorial test is conservative. Code to execute the routines described in this article may be downloaded from http://brm.psychonomic-journals.org/content/supplemental.     

Differentiation between and within groups: the influence of individualist and collectivist group norms

The power of individualist and collectivist group norms to influence intergroup and inter‐individual differentiation was examined in three studies. Study 1 revealed that intergroup differentiation was lower when group norms prescribed individualism than when they prescribed collectivism. However, inter‐individual differentiation was higher when group norms endorsed individualism than when they promoted collectivism. In Studies 2 and 3 we found evidence for the moderating effect of group salience on the relationship between norms and differentiation. Specifically, the effect that individualist group norms reduced intergroup differentiation but enhanced inter‐individual differentiation was more pronounced when group salience was high rather than low. This finding demonstrates that conformity to a group norm prescribing individualism influences the manner in which positive differentiation is expressed. The discussion focuses on the caveats of introducing individualist group norms when attempting to reduce intergroup differentiation. Copyright © 2006 John Wiley & Sons, Ltd.     

Effects of Intensive Behavioral Treatment for Children With Varying Levels of Conduct Problems and Callous-Unemotional Traits

The purpose of this study was to examine whether callous–unemotional (CU) traits moderated the effects of intensive behavior therapy in elementary school-age children with varying levels of conduct problems (CP). Both treatment response (magnitude of change between pre- and posttreatment) and treatment outcomes (likelihood of normalization from treatment) were examined. Participants were 67 children (n = 49 boys, M_age = 9.6 years) with varying levels of CP and CU who participated in an intensive 8-week summer treatment program (STP) in which behavior therapy was delivered to children in recreational and classroom settings and to parents via weekly parent training sessions. Effects of treatment were measured using parent and teacher ratings of oppositional defiant disorder (ODD), conduct disorder (CD), callous behavior, and impairment. Results showed that CU moderated treatment effects for CD and callous behavior but not ODD or impairment. The moderating effects showed some evidence that participants with high CP and high CU before treatment had better treatment responses (larger change between pre- and posttreatment) but worse treatment outcomes (lower likelihood of normalization after treatment). These results suggest that intensive treatment, such as the STP, may be necessary but not sufficient for children with CP and CU traits.     

What can the Philosophy of Mathematics Learn from the History of Mathematics?

This article canvasses five senses in which one might introduce an historical element into the philosophy of mathematics: 1. The temporal dimension of logic; 2. Explanatory Appeal to Context rather than to General Principles; 3. Heraclitean Flux; 4. All history is the History of Thought; and 5. History is Non-Judgmental. It concludes by adapting Bernard Williams’ distinction between ‘history of philosophy’ and ‘history of ideas’ to argue that the philosophy of mathematics is unavoidably historical, but need not and must not merge with historiography.

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Effects of threat cues on attentional shifting, disengagement and response slowing in anxious individuals

According to cognitive models of anxiety, attentional biases for threat may cause or maintain anxiety states. Previous research using spatial cueing tasks has been interpreted in terms of difficulty in disengaging attention from threat in anxious individuals, as indicated by contrasts of response times (RTs) from threat cue versus neutral cue trials. However, on spatial cueing tasks, differences in RT between threat cue and neutral cue trials may stem from a slowing effect of threat on RT, as well as effects on allocation of visuospatial attention. The present study examined the effects of threat cues on both attentional cueing and response slowing. High and low anxious individuals completed a central cue task, which assessed threat-related response slowing, and a spatial cueing task, which assessed attentional biases for angry, happy and neutral faces. Results indicated that interpretation of the anxiety-related bias for threat depended on whether the effect of response slowing was taken into account. The study illustrates an important problem in using the modified spatial cueing task to assess components of threat-related attentional bias. As this experimental method may reflect both threat-related attentional cueing and response slowing effects, it cannot be assumed to provide pure measures of shift or disengagement components of attention bias.     

Individualist and collectivist norms: when it's ok to go your own way

We conducted two studies to investigate the influence of group norms endorsing individualism and collectivism on the evaluations of group members who display individualist or collectivist behaviour. It was reasoned that, overall, collectivist behaviour benefits the group and would be evaluated more positively than would individualist behaviour. However, it was further predicted that this preference would be attenuated by the specific content of the group norm. Namely, when norms prescribed individualism, we expected that preferences for collectivist behaviour over individualist behaviour would be attenuated, as individualist behaviour would, paradoxically, represent normative behaviour. These predictions were supported across two studies in which we manipulated norms of individualism and collectivism in an organizational role‐play. Furthermore, in Study 2, we found evidence for the role of group identification in moderating the effects of norms. The results are discussed with reference to social identity theory and cross‐cultural work on individualism and collectivism. Copyright © 2002 John Wiley & Sons, Ltd.     

库恩的《科学革命的结构》为什么会引起惊异？

1.引言 <科学革命的结构>(以下简称<结构>)一书出版后,库恩因其明显的相对主义的观点受到了批判.在辩护的过程中,库恩把自己说成是哲学家中的历史学家,所持的是历史学家关于科学进步的观点.