Using SenseCam with an amnesic patient: accessing inaccessible everyday memories

Forgetting is a normal and everyday occurrence that may sometimes reflect a complete loss of the mnemonic record or a failure to encode it in the first place. However, on many occasions with the help of cues we can eventually or suddenly recall a memory that seemed to be lost, thus highlighting the probability that many instances of "forgetting" may in fact reflect inaccessibility rather than true loss. We report here on our amnesic patient CR who presents an extreme example of this normal everyday forgetting. For 4 weeks, CR recorded regular personal autobiographical events both on a SenseCam (henceforth SC) and in a written diary form. Subjective and objective aspects of recall were measured each weekend both without any cues and then with either a SC or diary cue. We show that the SC enabled CR to recall significantly more detailed episodic memories than reading the diary and importantly we observed that the qualitative nature of these memories was different. We comment on the considerable potential of SC for therapeutic purposes.     

Assessing good qualitative research in the work psychology field: A response to the commentaries

This article is a response to three commentaries (Halbesleben, 2011; Hickson, 2011 & Locke, 2011) on ‘Assessing “good” qualitative research in the work psychology field: A narrative analysis’ (Cassell & Symon, 2011).     

Assessing ‘good’ qualitative research in the work psychology field: A narrative analysis

This paper considers how work psychologists define ‘good’ qualitative research in the work psychology domain. In addressing the assessment of quality in work psychology research, we draw on 22 in‐depth interviews with work psychologists about their current practices and expectations around qualitative research. Using narrative analysis, the various plots and narratives that constitute how interviewees understand good qualitative research are identified. The implications of the use of these narratives for both how quality is understood and the use of qualitative research in this area are addressed. Drawing on Weick's concept of sensemaking as a theoretical framework, it is argued that the narratives identified enable the construction of a hegemonic understanding of what is good methodological practice within the work psychology discipline. The implications of this for the work psychology field and the methodological practices of work psychologists are considered.     

Toddlers with Autism Spectrum Disorder are more successful at visual search than typically developing toddlers

Plaisted, O'Riordan and colleagues (Plaisted, O'Riordan & Baron-Cohen, 1998; O'Riordan, 2004) showed that school-age children and adults with Autism Spectrum Disorder (ASD) are faster at finding targets in certain types of visual search tasks than typical controls. Currently though, there is very little known about the visual search skills of very young children (1-3-year-olds) - either typically developing or with ASD. We used an eye-tracker to measure looking behavior, providing fine-grained measures of visual search in 2.5-year-old toddlers with and without ASD (this representing the age by which many children may first receive a diagnosis of ASD). Importantly, our paradigm required no verbal instructions or feedback, making the task appropriate for toddlers who are pre- or nonverbal. We found that toddlers with ASD were more successful at finding the target than typically developing, age-matched controls. Further, our paradigm allowed us to estimate the number of items scrutinized per trial, revealing that for large set size conjunctive search, toddlers with ASD scrutinized as many as twice the number of items as typically developing toddlers, in the same amount of time.     

Mismatch of vocational graduates: What penalty on French labour market?

This study explores individual effects of educational mismatch on wages, job satisfaction and on-the-job-search on French labour market. We distinguish between horizontal matches (job matches with field of studies) and vertical matches (job matches the level of qualification) on the one hand and skills matches (worker's assessment) on the other hand. We use data from the French survey “Generation 98,” conducted among a sample of 22780 young vocational graduates asked about their employment situation 3 years after leaving school. We show that whatever the criterion chosen, there is a minority of matched situations. We find that situations of vertical mismatch and skill mismatch have strong negative effects on wages, while situations of horizontal mismatch have not. However, horizontal mismatch increases both job dissatisfaction and the desire to find another job, even if their job is qualified, permanent and reasonably well paid. Implications for the evaluation of vocational training programs are discussed.     

Cognitive-behavioral therapy for geriatric compulsive hoarding

This investigation examined response to a manualized cognitive-behavioral therapy (CBT) protocol for compulsive hoarding (Steketee & Frost, 2007) in a sample of 12 adults over age 65. All participants were cognitively intact, not engaging in any other psychotherapy, and had compulsive hoarding as their primary problem. All received 26 sessions of individual CBT over the course of 17 weeks. The primary outcome measures were the Savings Inventory-Revised and UCLA Hoarding Severity Scale, which were administered at baseline, mid-treatment, post-treatment, and 6-month follow-up. Other outcomes included Clinical Global Impression (CGI) scores, depression, anxiety, disability, and clutter image ratings. Results demonstrated statistically significant changes on hoarding severity and depression. However, only three of the twelve participants were classified as treatment responders at post-treatment, and their gains were not maintained at 6-month follow-up. CGI, anxiety, disability, and clutter ratings were unchanged at post-treatment and follow-up. No participants dropped out, but homework compliance was variable and correlated with decreases in hoarding severity. Findings suggest that older adults with compulsive hoarding may require an enhanced or alternative treatment.     

The relationship between basic need satisfaction and emotional eating in obesity

Emotional eating has been identified as a factor that promotes the development and maintenance of obesity and hinders its treatment. This study investigated the relationship between unsatisfied basic needs and emotional eating, including the mediating factors of self‐esteem and coping strategies. The results from a survey of 136 obese individuals indicated support for a significant relationship between basic need satisfaction and emotional eating, with a mediating effect of negative coping strategies. These findings extend previous research and provide guidance on how to help individuals who engage in emotional eating by focusing on developing more adaptive coping strategies.     

Social brain development and the affective consequences of ostracism in adolescence

Recent structural and functional imaging studies have provided evidence for continued development of brain regions involved in social cognition during adolescence. In this paper, we review this rapidly expanding area of neuroscience and describe models of neurocognitive development that have emerged recently. One implication of these models is that neural development underlies commonly observed adolescent phenomena such as susceptibility to peer influence and sensitivity to peer rejection. Experimental behavioural evidence of rejection sensitivity in adolescence is currently sparse. Here, we describe a study that directly compared the affective consequences of an experimental ostracism manipulation (Cyberball) in female adolescents and adults. The ostracism condition led to significantly greater affective consequences in the adolescents compared with adults. This suggests that the ability to regulate distress resulting from ostracism continues to develop between adolescence and adulthood. The results are discussed in the context of models of neurocognitive development.