On the nature of the verbal memory deficit in Alzheimer''s disease

Verbal memory was investigated in patients with Alzheimer's disease (AD) with previously documented deficits in word production and comprehension. Procedures were employed to evaluate word recall and recognition within the context of both "multistore" and "levels of processing" models of memory. In addition, memory abilities were evaluated with respect to performance on measures of verbal fluency and language comprehension. As expected, the AD patients performed significantly worse than normal individuals on all tasks. However, in each experiment their pattern of recall across conditions was found to be qualitatively similar to that produced by normal subjects. It was argued that the memory impairment associated with Alzheimer's disease may be largely due to an inability to encode a sufficient number of stimulus features or attributes. Furthermore, this encoding deficit includes, but is not limited to, semantic attributes. Similarities between the performance of the AD patients and reported findings with Korsakoff patients and normal subjects with "weak" memory were discussed.     

Communication of stereotypes in the classroom: biased language use of German and Turkish adolescents

Little is known about the linguistic transmission and maintenance of mutual stereotypes in interethnic contexts. This field study, therefore, investigated the linguistic expectancy bias (LEB) and the linguistic intergroup bias (LIB) among German and Turkish adolescents (13 to 20 years) in the school context. The LEB refers to the general phenomenon of describing stereotypes more abstractly. The LIB is the tendency to use language abstraction for in‐group protective reasons. Results revealed an unmoderated LEB, whereas the LIB only occurred when foreigners were in the numerical majority, the classroom composition was perceived as a learning disadvantage, or the interethnic conflict frequency was high. These findings provide first evidence for the use of both LEB and LIB in an interethnic classroom setting.     

Presentism and Difference: On the Inclusion of Indigenous Psychologies in the History of Psychology

In response to “Jagged 85’s” interference and Adrian Brock’s essay the first part of this contribution refers to psychological knowledge and practices outside the European and North American canon of academic psychology that tend to be lumped together under the term “indigenous”. A distinction between “textual”, “subaltern” and “synergetic” forms of indigenous psychologies is suggested. The second part highlights the agency of Indian academic psychologists and their attempts to “indigenize” academic psychology. The conclusion advocates the institutionalization of unified social science studies programmes.     

Effects of counterstereotypic training on preservice teachers’ assessment of students’ academic performance

Social Psychology of Education - Studies have provided empirical evidence, that teachers’ judgments of students’ academic performance are biased by social stereotypes. Thus, in the...     

Knowing God Beyond Imagining: A Critical Appraisal of the Relation between Systematic Theology and Concrete Reality in John Milbank's Thought

John Milbank's work repeatedly invites two fundamental criticisms: he supposedly prioritises abstract thought over concrete reality, and he claims for himself a God's eye perspective on reality that is forgetful of any epistemological limits concerning a truthful human vision of the whole. Contrary to the first criticism, this article appreciates the way in which Milbank follows twentieth‐century Ressourcement theologies in relating concrete reality and abstract systematic thought. The second criticism does not disqualify Milbank's ontology, but encourages a more consequent application of this ontology in his assessment of concrete reality. As a corrective, Edward Schillebeeckx's contribution to Ressourcement theologies is revisited, as his work bears the promise of attaining an ever more limitless vision of God, via the path of contemplating concrete reality.     

Evaluation of effects of previous exposure to an acute stressor before testing for depression-like behaviours in mice

Test batteries are an essential and broadly used tool for behavioural phenotyping, especially with regard to mouse models of particular diseases, such as depression. Facing the problem of an often limited number of mutant animals, it therefore seems crucial to develop and optimise such test batteries in terms of an ideal throughput of subjects. This study aimed to characterize several common stressors, which are used for the investigation of depressive-like features with regard to their capability of each of them to affect performance in a subsequent behavioural test. Here we investigated swim-, restraint- and footshock-stress in male C57/BL6 mice, focusing on post-stress corticosterone elevations as well as potential effects on the behavioural level. The stressors increased circulating corticosterone levels when assessed 1 h after exposure. On the behavioural level, no test interactions could be detected, which suggests, that in general, combining these test conditions in experiments with a restricted availability of animals seems to be rather unproblematic.     

Assessing post-event processing after social situations: a measure based on the cognitive model for social phobia

In their cognitive model of social phobia, Clark and Wells (1995) described a process called post-event processing that is characterized by prolonged ruminative and negative thinking about a past social event. Referring to this concept, Rachman and colleagues (2000) developed a questionnaire that has been used in several studies subsequently (Post-Event Processing Questionnaire (PEPQ)). Our aim was to examine a German version of the PEPQ and, where necessary, modify this measure. In Study 1 (N=130 students), we inspected the psychometric properties of the German version of the PEPQ. According to the item analyses, problematic items were identified and eliminated or reformulated. To map aspects of post-event processing that were missing in the original questionnaire, new items were developed. In Study 2, the psychometric properties of the revised instrument were analyzed in a sample of students (N=268).The revised instrument showed excellent internal consistency and a meaningful pattern of correlations with anxiety, depression, and dysfunctional self-consciousness. With regard to the factorial structure of the construct, our data suggest that a four-factorial model may be more appropriate than the one-dimensional structure proposed by Rachman and colleagues.