The pattern of reading deterioration in dementia of the Alzheimer type: Observations and implications

Thirteen patients with dementia of the Alzheimer type (DAT) were tested for their ability to read aloud and to read with comprehension. Reading aloud was preserved in all but the most severely impaired cases and was found to be relatively independent of intellectual deterioration. Reading comprehension declined progressively with increasing dementia severity and correlated well with quantitative mental status assessments. The results suggest that the pattern of reading deterioration may aid in the clinical identification of DAT, that the disturbance of reading comprehension is a linguistic deficit rather than a product of visual-perceptual disturbances, and that the alexia is more consistent with an instrumental loss than a de-developmental model of dementia.     

Research and Theory: Relationships Among Spirituality,Social Support and Childhood Maltreatment in University Students

The authors investigated relationships among spirituality, social support, childhood maltreatment, and symptoms of distress. One hundred and fifty‐eight upper‐level university students completed questionnaires related to childhood maltreatment, distress symptomatology, spirituality, and social support. Significant associations were found for (a) maltreatment with high symptoms of distress, low existential spiritual well‐being, and low social support from family; (b) symptoms of distress with low existential spiritual well‐being and low social support from family; and (c) receiving counseling for maltreatment with high symptoms of distress and low support from family.     

Interparental Interactions and Adolescent Mood: A Daily Diary Approach

The literature assessing relations between interparental functioning and youth adjustment is extensive. Most of this literature used a between subjects approach and examines youth responses to conflict reported by parents. The current study used a daily diary approach to complement the existing literature by assessing relations between aspects of marital interactions and adolescent reported daily mood using a within-family approach. We hypothesized that parents’ emotionality during interactions, the severity of their marital conflicts, and the degree to which their conflicts were resolved would be associated with their adolescents’ daily moods. To test these hypotheses a diverse sample (N?=?86; 27% Black, 33% White, 26% Hispanic, and 14% another race or families members differed in race) of mothers, fathers, and adolescents drawn from the Supporting Healthy Marriage project completed 15 days of daily diaries. Multilevel modeling results suggested differential associations between mother and father reports of their own emotions during interactions, conflict severity, and conflict resolution and adolescents’ daily moods. Overall, there were more significant results indicating fathers’ compared to mothers’ associations with adolescents’ daily moods, providing support for the need to continue efforts to engage fathers in family strengthening programs.     

Rejecting the Urge to Theorise in Fallacy Inquiry

In this paper, I examine the incessant call to theory that is evident in fallacy inquiry. I relate the motivations for this call to a desire to attain for fallacy inquiry certain attributes of the theoretical process in scientific inquiry. I argue that these same attributes, when pursued in the context of philosophical inquiry in general and fallacy inquiry in particular, lead to the assumption of a metaphysical standpoint. This standpoint, I contend, is generative of unintelligibility in philosophical discussions of rationality. I claim that this same unintelligibility can be shown to characterise fallacy inquiry, an example of the study of argumentative rationality. The context for my claim is an examination of the theoretical pronouncements of two prominent fallacy theorists, John Woods and Douglas Walton, in relation to the argument from ignorance fallacy. My conclusion takes the form of guidelines for the post-theoretical pursuit of fallacy inquiry.     

Role of participation in the evaluation and implementation of development projects

There has been an emphasis in the development and research literature on the participation of beneficiaries in the planning, implementation, and evaluation of projects. Initially, approaches were described as facilitating participation. However, in more recent years the term participatory has been used. As this trend has occurred there has been an increasing advocacy of the participatory approach as a prerequisite for projects. The analysis starts with an identification of the differences between participation and participatory approaches to planning and evaluation. The importance of recognizing when participation may be appropriate as opposed to more participatory approaches is outlined. Conditions for the success of participatory approaches are noted and a set of criteria are recommended. The analysis is illustrated with examples from diverse geographic and subject-matter backgrounds.     

When clients want to pay more for psychotherapy: ethical issues and implications

One ethical issue that commonly comes up in clinical practice is the negotiation of fees with clients. Although the APA Ethics Code provides standards regarding clients who are unable to or do not pay (Standard 6.04), little guidance is given pertaining to fee limits for clients who want to pay more. This issue is explored using a real case example, including the relevant ethical codes to be considered. The necessary “gray” areas of ethical decision-making are demonstrated through my own decision process. Implications for future scenarios are discussed.