On the relation between genuine and simulated amnesia

When claims of amnesia are made in legal cases, it is necessary to determine whether they are genuine or simulated. This article assesses current knowledge of the relation between genuine and simulated amnesia and discusses issues that are critical to understanding of the problem. It is argued that there are few well established facts regarding the nature of simulated amnesia, and no evidence that experts can distinguish accurately between genuine and simulated amnesia. Suggestions are made for future research that draw upon recent advances in cognitive psychology, social psychology, and neuropsychology.     

Comments on Hughes and Sussman''s time-sharing study of cerebral laterality in language-disordered and normal children

M. Hughes and H. M. Sussman (1983, Brain and Language, 19, 48-64) suggest that the time-sharing paradigm "does not serve as an adequate behavioral index for language lateralization in children." The merits of this conclusion are considered and general interpretative issues regarding manual interference in dual-task/time-sharing studies are discussed.     

Performance of disturbed hyperactive and nonhyperactive children on an objective measure of hyperactivity

Twenty hyperactive emotionally disturbed children (6–11 years) and a matched sample of nonhyperactive emotionally disturbed children were selected from the population of a therapeutic day treatment facility on the basis of teacher ratings. They were administered the Matching Familiar Figures Test-20 and were rated on several scales of impulsivity and/or hyperactivity. Each subject was required to perform on the Delay Task of the Gordon Diagnostic System, which required them to inhibit behavioral responding on a temporally based schedule (DRL-6) in order to win points. Children classified as hyperactive, whether by one or more criteria, were relatively unable to refrain from emitting a high number of nonreinforced responses. Moreover, these performance differences persisted regardless of age or IQ and were stable over the 8 minutes required to complete the test.The authors gratefully acknowledge the efforts of the following members of the Institute of Clinical Psychology, University of Virginia: Richard Abidin, Ann Loper, Ronald Reeve, and Sherry Kraft. Data analyses were conducted using STATMANAGER, Hayden Software Company, copyright 1983.     

Subfertility among the very intelligent: An examination of the American Mensa

Recent data on post-war birth cohorts in the U.S.A. show a negative relationship between IQ and fertility, both actual and expected. Previous investigators (e.g. Bajema, the Reeds and Waller) had found a slightly positive relationship for certain pre-war birth cohorts. This secular change in the relationship between IQ and fertility is replicated here for data on the membership of the American Mensa. Members born before the war exhibit a fertility below but close to that of the equivalent cohorts in the nation as a whole. Members born during and after the war exhibit a fertility that is substantially lower than that of the equivalent national cohorts. Apparently, rising fertility, which characterized the period in which the pre-war birth cohorts bore their children, causes a convergence in birth rates across IQ classes. Declining and/or low fertility, which characterizes the period in which the post-war birth cohorts are bearing their children, has the opposite effect, i.e. a divergence in birth rates across IQ classes, with the lower birth rates in the higher-IQ classes. The membership of Mensa may not be a representative sample of the high-IQ population as a whole, as it seems to attract a disproportionate number of low procreators even for this population. However, there is no reason to believe that changes in fertility rates across cohorts within Mensa, relative to changes in the national fertility rates, do not reliably reflect changes in fertility rates across cohorts within the high-IQ population of the U.S.A. as a whole, again relative to those of the nation, though these rates may be fluctuating around different means.     

Children's understanding of conversational principles

Sixteen preschool, first-, and third-grade children were presented with short stories ending with a verbal statement by a story character. Two alternative ending statements were provided. One alternative violated a postulate (H. P. Grice, 1975, in P. Cole & J. Morgan (Eds.), Syntax and Semantics (Vol. 3), New York: Academic Press) or a reasonable request condition (D. Gordon & G. Lakoff, 1971, Conversational postulates, papers from the seventh regional meeting of the Chicago Linguistic Society, University of Chicago, Department of Linguistics), while the other alternative did not. The child's task was to choose the “funny or silly“ ending, i.e., the violation. Data analysis showed that 100% of the third-graders, 83% of the first-graders, and 19% of the preschoolers performed with significant (P < .02) accuracy. These results suggest that children's understanding of conversational principles improves considerably between preschool and first grade. There were no significant differences among four types of conversational principles examined.     

Neurology,psychology, and extraordinary religious experiences

Temporal lobe epilepsy and certain personality disorders often result in experiences described as religious. TLE research suggests a possible neurological basis for such experiences. Immediately the question arises about the authenticity of these experiences as religious. An experience is authentic if it furthers the authentic growth of the subject, regardless of what triggered it. So pathology may occasion authentic religious experiences, even as history exemplifies. For practical purposes, the further question about God in religious experience is secondary. The exception, miraculous occurrences, should not be granted without sufficient reason. This approach dissolves all conflict between science and faith.     

Behavioral consequences of song learning: Discrimination of song types by male white-crowned sparrows

The functional significance of learned population differences in male song in the white-crowned sparrow was explored in natural populations using playback tests. Laboratory results have shown that learning of the population-specific song seems to take place in early life and is strongly dependent upon the nature of the auditory experience at that time. However, the varied results of recent studies make it difficult to reach a confident conclusion about the ecological functions of song learning. The present research took advantage of naturally occurring variation in the differences between songs of adjacent populations to determine a function relating degree of difference in song to intensity of territorial singing elicited. Applying a typological evaluation of syllable structure to the four segments of the song allowed a crude quantitative ranking of the differences between local songs and playback stimuli. These results, together with those of other studies, suggest a unimodal aggressive response function of males to songs of other males. A maximum response to songs slightly different from the local song environment suggests that male exclusion based upon acquired song components may contribute to the maintenance of discrete and stable song dialects.     

Maternal and adolescent depressive symptoms and family conflict: An autoregressive cross-lagged examination of competing models in multi-stressed mothers and adolescents

Maternal and adolescent depression are challenges that often co-occur. Many studies have drawn bivariate associations between maternal depressive symptoms, adolescent depressive symptoms, and family conflict, but few have examined reciprocal effects. Even among extant studies, there is a lack of clarity related to directionality of influence. Three competing theoretical models may explain the relationship between maternal depressive symptoms, adolescent depressive symptoms, and family conflict, and these processes may differ by adolescents’ sex. Using three time points of data from 187 diverse mother-adolescent dyads, we fit a taxonomy of autoregressive cross-lagged structural equation models to simultaneously evaluate the competing theoretical models and also examine differences by sex using multiple-group analyses. Results indicate a symptom-driven model whereby adolescent depressive symptoms predicted increases in family conflict. Sex differences were also found. For males, but not females, greater adolescent depressive symptoms predicted subsequent increases in maternal depressive symptoms, which then predicted lower family conflict—possibly indicating maternal disengagement/withdrawal. Our findings suggest addressing adolescent depressive symptoms in order to prevent family conflict and that distinctive targets for the prevention/intervention of family conflict should account for differences by adolescents’ sex.     

Revival of psychology in former Czechoslovakia and the contemporary Czech Republic after the fall of Totalitarian communist regimes

After the general societal and political change in November 1989 in Czechoslovakia, the subject “History of Psychology” became the stable component of curriculum of studying psychology at the Department of Psychology of Faculty of Arts of Charles University in Prague. The author of this paper has taught “History of Psychology” in Czech since 1998 for more than 20 years all students of psychology and he is teaching this subject the students of ERASMUS+ program from whole Europe, studying at Charles University in Prague, now. Indivisible part of the curriculum is represented by the history of Czechoslovak and Czech psychology. In References, the most important publications in the field of history of Czechoslovak and Czech psychology are presented.