Increased cognitive problem reporting after information about chemotherapy-induced cognitive decline: The moderating role of stigma consciousness

Objective: Information about treatment side effects can increase their occurrence; breast cancer (BC) patients showed increased cognitive problem reporting (CPR) and decreased memory performance after information about cognitive side effects. The current study extends previous research on adverse information effects (AIE) by investigating (a) risk factors, (b) underlying mechanisms and (c) an intervention to reduce AIE.

Design: In an online experiment, 175 female BC patients were randomly assigned to one of three conditions. In the two experimental groups, patients were informed about the possible occurrence of cognitive problems after chemotherapy with (intervention group) or without (experimental group) reassuring information that ‘there are still patients who score well on memory tests’. In the control group, no reference to chemotherapy-related cognitive problems was made.

Main outcome measures: Main dependent measure was CPR. Four moderating and five mediating processes were examined.

Results: CPR increased with higher levels of stigma consciousness in the two experimental groups, but not in the no-information control group.

Conclusion: Merely informing patients about cognitive side effects may increase their occurrence, especially among individuals vulnerable to patient stereotypes. Adding reassuring information is not sufficient to reduce AIE.     

Connect within to connect outside: effect of salespeople's political skill on relationship performance

Scholars have recently explored the effects of salespeople's intraorganizational relationships on salespeople's job-related outcomes. Grounded in social influence theory, we explore the effects of salespeople's intraorganizational skills on salesperson relationship performance. We empirically tested the proposed relationships using the data from a non-Western sales force working with an organization in an emerging economy. The results indicate that salespeople's political skill positively contributes to salespeople's identification with the organization and to creative performance, while strikingly, we also find that salesperson task adaptivity weakens these effects. Moreover, salespeople's identification and creative performance are positively related to customer satisfaction. These findings demonstrate that salespeople's intraorganizational relationships play a key role in enhancing customer satisfaction. In light of these results, we explore implications for marketers and academics and conclude by suggesting directions for further research.     

Neurobiologie der Bipolar-1-Störung

Der Psychiater Dr. Alexander Neumeister betreibt an der Universit?t Yale Grundlagenforschung zur Beschreibung der Neurobiologie psychiatrischer Erkrankungen. Dabei gilt sein besonderes Augenmerk affektiven Erkrankungen, Angstst?rungen und der posttraumatischen Belastungsst?rung. Ein weiterer Schwerpunkt seiner Forschungst?tigkeit ist die Psychopharmakologie. Um neurochemische Prozesse im Gehirn zu beschreiben bedient sich Neumeister verschiedener bildgebender Verfahren, vor allem der Positronen-Emissions-To-mographie.     

D-N认知评估系统在AD/HD儿童认知评估中的应用

研究采用基于PASS理论建构的D-N认知评估系统(CAS)作为主要评估工具, 以临床推介的18名AD/HD儿童和18名在性别、年龄及智力水平与临床样本相匹配的正常儿童为被试, 对其PASS认知过程特征开展比较研究, 探查临床组儿童潜在的认知过程异常, 研究结果表明:(1)临床AD/HD儿童在CAS总量表分上显著低于正常对照组儿童;(2)临床AD/HD儿童与正常对照组儿童在计划和注意过程分数上存在显著差异, 且临床AD/HD儿童的计划和注意分量表分数可很好地预测其在DSM-IV上的注意涣散评估分数;(3)临床AD/HD组儿童与正常对照组儿童在同时性加工和继时性加工水平上则没有显著差异。     

数学学习困难儿童的编码加工特点:基于PASS理论的研究

同时加工和继时加工是PASS模型中的两类编码加工,二者在数学学习中发挥重要作用。使用基于PASS理论的认知评估系统（DN：CAS）单纯型数学困难、混合型数学困难和正常小学生进行两类编码加工的测评,比较研究发现,两类困难学生的两类编码加工水平均显著低于正常儿童,两类困难学生间的同时加工差异不显著,而混合型困难学生的继时加工水平显著低于单纯型困难学生。较低的同时加工水平似乎是两类数学困难的共同特征,继时加工水平的差异则似可作为单纯型与混合型困难的区分指标之一。     

The Risk-Based View of Trust: A Conceptual Framework

Trust and risk have often been linked in the literature, but their relationship is far from clear. Trust has been used in three different ways — namely, as a perception (subjective trust), as various personal and situational factors that lead to subjective trust (trust antecedents), and as the actions resulting from subjective trust (behavioral trust). We explain how risk is related to these three conceptions of trust. First, we argue that subjective trust and perceived risk are in fact mirror images of each other. Second, we show how behavioral trust can be viewed as risk taking, so that the causal relationship between subjective trust and behavioral trust is similar to that of perceived risk and risk taking. And third, we discuss the role of personal characteristics (such as risk propensity and trust propensity) in the risk–trust relationship. We also develop a number of propositions based on our risk-based view of trust.     

Influence of Distal and Proximal Cognitive Processes on Word Reading

The objectives of the present study were twofold: (a) to explore the interrelationship among distal, proximal cognitive skills, and word reading; and (b) to identify those cognitive processes that predict phonological awareness and rapid naming. Seventy First-Nation Canadian children attending grades 3 and 4 were examined on phonological awareness, rapid naming, Word Identification, Word Attack, and the cognitive processing measures of planning, attention, successive, and simultaneous (PASS). Results indicated that phonological awareness and rapid naming uniquely predicted reading, whereas PASS variables did not, when the effects of phonological awareness and rapid naming were controlled. Finally, both phonological awareness and rapid naming were predicted by planning. Implications for diagnosis of children at risk for reading difficulties and remediation are discussed.     

Comparison of Cognitive Process Measures Across Three Cultural Samples: Some Surprises

Investigations of cognitive processes of children in three different countries (India, Canada, & Japan) are reported extending the validity of measures of Planning, Attention, Simultaneous, and Successive (PASS) processing. Results of average and low achieving school children in India on Cognitive Assessment System (CAS) comprising the four PASS scales showed that low achievers are low on all processing measures. Among Canadian Native children, Simultaneous processing was stronger and Successive was poorer. Children’s performance on Japanese standardization of CAS revealed the same 4 PASS factor structures as in the American CAS. However, in each case, there was a surprise: Indian children scored higher than American norm for Successive scale; only those Canadian Native children who were poor in reading performed poorly in Successive scale, and among the Japanese, Simultaneous processing was higher. Results are discussed in terms of the influence of cultural context and school instructions.     

Playing God? Religious Perspectives on Manipulating the Genome

Journal of Religion and Health - The Human Genome Project (HGP) is a remarkable medical science breakthrough that enables the understanding of genetics and the intervention of human health. An...