Enhancing retention through reconsolidation: negative emotional arousal following retrieval enhances later recall

When information is retrieved from memory, it enters a labile state rendering it amenable to change. This process of reconsolidation may explain, in part, the benefits that are observed in later retention following retrieval of information on an initial test. We examined whether the benefits of retrieval could be modulated by an emotional event occurring after retrieval. Participants studied Swahili-English vocabulary pairs. On a subsequent cued-recall test, each retrieval was followed by a blank screen, a neutral picture, or a picture inducing negative affect. Performance on a final cued-recall test was best for items whose initial retrieval was followed by negative pictures. This outcome occurred when a negative picture was presented immediately after (Experiment 1) or 2 s after (Experiment 2) successful retrieval, but not when it was presented after restudy of the vocabulary pair (Experiment 3). Postretrieval reconsolidation via emotional processing may enhance the usual positive effects of retrieval.     

Does easily learned mean easily remembered?: it depends on your beliefs about intelligence

Because numerous studies have shown that feelings of encoding fluency are positively correlated with judgments of learning, a single dominant heuristic, easily learned = easily remembered (ELER), has been posited to explain how people interpret encoding fluency when assessing their own memory. However, the inferences people draw from feelings of encoding fluency may vary with their beliefs about why information is easy or effortful to encode. We conducted two experiments in which participants studied word lists and then predicted their future recall of those items. Results revealed that subjects who viewed intelligence as fixed, and who tended to interpret effortful encoding as indicating that they had reached the limits of their ability, used the ELER heuristic to make judgments of learning. However, subjects who viewed intelligence as malleable, and who tended to interpret effortful encoding as indicating greater engagement in learning, did not use the ELER heuristic and at times predicted greater memory for items that they found more effortful to learn.     

The MMPI–2–RF Personality Psychopathology Five (PSY–5–RF) Scales: Development and Validity Research

This article describes the development, internal psychometric, and external validation studies on scales designed to measure the Personality Psychopathology Five (PSY–5) from MMPI–2 Restructured Form (MMPI–2–RF) items. Diverse and comprehensive data sets, representing various clinical and nonclinical populations, were classified into development and validation research samples. Item selection, retention, and exclusion procedures are detailed. The final set of PSY–5–RF scales contain 104 items, with no item overlap between scales (same as the original MMPI–2 PSY–5 scales), and no item overlap with the Demoralization scale. Internal consistency estimates are comparable to the longer MMPI–2 PSY–5 scales. Appropriate convergent and discriminant validity findings utilizing various self-report, collateral rating, and record review data are reported and discussed. A particular emphasis is offered for the unique aspects of the PSY–5 model: psychoticism and disconstraint. The findings are connected to the broader PSY–5 literature and the recommended review of systems (Harkness, Reynolds, & Lilienfeld, this issue) presented in this series of articles.     

The MMPI–2 Restructured Form Personality Psychopathology Five Scales: Bridging DSM–5 Section 2 Personality Disorders and DSM–5 Section 3 Personality Trait Dimensions

This study examined in a college sample and a sample of non-treatment-seeking, trauma-exposed veterans the association between the MMPI–2 Restructured Form (MMPI–2–RF) Personality Psychopathology Five (PSY–5) Scales and DSM–5 Section 2 personality disorder (PD) criteria, the same system used in DSM–IV–TR, and the proposed broad personality trait dimensions contained in Section 3 of DSM–5. DSM–5 Section 2 PD symptoms were assessed using the SCID–II–PQ, and applying a replicated rational selection procedure to the SCID–II–PQ item pool, proxies for the DSM–5 Section 3 dimensions and select facets were constructed. The MMPI–2–RF PSY–5 scales demonstrated appropriate convergent and discriminant associations with both Section 2 PDs and Section 3 dimensions in both samples. These findings suggest the MMPI–2–RF PSY–5 scales can serve both conceptually and practically as a bridge between the DSM–5 Section 2 PD criteria and the DSM–5 Section 3 personality features.     

Cognitive Complexity and Dissociative Identity Disorder

Thirteen patients with dissociative identity disorder (DID), 13 with other mental disorders, and 10 nondiagnosed comparison participants were given individual grids. Results showed that displaying alternate personalities did not portend a more multidimensional level of thinking. Instead, the nonclinical comparison group had the greater degree of complexity in comparison to both clinical groups. A notable clinical observation was that DID patients, as compared to non-DID participants, had a greater understanding and speed in completing the grid. Findings are discussed in terms of the advantages of personal construct theory for conceptualizing the construct of dissociation.     

Therapeutic Assessment in Personality Disorders: Toward the Restoration of Epistemic Trust

Abstract

Research evidence suggests Therapeutic Assessment positively affects clients with problems in living, including clients with personality disorders, who are typically quite resistant to change. Importantly, this change takes place quickly, in relatively few sessions. This article draws on a relatively new evolutionary-based theory of epistemic trust (ET) and epistemic hypervigilance (EH) as a lens to plausibly explain the efficacy of TA, and especially its influence on PD clients' alliance and motivation for subsequent psychotherapy (Fonagy, Luyten, &; Alison, 2015 Fonagy, P., Luyten, P., &; Allison, E. (2015). Epistemic petrification and the restoration of epistemic trust: A new conceptualization of borderline personality disorder and its psychosocial treatment. Journal of Personality Disorders, 29, 575–609.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). ET is the willingness to take in relevant interpersonally transmited information and it is essential to the immediate success of psychotherapy and its long-term impact. The collaborative, intersubjective framework of TA and many of its specific techniques might be understood as highly relevant to restoring ET in clients, especially those with PD. We close by discussing implications for psychological assessment, psychotherapy, and research.     

The Many Faces of Empathy in Experiential,Person-Centered,Collaborative Assessment

Paul Lerner was an amazing clinician and teacher, and he wrote that empathy was the “heart” of his particular approach to psychological assessment. In this article, I discuss 3 meanings of empathy: (a) as an information-gathering tool, (b) as an interpersonal process, and (c) as a healing element in human interactions. I then demonstrate how each of these meanings of empathy is exemplified in Lerner's written work and in collaborative and therapeutic assessment.     

Therapeutic assessment of a man with "ADD"

In this article I present the first published complete case study of a psychological assessment done by the methods of Therapeutic Assessment. A client-therapist pair had been working together for several years but felt "stuck" in the treatment. The man had been previously diagnosed with attention deficit disorder (ADD) and sought help for disorganization and difficulties in romantic relationships. The therapist asked for diagnostic clarification but gradually revealed a deeper confusion about how to work with the client. Through the collaborative process of the assessment, the client gradually concluded that he did not have ADD, and he and the therapist reached a joint understanding of their next steps in treatment. This case illustrates how collaborative psychological assessment (a) can help clients revise their "stories about themselves and the world" and (b) provides an effective, non-threatening way for a consultant to intervene in a client-therapist system that has reached an impasse.     

Impaired sensitivity to dynamic stimuli in poor readers of a regular orthography

The mappings from grapheme to phoneme are much less consistent in English than they are for most other languages. Therefore, the differences found between English-speaking dyslexics and controls on sensory measures of temporal processing might be related more to the irregularities of English orthography than to a general deficit affecting reading ability in all languages. However, here we show that poor readers of Norwegian, a language with a relatively regular orthography, are less sensitive than controls to dynamic visual and auditory stimuli. Consistent with results from previous studies of English-readers, detection thresholds for visual motion and auditory frequency modulation (FM) were significantly higher in 19 poor readers of Norwegian compared to 22 control readers of the same age. Over two-thirds (68.4%) of the children identified as poor readers were less sensitive than controls to either or both of the visual coherent motion or auditory 2Hz FM stimuli.