Visual and proprioceptive recognition of cursive letters in young children

Two experiments investigated visual and proprioceptive recognition of cursive letters in young children. In Experiment 1, children aged 3-5 years were asked to recognize a visually presented target letter after a 3s inspection time, from among two distracters: a highly and a moderately similar letter. Visual letter recognition improved rapidly between 3 and 5 years and was a function of the "uniqueness" of letter shape and of letter frequency. In Experiment 2, children aged 4-6 years were asked to recognize a target letter from among 2 distracters, after having traced over the letter in a "blind" condition, with their hand guided by the experimenter. Proprioceptive recognition developed more slowly than visual recognition, and was not a function of letter frequency. The results are discussed in terms of integration versus differentiation of perceptual information, and of the tendency to base recognition on local rather than global similarity.     

Racial Microaggressions Against Black Americans: Implications for Counseling

Racial microaggression themes were identified using a focus‐group analysis of self‐identified Black participants. Six categories of demeaning and invalidating messages reflected beliefs of White supremacy that were unintentionally conveyed by perpetrators. Implications for counselors and the counseling process are discussed.     

A preliminary, randomized trial of psychoeducation for women with borderline personality disorder

The main objective of this study was to determine whether being taught the latest information concerning borderline personality disorder (BPD) leads to a decline in core BPD symptoms and an improvement in psychosocial functioning. Fifty-five late adolescent women participated in a rigorous diagnostic assessment and 50 met DIB-R and DSM-IV criteria for BPD. All 50 were informed that they met criteria for BPD. Then 30 were randomized to a psychoeducation workshop that took place within a week of diagnostic disclosure. The other 20 were assigned to a waitlist and participated in the workshop at the end of this 12-week study. The two primary outcome measures were readministered each week of the trial: the Zanarini Rating Scale for DSM-IV Borderline Personality Disorder (ZAN-BPD) and the Sheehan Disability Scale (SDS). Immediate psychoeducation concerning the BPD diagnosis was associated with a significantly greater decline in general impulsivity and the storminess of close relationships. However, it did not result in significantly improved psychosocial functioning. Taken together, the results of this study suggest that informing patients about BPD soon after diagnostic disclosure may help to alleviate the severity of two of the core elements of borderline psychopathology-general impulsivity and unstable relationships. They also suggest that such instruction may prove to be a useful and cost-efficient form of pre-treatment.     

Narratives of therapeutic art-making in the context of marital breakdown: older women reflect on a significant mid-life experience

This paper explores the narratives of three women aged 65–72 years. They reflected on an episode of therapeutic art-making in midlife, which addressed depression associated with marital crisis and breakdown. The narrative analysis focused upon on the ways in which participants narrated the events leading up to their participation in therapeutic art-making; the aspects of therapeutic art-making that continued to be given significance; the characters given primacy in the stories they told about their journey through therapy and marital breakdown; meanings, symbolic and otherwise, that participants ascribed to their artwork made during this turning point in their lives; and aspects of the narratives that conveyed present-day identities and artistic endeavors. The narratives revealed the complexity of the journey through marital breakdown and depression into health, and showed that therapeutic art-making could best be understood, not as a stand-alone experience, but as given meaning within the context of wider personal and social resources. Participants looked back on therapeutic art-making that occurred two decades earlier and still described this as a significant turning point in their personal development. Art as an adjunct to counselling/therapy was not only symbolically self-expressive but provided opportunity for decision-making, agency and a reformulated self-image.     

Three-year-old children can access their own memory to guide responses on a visual matching task

Many models of learning rely on accessing internal knowledge states. Yet, although infants and young children are recognized to be proficient learners, the ability to act on metacognitive information is not thought to develop until early school years. In the experiments reported here, 3.5-year-olds demonstrated memory-monitoring skills by responding on a non-verbal task originally developed for non-human animals, in which they had to access their knowledge states. Children learned a set of paired associates, and were given the option to skip uncertain trials on a recognition memory test. Accuracy for accepted items was significantly higher than for skipped on a subsequent memory task that included all items. Additionally, children whose memory-monitoring assessments more closely matched actual memory performance showed superior overall learning, suggesting a correlation between memory-monitoring and memory itself. The results suggest that children may have implicit access to internal knowledge states at very young ages, providing an explanation for how they are able to guide learning, even as infants.     

Measurement of self-evaluative motives: a shopping scenario

To develop measures of consumers' self-evaluative motives of Self-verification, Self-enhancement, and Self-improvement within the context of a mall shopping environment, an initial set of 49 items was generated by conducting three focus-group sessions. These items were subsequently converted into shopping-dependent motive statements. 250 undergraduate college students responded on a 7-point scale to each statement as these related to the acquisition of recent personal shopping goods. An exploratory factor analysis yielded five factors, accounting for 57.7% of the variance, three of which corresponded to the Self-verification motive (five items), Self-enhancement motive (three items), and Self-improvement motive (six items). These 14 items, along with 9 reconstructed items, yielded 23 items retained and subjected to additional testing. In a final round of data collection, 169 college students provided data for exploratory factor analysis. 11 items were used in confirmatory factor analysis. Analysis indicated that the 11-item scale adequately captured measures of the three self-evaluative motives. However, further data reduction produced a 9-item scale with marked improvement in statistical fit over the 11-item scale.     

Risk factors for addictive disorders: a discriminant analysis on 374 addicted and 513 nonpsychiatric participants

Many common risk factors have been described in addictive disorders. Little is known about factors' respective contributions to discrimination of addicted and nonaddicted participants. Two large samples were compared including 513 nonpsychiatric participants and 374 addicted participants meeting the DSM-IV criteria for eating disorders, alcohol, or substance dependence. Twenty-six risk factors were assessed by interview or self-rating scales. A discriminant analysis determined the respective weight of each risk factor. One discriminant function emerged and characterized a depressive dimension. The results suggest that the different risk factors described in addiction could be related to a depressive dimension.     

“Cannot” Implies “Not Ought”

I argue for a version of “ought” implies “can”. In particular, I argue that it is necessarily true that if an agent, S, ultima facie ought to do A at T’, then there is a time T* such that S can at T* do A at T’. In support of this principle, I have argued that without it, we cannot explain how it is that, in cases where agents cannot do the best thing, they often ought to do some alternative action – such as get help or do the promised action later; nor can we explain the phenomenon of necessary enablers or the phenomenon of more stringent prima facie obligations overriding less stringent ones in cases where the agent cannot fulfill both.