Source monitoring reduces the suggestibility of preschool children

The relation between source monitoring and suggestibility was examined among preschool children. Thirty-two 3- to 5-year-olds were simultaneously presented with a brief story in two different modalities, as a silent video vignette and a spoken narrative. Each modality presented unique information about the story, but the information in the two versions was mutually compatible. The children were then asked a series of questions, including questions about the source (modality) of story details, and leading questions about story details (to assess suggestibility). Performance on the source-monitoring questions was highly correlated with the ability to resist suggestion. In addition, children who were asked source-monitoring questions prior to leading questioning were less susceptible to suggestion than were those who were asked the leading questions first. This study provides evidence that source monitoring can play a causal role in reducing the suggestibility of preschool children.     

Conflict, structure, and absence: André Green on borderline and narcissistic pathology

The authors understand the work of André Green as addressing unresolved and uncharted issues in Freud's views on the earliest phases of development, particularly as those issues concern the evolution of psychic structure, the development of drive components, and the internalization of object representations. The authors describe Green's conceptualization of primitive conflict and its most deleterious result, absence, or the failure to represent the object. These ideas lead to an original way of imagining the analytic setting and to a modification of the classical stance of analyst with patient. Two clinical vignettes are presented.     

Symptoms of depression in older home-care patients: patient and informant reports

The purpose of this study was to examine the level of agreement and patterns of disagreement between home-care patient and informant reports of depressive symptoms. The authors interviewed a sample of 355 older home-care patients and their informants using the Structured Diagnostic Interview for DSM-IV (R. L. Spitzer, M. Gibbon, & J. B. Williams, 1995). Informants reported more psychological symptoms than patients, and this type of discrepancy was higher for patients with cognitive impairment and patients who had younger informants. Younger informants also reported more cognitive symptoms, whereas patients were more likely to report suicidal thoughts or ideation if they were not cognitively impaired. The patterns of these discrepancies may reflect age- and cohort-related response bias in the reports of depressive symptoms obtained from older adults.     

Interaction of irrational beliefs with goal pursuit

152 subjects reported affective and cognitive reactions at several stages of pursuing a hypothetical goal related to the taking of a classroom test, then gave Anxious Overconcern and High Self-expectations ratings from Jones' Irrational Belief Test. Subject groups differed in kinds of goals set; e.g., easy vs. difficult. Affective and attributional correlates of the irrational beliefs appeared maladaptive, but differed as a function of difficulty and phase of pursuit of the hypothetical goal. These results supported a contextual model in which irrational beliefs are general cognitive structures which interact with other internal and/or external factors to influence reactions in particular situations. Motivational variables-such as type of goal pursued and number of steps taken in pursuit of it-appear to be important among such factors. The study thus points to growing complexity in our knowledge of how B functions in the ABC paradigm.Frank W. Wicker is Professor of Educational Psychology in the Department of Educational Psychology, The University of Texas at Austin. His research interests are focused on the cognitive bases of motivation and emotion.Gail Brown is a graduate student in the program in Cognition, Learning, and Instruction in the Department of Educational Psychology, University of Texas at Austin. Her primary research interests relate to theoretical explorations of motivation and emotion.Anastasia S. Hagen is a graduate student in the program in Cognition, Learning, and Instruction. She is especially interested in motivation as it pertains to learning and instruction.Wayne Boring is a graduate student in the program in Cognition, Learning, and Instruction. He is interested in cognitive approaches to the understanding of animal behaviors.James A. Wiehe is also a graduate student in the program in Cognition, Learning, and Instruction. He combines interests in cognitive, motivation, and the psychology of music.     

Case vignette: child abuse or acceptable cultural norms -- child psychiatrist's response; ethical issues in culturally relevant interventions; cultural contexts

Three families from the nation of the Gambia have become socially acquainted in the greater Metropolis area where they have relocated from their native country. All three families have preadolescent daughters. None of the girls has as yet undergone the ritual "female circumcision" commonly practiced in their native country. Five of the six parents think it would be a good idea to hold such a ritual ceremony in Metropolis next month. The sixth parent is uneasy about the procedure and wonders if it is appropriate anyway. The parent comes to talk with you, a physician or mental health professional, about this. The parent describes concerns about the procedure and the practice in general, but notes that some groups in the United States do "similar things," referring to the ritual circumcision of Jewish boys at 8 days of age. The parent adds that if the procedure is not possible in the United States, it could be done in the Gambia when the family returns there on holiday. Discussants were asked for their opinions regarding advice to the parent's ethical obligations (especially in the case of mandated reporting of suspected child abuse).     

Factor analysis of the English version of the Kategoriensystem für Partnerschaftliche Interaktion [Interaction Coding System

The Kategoriensystem für Partnerschaftliche Interaktion (KPI), or Interaction Coding System, is an observational coding system used to study behaviors occurring during dyadic interactions. The KPI offers several summary categories (e.g. positive, negative, neutral) to facilitate data analysis, but empirical evidence supporting these rationally derived groupings is lacking. Reported here are the results of a factor analysis of data obtained from 121 spouses or other close relatives of patients with anxiety disorders who participated in dyadic problem-solving interactions with the patients. A three-factor solution accounting for 50% of the variance emerged. The factors were Negativity, Problem-Solving Focus and Emotional Engagement. Confidence in the reliability of the first two factors is bolstered by their similarity to factors detected in prior research on a different coding system, the Marital Interaction Coding System.