Risk for psychopathology in the children of depressed mothers: a developmental model for understanding mechanisms of transmission.

A large body of literature documents the adverse effects of maternal depression on the functioning and development of offspring. Although investigators have identified factors associated with risk for abnormal development and psychopathology in the children, little attention has been paid to the mechanisms explaining the transmission of risk from the mothers to the children. Moreover, no existing model both guides understanding of the various processes' interrelatedness and considers the role of development in explicating the manifestation of risk in the children. This article proposes a developmentally sensitive, integrative model for understanding children's risk in relation to maternal depression. Four mechanisms through which risk might be transmitted are evaluated: (a) heritability of depression; (b) innate dysfunctional neuroregulatory mechanisms; (c) exposure to negative maternal cognitions, behaviors, and affect; and (d) the stressful context of the children's lives. Three factors that might moderate this risk are considered: (a) the father's health and involvement with the child, (b) the course and timing of the mother's depression, and (c) characteristics of the child. Relevant issues are discussed, and promising directions for future research are suggested.     

Predictors of Accurate and Inaccurate Memories of Traumatic Events Experienced in Childhood

How likely is it that traumatic childhood events are misremembered or forgotten? Research on children′s recollections of painful or frightening medical procedures may help answer this question by identifying predictors of accurate versus inaccurate memory. In the present study, 46 3- to 10-year-old children were interviewed after undergoing a stressful medical procedure involving urethral catheterization. Age differences in memory emerged, especially when comparing 3- to 4-year-olds with older children. Children′s understanding of the event, parental communication and emotional support, and children′s own emotional reactions also predicted accuracy. Memory did not reliably vary for children who endured the medical procedure once versus multiple times. Results are discussed in relation to possible precursors of accurate and false memories, and forgetting, of traumatic events experienced in childhood.     

Temperature-induced changes in neuromuscular function: central and peripheral mechanisms

Three series of experimental tests were conducted on subjects under both elevated and depressed thermal conditions. Tripartite series consisted of whole-body immersion excepting the head, whole-body immersion excepting the head and response limb, and immersion of the discrete-response limb. Measures of physiological and behavioural responses were made at sequential .4 degrees C changes during whole-body immersions and approximately 5 degrees C changes of water temperature during the immersion of a limb only. Results suggested that velocity of nerve conduction decreased with thermal depression. Premotor, motor, simple, and choice reaction times varied differentially as a function of the hot and cold conditions. Implications of these differential effects on neuromuscular function are examined with respect to person-machine performance in artificially induced or naturally occurring extremes of ambient temperature.     

On the coordination of two-handed movements

In a set of three experiments, we show that after an auditory "go" signal, subjects simultaneously initiate and terminate two-handed movements to targets of widely disparate difficulty. This is the case when the movements required are (a) lateral and away from the midline of the body (Experiment 1), (b) toward the midline of the body (Experiment 2), and (c) in the forward direction away from the body midline (Experiment 3). Kinematic data obtained from high-speed cinematography (200 frames/sec) point to a tight coordinative coupling between the two hands. Although the hands move at entirely different speeds to different points in space, times to peak velocity and acceleration are almost perfectly synchronous. We believe that the brain produces simultaneity of action as the optimal solution for the two-handed task by organizing functional groupings of muscles (coordinative structures) that are constrained to act as a single unit.     

The role of syntactic context in word recognition

This study examines the role of syntactic information in word recognition. Subjects made a word-nonword decision regarding a target string that was preceded by a syntactically appropriate word, a semantically related word, or an unrelated word. In Experiment 1, with syntactic and semantic trials assigned to separate blocks, syntactically and semantically appropriate context significantly reduced lexical decision for subsequent target words, compared with unrelated contexts. In Experiment 2, the syntactically and semantically primed trials were either blocked separately or mixed within the same block. Significant syntactic and semantic effects were both observed in the blocked condition, but only the semantic effect was obtained in the mixed condition     

Feeling our way into empathy: Carl rogers,Heinz Kohut,and Jesus

Throughout their academic careers Carl Rogers and Heinz Kohut developed two contrasting definitions of empathy that influenced the ways in which both men sought to help their clients cope with emotional suffering. These two different understandings of empathy are contrasted to each other and finally compared with the understanding of empathy demonstrated in the teachings and actions of Jesus. It is hoped that through studying these ancient religious narratives we might be able to recover a deeper meaning of empathy.     

The discomfiture of religious experience

We live in an age where major and minor structured and unstructured cults are mushrooming, most of them aiming at achieving an ecstatic or religious experience. Rather than objective inquiry, reaction to them is often passionate, unreasoning, even vituperous to an extent that seems out of proportion to their relative size of clientele. On the basis of anthropological fieldwork with Apostolic congregations in the U.S.A., Mexico and Yucatán, and as a teacher of a specific technique for achieving religious ecstatic experiences in workshops, I propose to examine some of the cultural and psychological reasons for this abrogation of objectivity.     

Computers come to school,but psychology hasn't noticed

Children are beginning to learn about computers at school, but more fundamental changes in their education will occur as computers are used across the whole curriculum. Although some psychologists are playing pioneering roles, the discipline of psychology seems largely unaware of the deep changes just starting in education. Yet psychology has the methodology and subject matter knowledge to make a central contribution. In addition, computers in regular educational use have great promise as research facilities, possibly allowing at last good control to be combined with realism in educational research, and giving new hope for a theory of human learning. Psychologists must be more active in the development of educational computing, and in the public policy debate that will determine the future of our children's education.