Bipolar disorder and family communication: effects of a psychoeducational treatment program

Family psychoeducational programs are efficacious adjuncts to pharmacotherapy for patients with schizophrenic and bipolar disorders, but little is known about what these programs change about families. The authors assessed changes in face-to-face interactional behavior over 1 year among families of bipolar patients who received a 9-month family-focused psychoeducational therapy (FFT; n = 22) or crisis management with naturalistic follow-up (CMNF; n = 22), both administered with maintenance pharmacotherapy. Members of families who received FFT showed more positive nonverbal interactional behavior during a 1-year posttreatment problem-solving assessment than families who received CMNF, although no corresponding decreases were seen in negative interactional behaviors. The positive effect of family treatment on patients' symptom trajectories over 1 year was partially mediated by increases in patients' positive nonverbal interactional behaviors during this same interval.     

Robert L. Perkins (ed.), International Kierkegaard Commentary: Either/Or,Part I Robert L. Perkins (ed.), International Kierkegaard Commentary: Either/Or,Part II

International Journal for Philosophy of Religion -     

Capturing Entrepreneurial Values

This research was designed to identify entrepreneurial value orientations by comparing them with the value orientations of professional managers. The SYMLOG values measuring instrument was administered in Thailand to Thai entrepreneurs ( n = 55) and Thai professional managers ( n = 200). Results show that the value orientation of the entrepreneurs differed significantly from that of professional managers on several dimensions, particularly with regard to those elements that almost always contribute to teamwork effectiveness. Implications for training and staffing are discussed.     

Introduction to Grammer and Interaction Papers

The present study reports on the use of a linguistic category "interrogative," which has been traditionally associated with the act of questioning, and its use in argument talk in Japanese. Based on the observation that interrogative utterances in argument data are regularly followed by non-answers, it is argued that interrogative utterances in argument sequences may not be designed/interpreted as doing questioning. Such use of interrogatives can become an orderly practice to which participants orient themselves in social activities recognizable as arguments. However, though an answer is not expected, the recipient invariably provides some form of response, or the initial speaker seeks such a response when none is provided. Thus the nature of interrogatives as a grammatical category seems to reside in the basic structural unit of social interaction [recipient-oriented action]-[response]. In general, this study is intended to show the dynamically interlocking relationship between grammar and interaction by exploring the intricate interplay between a local action for which interrogative grammar is employed, and the sequential environment and activity framework in which the action takes place.     

A Bootstrapping Model of Frequency and Context Effects in Word Learning

Prior research has shown that people can learn many nouns (i.e., word–object mappings) from a short series of ambiguous situations containing multiple words and objects. For successful cross‐situational learning, people must approximately track which words and referents co‐occur most frequently. This study investigates the effects of allowing some word‐referent pairs to appear more frequently than others, as is true in real‐world learning environments. Surprisingly, high‐frequency pairs are not always learned better, but can also boost learning of other pairs. Using a recent associative model (Kachergis, Yu, & Shiffrin, 2012), we explain how mixing pairs of different frequencies can bootstrap late learning of the low‐frequency pairs based on early learning of higher frequency pairs. We also manipulate contextual diversity, the number of pairs a given pair appears with across training, since it is naturalistically confounded with frequency. The associative model has competing familiarity and uncertainty biases, and their interaction is able to capture the individual and combined effects of frequency and contextual diversity on human learning. Two other recent word‐learning models do not account for the behavioral findings.     

Single-gender group psychotherapy: A “women's group” for adolescent inpatients

This paper describes an attempt at forming and conducting a unique single-gender psychotherapy group with severely disturbed female adolescents on a long-term, psychotherapeutically oriented co-ed inpatient unit. The focus of this group was assisting the female patients in negotiating the tasks and conflicts specific to their gender and developmental stage. The therapeutic approach and the role of female coleaders are described, emphasizing particular modifications made to meet the needs of this group. Clinical examples are offered to high-light salient group themes of identity formation and separation and individuation. Finally, group therapeutic factors specifically enhanced by single gender membership are discussed and observations regarding the group/milieu interface are explored.     

Further validity and normative data for the Malouff and Schutte belief scale

The present study provides further validity and normative data for the Malouff and Schutte (1986) Belief Scale. Belief Scale, Eysenck Personality Questionnaire-Neuroticism Scale, and Beck Depression Inventory scores of a sample of 197 adults were correlated, and evidence for both construct and discriminant validities and support for the RET model were obtained. The Belief Scale appears to be a promising instrument for clinical research and the assessment of irrational beliefs.Ricks Warren, Ph.D. is the Director of the Anxiety Disorders Clinic, Lake Oswego, Oregon, and Associate Clinical Professor at the Oregon Graduate School of Professional Psychology, Pacific University. George D. Zgourides, M.A., is a doctoral student in clinical psychology at Pacific University of Forest Grove, Oregon and an associate therapist at the Anxiety Disorders Clinic of Lake Oswego, Oregon.     

Iraq, American Empire, And The War On Terrorism

Abstract: The U.S. government is trying to secure continuing American military and economic supremacy on a global scale over the long term. The U.S. invasion and occupation of Iraq is part of this imperial project, which is now being pursued under the mantle of the war on terrorism. This essay examines these developments in the context of U.S. military spending and foreign policy since the end of the cold war, and it argues that there is reason to be concerned about the continuing viability of democratic government in the United States.     

Early motion processes and the kinetic depth effect

It has been known for over 30 years that motion information alone is sufficient to yield a vivid impression of three-dimensional object structure. For example, a computer simulation of a transparent sphere, the surface of which is randomly speckled with dots, gives no impression of depth when presented as a stationary pattern on a visual display. As soon as the sphere is made to rotate in a series of discrete steps or frames, its 3-D structure becomes apparent. Three experiments are described which use this stimulus, and find that depth perception in these conditions depends crucially on the spatial and temporal properties of the display:

1. Depth is seen reliably only for between-frame rotations of less than 15°, using two-frame and four-frame sequences.

2. Parametric observations using a wide range of frame durations and inter-frame intervals reveal that depth is seen only for inter-frame intervals below 80 msec and is optimal when the stimulus can be sampled at intervals of about 40-60 msec.

3. Monoptic presentation of two frames of the stimulus is sufficient to yield depth, but the impression is destroyed by dichoptic presentation.

These data are in close agreement with the observed limits of direction perception in experiments using “short-range” stimuli. It is concluded that depth perception in the motion display used in these experiments depends on the outputs of low-level or “short-range” motion detectors.     

Book reviews

Weiskrantz, L. (1986). Blindsight: A case study and implications. Oxford University Press. Pp. 187. ISBN 0-19-852129-4. £19.50.

Humphreys, G. W. & Riddoch, M. J. (1987). to see but not to see: A case study of visual agnosia. Hove and London: Lawrence Erlbaum Associates Ltd. Pp. 124. ISBN 0-83677-064-9. £12.95.

Downing, J. A. (1988). Advances in psychology: Cognitive psychology and reading in the USSR. Amsterdam: North Holland; Elsevier Science Publishers. Pp. 471. ISBN 0-444-70374-8. $108.00.

John Beech & Ann Colley (Eds.) (1987). Cognitive approaches to reading. Chichester: John Wiley. Pp. xii + 315.

James Wertsch (Ed.) (1985). Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press. Pp. 379. ISBN 0-521-25214-8. £27.50 (Hardback).

Fodor, J. A. (1987). Psychosemantics: The problem of meaning in the philosophy of mind. Cambridge, MA: M.I.T. Press. Pp. xiii, 1-171. ISBN 0-262-06106-6.

Richardson, K. (1988). Understanding Psychology. Milton Keynes: The Open University Press. Pp. 114. ISBN 0-335-09842-8. Paperback £7.95.

Stanovich, Keith E. (Ed.) (1988). Children's reading and the development of phonological awareness. Detroit: Wayne State University Press. Pp. 177. ISBN 0-8143-1909-2. $20.00.

Allport, A., MacKay, D.G., Prinz, W., & Scheerer, E. (Eds.), (1987). Language perception and production: Relationships between listening, speaking, reading, and writing. London: Academic Press. Pp. xiii + 497. ISBN 0-12-052750-2. £32.00

Light, L. L. & Burke, D. M. (eds.) (1988). Language, Memory and Aging. Cambridge: Cambridge University Press. Pp. 280. ISBN-0-521-32942-6. £27.50

Friedman, S.L., Scholnick, E.F., and Cocking, R. R. (1987). Bleuprints for thinking: The role of planing in cognitive development. Cambridge: Cambridge University Press. Pp. xv + 559. ISBN 0-521-25605-4. £40.00.