Stimulus Properties of the Rorschach to a Sample of Pedophiles

A group of 61 male pedophiles rated the Rorschach inkblots on 21 scales of the semantic differential. The direction of their responses was essentially similar to previous groups performing the same task. However, their response tendency was decidedly different, showing an overuse of the neutral category. This was interpreted as indicating an extreme guardedness of approach, and the implication of this approach for the clinical situation was discussed.     

Ambulante Psychotherapie in Deutschland aus Sicht der Patienten

This study analyzed the provision of outpatient psychotherapy services in Germany in typical practice settings. In a representative survey (from June 2008 to September 2009) 1,212 subjects who received outpatient psychotherapy during the past 6 years were questioned about their experiences with outpatient psychotherapy via telephone interviews. Socio-economic data, reasons for seeking treatment, access paths, financial resources and psychosocial support data were collected. Therapeutic settings and modalities and concomitant medication treatment are described. The findings illustrate the problem of multiple psychiatric morbidity in the clinical practice and confirm the urgent need for patient access to professional psychotherapeutic services. Improving access to these services requires close cooperation between care providers.     

The neural correlates of reward-related trial-and-error learning: an fMRI study with a probabilistic learning task

This fMRI study investigated the neural correlates of reward-related trial-and-error learning in association with changing degrees of stimulus-outcome predictabilities. We found that decreasing predictability was associated with increasing activation in a frontoparietal network. Only maximum predictability was associated with signal decreases across the learning process. The receipt of monetary reward revealed activation in the striatum and associated frontoparietal regions. Present data indicate that during reward-related learning, high uncertainty forces areas relevant for cognitive control to remain activated. In contrast, learning on the basis of predictable stimulus-outcome associations enables the brain to reduce resources in association with the processes of prediction.     

Transfer of adaptation between ocular saccades and arm movements

Previous studies found little or no transfer of adaptation from reactive saccades to arm pointing movements, which suggests that the two motor systems rely on distinct adaptive mechanisms. However, this conclusion is based on experiments about the adaptation of response amplitudes, which is known to follow somewhat different principles than the adaptation of response directions. In the present study, we therefore investigate whether adapting the direction of reactive saccades will transfer to arm movements. We also test transfer in the opposite direction, from the arm to the eyes. Participants executed aimed saccades or arm movements from a central starting point towards visual targets in the participants' frontal plane. Targets were presented in eight possible locations along a circle of 20 cm radius about the starting point; each remained for 200 ms in one position, and was then displaced along the circle by -15 degrees . Participants from group E adapted to these double-stepped targets while executing eye movements, and were then tested for transfer while executing arm movements. The reciprocal design was used in participants from group A. Adaptive change in group A was about 14 degrees , while in group E it was only about 7 degrees . Transfer of adaptation was substantial, and was more pronounced when using the arm (i.e., eye-to-arm transfer in group E) rather than the eyes (i.e., arm-to-eye transfer in group A). Strong aftereffects were yielded in both groups. This pattern of findings implies that the adaptive change observed in our study was mainly based on recalibration rather than on cognitive strategies (strong aftereffects), that eyes and arm had access to a common adaptive mechanism (substantial transfer), and that the arm had better access than the eyes (larger adaptation and transfer when using the arm). When considering this outcome along with the available literature, it appears that arm and eyes may rely sometimes on a common and sometimes on distinct adaptive mechanisms, depending on the adapted parameter and on the nature of the motor task.     

Test Difficulty and Stereotype Threat on the GRE General Test1

This study investigated (a) the ability to minimize or eliminate stereotype threat by reducing the difficulty of items administered via a computer‐adaptive version of the Graduate Record Examinations General Test; and (b) the generalizability of these findings for Black students as well as women, and for verbal as well as quantitative sections of the test. Standard and easier versions of the test, and measures of stereotype threat and possible symptoms or sequelae of stereotype threat were administered to students bound for graduate school or already there. Reducing test difficulty did not have any differential effects on test performance or on explicit indexes of stereotype threat for White and Black students, and for men and women, that were statistically and practically significant. However, such effects did occur for some symptoms or sequelae, mainly for White students and women.     

Stereotype Threat,Inquiring About Test Takers' Ethnicity and Gender,and Standardized Test Performance1

Steele and Aronson (1995) found that the performance of Black research participants on ability test items portrayed as a problem‐solving task, in laboratory experiments, was affected adversely when they were asked about their ethnicity. This outcome was attributed to stereotype threat: Performance was disrupted by participants' concerns about fulfilling the negative stereotype concerning Black people's intellectual ability. The present field experiments extended that research to other ethnic groups and to males and females taking operational tests. The experiments evaluated the effects of inquiring about ethnicity and gender on the performance of students taking 2 standardized tests—the Advanced Placement Calculus AB Examination, and the Computerized Placement Tests—in actual test administrations. This inquiry did not have any effects on the test performance of Black, female, or other subgroups of students that were both statistically and practically significant.     

Alternating Adaptation of Eye and Hand Movements to Opposite Directed Double Steps

Eye and hand movements can adapt to a variety of sensorimotor discordances. Studies on adaptation of movement directions suggest that the oculomotor and the hand motor system access the same adaptive mechanism related to the polarity of a discordance, because concurrent adaptations to opposite directed discordances strongly interfere. The authors scrutinized whether participants adapt their hand and eye movements to opposite directions (clockwise/counterclockwise) when both motor systems are alternatingly exposed to opposite directed double steps, and whether such adaptation is influenced by the allocation of effector to adaptation direction. The results showed that hand and eye movements adapted to opposite directions, but adaptation was biased to the counterclockwise direction. Aftereffects emerged nearly unbiased and independently for both motor systems. The authors conclude that the oculomotor and the hand motor system use independent mechanisms when they adapt to opposite polarities, although they interact during adaptation or concurrent performance.     

Positive education of stoic warriors as reflective practitioners in the profession of arms

This paper traces connections between Stoicism and Positive Psychology for helping to inform and guide the education of warriors in the Profession of Arms. Peterson and Seligman advocate six core virtues and associated character strengths, which the authors illustrate from the practice of leadership education at the Squadron Officer School and The Air University. A synopsis of Costa and Kallick’s Habits of Mind is introduced to illustrate how awareness of the ways virtue and character strengths can guide the reflective warrior with wisdom and determined action. The authors also highlight insights from the work of Chris Argyris and Donald Schön on double-loop learning, reflective-thinking-in-action, and couple those insights with Dietrich Dörners’ emphasis on the advantages of simulations to offer experimentation by practitioners to better prepare them ‘think of, and then do, the right things at the right times and in the right way.’ Finally, a virtual world learning simulation developed by the authors to support student experimentation with double-loop learning on character strengths and habits of mind is described to illustrate the art-of-the-possible for the positive education of stoic warriors.