Abh?ngigkeitserkrankungen und Pers?nlichkeitsst?rungen

Substance use disorders and personality disorders often co-occur in clinical treatment. In this review the association between substance use disorders and personality disorders is described and discussed. Clinical and neurobiological data as well as psychodynamic concepts are included to focus on the therapeutic implications for patients with these comorbidities. The consumption of substances often begins as a kind of self-medication. Patients suffering from severe personality disorders need these substance effects to avoid severe destructive affects and to regulate their self-esteem. Patients with chronic substance dependence often show changes in brain structure. In the dependency stage of addiction clinical symptoms can make the diagnosis of a specific personality disorder very difficult. The treatments can be classified by the severity of substance use disorders and personality disorders. Substance misuse can be treated with psychotherapy. In substance dependence, specific forms of addiction therapy should be included. In patients with the frequent comorbidity of substance use disorders and severe personality disorders, disorder-specific treatment can be used with good results.     

Paradoxical consequences of Balzer''s and G?hde''s criteria of theoreticity. Results of an application to ten scientific theories

It is shown that the criteria of T-theoreticity proposed by Balzer and Gähde lead to strongly counterintuitive and in this sense paradoxical results: most of the obviously empirical or at least nontheoretical terms come out as theoretical. This is demonstrated for a lot of theories in different areas. On the way, some improved and some new structuralist theory-reconstructions are given. The conclusion is drawn that the T-theoreticity of a term cannot possibly be proved on the basis of the mathematical structure of theory T alone (as Gähde and Balzer suggest). Rather, an independent notion of pre-T-theoreticity and-more importantly-of empiricity is needed; i.e., not empirical and not pre-T-theoretical are independent, necessary but not sufficient conditions for T-theoretical (this is also a necessary complement of Sneed's original criterion). Finally it is asked whether the structuralist criterion of T-theoreticity complemented by such independent conditions would be a satisfactory answer to Putnam's challenge, and the answer again is negative: the criterion is not able to distinguish between empirically contentful and completely contentless (superfluous) theoretical terms.     

A Bayesian approach to nonlinear latent variable models using the Gibbs sampler and the metropolis-hastings algorithm

Nonlinear latent variable models are specified that include quadratic forms and interactions of latent regressor variables as special cases. To estimate the parameters, the models are put in a Bayesian framework with conjugate priors for the parameters. The posterior distributions of the parameters and the latent variables are estimated using Markov chain Monte Carlo methods such as the Gibbs sampler and the Metropolis-Hastings algorithm. The proposed estimation methods are illustrated by two simulation studies and by the estimation of a non-linear model for the dependence of performance on task complexity and goal specificity using empirical data.     

Market forces,negotiator frames and transaction outcomes

Although implicit framing differences have been advanced as an explanation of the buyers advantage, two necessary preconditions must be met to sustain this model: a demonstration that negatively-framed negotiators are advantaged in negotiations and that buyer role labels invoke a negative frame. A modification of Neale, Northcraft, Magliozzi and Bazerman s (1986) simulation created a role-neutral setting in which positively-framed negotiators bargained against negatively-framed negotiators, thus testing the first of these preconditions. Experiment 1 found no differences in the outcomes of positively- and negatively-framed negotiators, a finding that could be attributed to relatively low market competitiveness. A second experiment, by creating power imbalanced negotiation markets, sought to increase market distributiveness and strengthen framing effects. Results showed that both high power and negatively-framed negotiators were significantly advantaged, providing conditional support for the implicit framing model, However unlike role, frame interacted with power suggesting that the two variables are not functionally equivalent. These findings are interpreted to suggest that factors other than implicit framing differences account for the buyers advantage. More generally these results suggest that frame is responsive to situational variables and that such variables, by influencing negotiation processes, mediate the relationship between negotiator frames and negotiation outcomes.     

Nondirectiveness and genetic counseling

Nondirectiveness is the generally required and professed standard for genetic counseling. However, studies are lacking in the field of human genetics and in other disciplines which address either the theory or practice of this type of therapeutic procedure in the context of genetic counseling. Moreover, there is no indication the further development this concept has undergone in client-centered therapy has been acknowledged in human genetics. This could be due tot he historical development of genetic counseling, its inherent conflicts and often undefined goals, and the latent need of human geneticists to defend themselves against being accused of eugenic tendencies. Nondirectiveness and directiveness, however, can neither adequately describe what takes place in genetic counseling, nor can they — according to their original meaning — be used to define an ethical standard of genetic counseling. Starting with the writings by Carl Rogers (1942), an experiential approach is described, in which counseling is seen as a process of influence, which is wished by all the persons involved, during which activities are oriented toward the experience of the client, and which allows the counselor to communicate openly and directly with the client. The present study illustrates the use of the experiential approach in genetic counseling and shows that it can uphold the principle of ethics, which nondirectiveness demands and, at the same time, prevent the inevitable and unresolvable contradictions. This means that in their training genetic counselors must learn to recognize and constantly reflect on the influence they can and want to exert. In order to be able to use this influence in a responsible manner, genetic counselors must also learn to have a certain degree of flexibility so that they are able to check at any time how their client responds to this influence.     

Re-evaluation of decision alternatives dependent upon the reversibility of a decision and the passage of time

In the present experiment subjects made a decision between two alternatives which was either reversible or irreversible. After the choice, subjects evaluated the attractiveness of both alternatives once more under different time levels. It was found that with increasing time level, re-evaluation of alternatives increased under irreversible and decreased under reversible conditions. The results are discussed in the framework of dissonance theory.     

Kognitive Lernermodellierung

Different types of learner models and their usefulness for tutoring have been discussed widely since the beginning of intelligent tutoring systems. In this paper we compare pragmatic and cognitive approaches of learner modeling. Pragmatic approaches consider relevant learner features for adaptive methods in learning environments and adapt different aspects of instruction to a restricted model representing these features. Cognitive approaches aim for a psychologically adequate modeling of human problem solving. We introduce the case-based learner model ELM as an example of a cognitive approach to learner modeling. The learning environments ELM-PE and ELM-ART use ELM for adaptional methods on conceptual, plan, and episodic levels and provide individual help and learning support. Especially in the case of integrated learning environments like ELM-ART which support a variety of learning activities, a combination of pragmatic and cognitive learner models is proposed to be a necessary and useful solution.     

Adaptation to field displacement during head movement unrelated to the constancy of visual direction

Adaptation to vertical field displacements dependent on head turning about a vertical axis was demonstrated under two conditions, rapid training with 100 head movements and 1-h-long training with continuous head turning. The effect of rapid training was measured with the slant estimation method. Adaptation after the longer training was ascertained by comparing the uncertainty ranges for apparent target immobility before and after the adaptation period. Adaptation to field displacements in directions parallel to the plane of the head rotation obtained under corresponding conditions was also measured and found to be somewhat greater than adaptation to vertical field displacements. The result of work by Wallach and Frey that adaptation to field displacement in the direction with the head rotation is greater than to displacement against it was corroborated. While the previous result had, been obtained with rapid adaptation and with the slant estimation method, we confirmed it with 1-h training and by measuring the uncertainty ranges before and after the adaptation period.     

The effects of feedback about self and others on the recall and judgments of feedback-relevant information

After people have received feedback about the outcome of their behavior, their responses to information bearing on the validity of this feedback may be influenced by their desire to maintain a favorable self-image. This experiment investigated the cognitive mediators of these responses. Subjects who received negative feedback about their performance on an intelligence test disparaged intelligence tests in general and judged a report they had read to be unfavorable to intelligence tests. Nevertheless, they recalled more arguments in the report that were favorable to intelligence tests than did positive feedback recipients. These results contradicted the hypothesis that subjects selectively attend to information that helps them to maintain a positive self-concept in light of negative information about themselves. Rather, they may attempt to refute arguments that support the validity of the negative feedback they receive, and this relatively greater processing may facilitate the recall of these arguments later on. In contrast, there was no evidence that subjects try to refute information that calls the validity of positive feedback into question. Results had implications for two additional issues: first, whether the effect of performance feedback depends on whether it is received before or after information bearing on its validity; second, whether feedback has similar effects on recall and judgments by persons to whom it does not directly pertain.