Metric unfolding: Data requirement for unique solution & clarification of Schönemann's algorithm

The object of this paper is to clarify Schönemann's unfolding algorithm and, in particular, to make it clear that the equations numbered (3.2) in Schönemann's [1970] article, which define Schönemann's solutions, are not a complete set of restraints for the purpose of defining metric unfoldings. Namely, Schönemann has transformed the original equations which define an unfolding to a set of linear and non-linear equations of which he uses only the linear equations to define his solutions. Given infallible data (solution(s) exist) Schönemann's solutions will include the correct solutions. If enough data are available so that there are enough linear equations to uniquely determine a single solution, then Schönemann's solution will coincide with the correct solution. LetP andQ denote the number of elements in the two sets of points, the interset distances of which are specified by the data in the unfolding problem. Letm denote the dimensionality of the Euclidean space into which these points are to be imbedded. If only the linear equations, numbered (18) herein, are to be used, then Schönemann gives the following data requirement for the solution to be uniquely determined: Max {P – 1,Q – 1} m(m + 3)/2. If the full set of linear and nonlinear equations (18–20) are used, then the amount of data required for a solution to be locally unique is relaxed toP +Q – 1 m(m + 3)/2. Both of these results assume that the equations are independent, which has not been proved.This study was supported by General Research Support Grant RR 5612 of the Division of Research Facilities and Resources, National Institutes of Health, U.S. Public Health Service.     

The role of verbalization in the Rorschach response process: a review

Traditional Rorschach theory has consistently overlooked the linguistic aspect of the response process. Most conceptualizations focus on the perceptual and cognitive aspects of the process, never examining the subject's need to find a linguistic representation for the inner, perceptual process. This review examines the traditional formulations and suggests that new research from information-processing, neuropsychological, and dual-coding memory theory paradigms offer new possibilities for Rorschach research that would incorporate an appreciation of the unique cognitive demand of the test--the linking of percept with language.     

Medical Education for Social Justice: Paulo Freire Revisited

Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by ensuring that they are involved citizens in their local, national and international communities.     

Order of question presentation and correlation between judgments of comparative and own risk

Unrealistic optimism is often assessed using a single question asking for an estimate of comparative risk. However, it has been proposed that individuals treat such a question essentially as though it were only about their own risk. This proposal leads to the prediction that, when the questions about own risk and comparative risk are asked in sequence, the correlation between the resulting estimates should be lower if the question about own risk comes first than if the question about comparative risk comes first. This prediction was tested using a student sample (N=68). Participants answered the two types of question in sequence, with order of presentation being counterbalanced. Results were in accord with the prediction. Possible reasons are advanced for individuals' answering questions about comparative risk as if the questions concerned their own risk.     

The anatomy of amnesia: neurohistological analysis of three new cases

The most useful information about the anatomy of human memory comes from cases where there has been extensive neuropsychological testing followed by detailed post-mortem neurohistological analysis. To our knowledge, only eight such cases have been reported (four with medial temporal lobe damage and four with diencephalic damage). Here we present neuropsychological and post-mortem neurohistological findings for one patient (NC) with bilateral damage to the medial temporal lobe and two patients (MG, PN) with diencephalic damage due to bilateral thalamic infarction and Korsakoff's syndrome, respectively. All three patients exhibited a similar phenotype of amnesia with markedly impaired declarative memory (anterograde and retrograde) but normal performance on tests of nondeclarative memory (e.g., priming and adaptation-level effects) as well as on tests of other cognitive functions. Patient NC had damage to the hippocampus (dentate gyrus and the CA1 and CA3 fields) and layer III of the entorhinal cortex, but with relative sparing of the CA2 field and the subiculum. Patient MG had damage to the internal medullary lamina and mediodorsal thalamic nuclei. Patient PN had damage to the mammillary nuclei, mammillothalamic tracts, and the anterior thalamic nuclei. These findings illuminate several issues regarding the relation between diencephalic and medial temporal lobe amnesia, the status of recognition memory in amnesia, and the neuroanatomy of memory.     

The effects of haloperidol on thought disorder and IQ in schizophrenia

The impact of haloperidol treatment on the Wechsler Adult Intelligence Scale (WAIS) and the Thought Disorder Index was investigated in a group of 19 patients with schizophrenia tested both before and after 26 days of treatment with haloperidol. Thought disorder scores declined significantly over the course of treatment and fewer patients demonstrated severe forms of thought disorder at the end of the trial. WAIS performance improved significantly but the magnitude of change was consistent with the literature on expected practice effects. Thought disorder scores were negatively correlated with IQ at baseline, but not at Day 26. The results suggest a partial dissociation of thought disorder and other cognitive functions in schizophrenia.     

EQUATING INVERSE PROBABILITIES IN IMPLICIT PERSONALITY JUDGMENTS

Abstract— Meehl and Rosen (1955) observed that their colleagues tended to equate the sensitivity of a sign (its probability given a diagnostic category) with its predictive accuracy (the probability of the diagnostic category given the sign). Such equating of inverse probabilities implies ignoring base rates. Later, many researchers demonstrated such neglect in a number of experimental contexts involving hypothetical judgments; others have found some use of base rates—but only when base rates were supplied by the experimenter, in which case even irrelevant base rates influenced judgment. The present study tested for equating conditional probabilities in a context similar to the contexts involved in the initial observations—that is, subjects strove for accuracy rather than attempted to make good judgments about hypothetical problems, and the base rates were generated by the subjects themselves. Neglect of base rates was revealed by within-individual comparisons showing subjects equated inverse probabilities without equating the corresponding unconditional ones.     

Age-related changes in memory and in acetylcholine functions in the hippocampus in the Ts65Dn mouse, a model of Down syndrome

Spatial working memory and the ability of a cholinesterase inhibitor to enhance memory were assessed at 4, 10, and 16 months of ages in control and Ts65Dn mice, a partial trisomy model of Down syndrome, with possibly significant relationships to Alzheimer's disease as well. In addition, ACh release during memory testing was measured in samples collected from the hippocampus using in vivo microdialysis at 4, 10, and 22-25 months of age. When tested on a four-arm spontaneous alternation task, the Ts65Dn mice exhibited impaired memory scores at both 4 and 10 months. At 16 months, control performance had declined toward that of the Ts65Dn mice and the difference in scores across genotypes was not significant. Physostigmine (50 microg/kg) fully reversed memory deficits in the Ts65Dn mice in the 4-month-old group but not in older mice. Ts65Dn and control mice exhibited comparable baseline levels of ACh release at all ages tested; these levels did not decline significantly across age in either genotype. ACh release increased significantly during alternation testing only in the young Ts65Dn and control mice. However, the increase in ACh release during alternation testing was significantly greater in control than Ts65Dn mice at this age. The controls exhibited a significant age-related decline in the testing-related increase in ACh release. With only a small increase during testing in young Ts65Dn mice, the age-related decline in responsiveness of ACh release to testing was not significant in these mice. Overall, these results suggest that diminished responsiveness of ACh release in the hippocampus to behavioral testing may contribute memory impairments in Ts65Dn mice.     

Cognitive and behavioral attention in children with math difficulties

Cognitive assessments and behavioral ratings of attention were used to examine the relation of inattention to math performance in children. Third grade students with math difficulties (MD; n?=?17) and math and reading difficulties (MDRD; n?=?35) were administered the Attentional Network Test (ANT), as well as achievement and intelligence measures. Strengths and Weaknesses of ADHD-Symptoms and Normal-Behavior-IV (SWAN-IV) Inattention ratings were collected from teachers. Two comparison groups were also recruited: a typically achieving group (n?=?23) and a group that responded to a math-tutoring intervention (responders; n?=?54). On the ANT, children with MD and MDRD did not perform significantly different than typically achieving children or responders on measures of alerting and orienting attention and executive control. All subgroups did demonstrate performance patterns that were expected on the ANT. However, performance across blocks of the task was inconsistent, suggesting poor reliability. There were no relations between ANT performance and SWAN-IV behavioral inattention scores, though behavioral ratings of inattention correlated significantly with math performance. Children with MD and MDRD may have more difficulty with distraction and attention to detail in contextual situations, as opposed to impulsive responding in these settings. The lack of relation between cognitive attention and math performance may suggest that either the ANT does not assess the relevant attention constructs associated with math difficulties or may parallel studies of attention deficit/hyperactivity disorder (ADHD) in which cognitive and behavioral assessments are weakly related.