Construction and validation of the South African version of the Fear Survey Schedule for Children: an exploratory factor analysis

The Fear Survey Schedule for Children-Revised (Ollendick, 1983) is an 80-item self-report instrument that has been used internationally to asses the number of fears and general level of fearfulness among children. Despite its widespread use, this instrument has not been adapted to the South African context. The present study addressed this gap by means of a 2-phase investigation aimed at developing a South African version of the instrument. In Phase 1, semistructured interviews were conducted with 40 children (7 to 13 years of age). Qualitative data obtained from these interviews were used to construct additional items for inclusion in the South African Fear Survey Schedule for Children-Revised. The modified scale, consisting of 97 items, was then administered to a sample of 646 children between the ages of 7 and 13 years. Further psychometric considerations resulted in the final version of the scale consisting of 74 items with high internal consistency (α=.97). The factor structure was explored by means of principal component analysis with varimax rotation and a 5-factor solution was found to provide the best conceptual fit. The factors identified were as follows: Fear of Death and Danger; Fear of the Unknown; Fear of Small Animals and Minor Threats to Self; Large Animal Fears; and Situational Fears. Differences between the South African version and the original Fear Survey Schedule for Children-Revised are noted and implications for the study of fear in South Africa and other countries are discussed.     

Assessing the Level of Structural Integration Using Operationalized Psychodynamic Diagnosis (OPD): Implications for DSM-5

A key ingredient in the current proposal of the DSM-5 Work Group on Personality and Personality Disorders is the assessment of overall severity of impairment in personality functioning: the Levels of Personality Functioning Scale (LPFS). The aim of this article is to contribute a conceptual and empirical discussion of the LPFS from the perspective of the Operationalized Psychodynamic Diagnosis (OPD) system (OPD Task Force, 2008 ). First, we introduce the OPD Levels of Structural Integration Axis (OPD-LSIA), a measure of individual differences in severity of personality dysfunction that is rooted in psychodynamic theory. We show that the OPD-LSIA is reliable, valid, and highly associated with observer ratings of personality disorders. In the second part, we present results from an OPD expert consensus study exploring potential limitations of the current LPFS item set from the perspective of the OPD-LSIA. We conclude with highlighting implications for future revisions of the DSM-5 proposal.     

一种对动物学习记忆能力突变筛查的新途

本文详细描述了一种全自动化的行为检测方案。在自然饲养环境/检测环境(24/7)中, 我们测量了小鼠针对两个给食器中获得食物的比例与它们在相应给食器停留时长的比例进行匹配的精确性与准确性。该方案是对传统条件性习得 (trials-to-acquisition) 行为测验设备的改进, 可以检测动物时间间隔能力的精确性与准确性, 对定时目标选择的相关概率的效果, 以及记忆一天中从不同给食器中获得食物次数的精确性与准确性。该压缩系统避免了在整个实验过程中对小鼠的持握操作, 可忽略实验者/技术员的实验操作时间, 而且可以递送小鼠置入实验环境后, 7~9个实验日中全部3组实验流程产生的大量结果。其中, 第一个实验流程为单个24小时周期内完成的时间匹配能力的筛查, 它对动物的时间、空间估计能力的记忆机制进行精确检测。因此, 该系统允许在有限的实验空间、较短的实验周期内, 对大量的实验小鼠进行有可能存在的学习记忆能力缺陷进行大规模筛查。此外, 该系统运行所依赖的软件可以在公共开放平台获得。     

老年人记忆补偿的长期稳定性和变异性：来自维多利亚纵向研究的证据

两种记忆状况组来自于参与加拿大维多利亚纵向研究(VLS)的老年人原样本。一种是未受损伤的控制组(NIC), 另一种是轻度记忆损伤组(MMD)。在基线水平和纵向水平上(即5次追踪或12年)比较了他们在日常生活中对记忆补偿技术的使用。我们使用多水平模型(以年龄和教育水平为协变量)来检验基线水平的差异和长期的变化模式。基线的结果表明MMD组被试报告了近期在日常生活中使用记忆补偿策略方面有更大的增长。纵向的结果表明记忆补偿的使用在12年中具有明显的稳定性, 但是与努力相关的补偿机制存在显著组间差异。教育水平这一协变量(可认为是潜在的认知储备指标)和三种记忆补偿策略随时间的不同变化相关。     

Monetary reward increases attentional effort in the flanker task

An important question is whether monetary reward can increase attentional effort in order to improve performance. Up to now, evidence for a positive answer is weak. Therefore, in the present study, the flanker task was used to examine this question further. Participants had to respond sooner than a certain deadline in a flanker task. One group of participants received a performance-contingent monetary reward, whereas the other group earned a fixed amount of money. As a result, monetary reward significantly improved performance in comparison with the control group. The analysis of speed-accuracy trade-off functions revealed that monetary reward increased attentional effort, leading to an enhanced quality of stimulus coding. Little evidence was found that reward also improved selective spatial attention.     

Is lesion of Exner's area linked to progressive agraphia in amyotrophic lateral sclerosis with dementia? An autopsy case report

Agraphia, as a neuropsychological symptom of ALS, especially ALS with dementia (ALS-D), has recently attracted more attention. However, the brain lesion responsible has not been identified. Here we present an autopsy case of ALS-D of a patient with obvious agraphia, without aphasia, that also presented cerebrospinal degeneration with TDP-43-pathology compatible with ALS-D. Of the pre-motor frontal lobe cortices, degeneration and immuno-histochemical pathology were most obvious in the caudal area of the left middle frontal gyrus, or Exner's area. Assuring this area plays a pivotal role in the kanji and kana formation used in writing the Japanese language, this case of ALS-D showed both agraphia and Exner's area stressed pathological lesions. It may thus be the first case to indicate an intimate relationship between the neuropsychological symptoms and an associated lesion for ALS-D.     

Imitation improves language comprehension

Humans imitate each other during social interaction. This imitative behavior streamlines social interaction and aids in learning to replicate actions. However, the effect of imitation on action comprehension is unclear. This study investigated whether vocal imitation of an unfamiliar accent improved spoken-language comprehension. Following a pretraining accent comprehension test, participants were assigned to one of six groups. The baseline group received no training, but participants in the other five groups listened to accented sentences, listened to and repeated accented sentences in their own accent, listened to and transcribed accented sentences, listened to and imitated accented sentences, or listened to and imitated accented sentences without being able to hear their own vocalizations. Posttraining measures showed that accent comprehension was most improved for participants who imitated the speaker's accent. These results show that imitation may aid in streamlining interaction by improving spoken-language comprehension under adverse listening conditions.     

The force of dissimilar analogies in bioethics

Although analogical reasoning has long been a popular method of reasoning in bioethics, current literature does not sufficiently grasp its variety. We assert that the main shortcoming is the fact that an analogy’s value is often judged on the extent of similarity between the source situation and the target situation, while in (bio)ethics, analogies are often used because of certain dissimilarities rather than in spite of them. We make a clear distinction between dissimilarities that aim to reinforce a similar approach in the source situation and the target situation and dissimilarities that aim to undermine or denounce a similar approach. The former kind of dissimilarity offers the analogy more normative force than if there were no dissimilarities present; this is often overlooked by authors who regard all relevant dissimilarities as detrimental to the analogy’s strength. Another observation is that an evaluation of the normative force of an analogy cannot be made independently of moral principles or theories. Without these, one cannot select which elements in an analogy are morally relevant nor determine how they should be interpreted.     

马克思与虚无主义问题

马克思的目的是要说明人对价值的需要无须超越历史就能得到满足。认为善(good)内在于历史上与断言善是与历史相同的并非一回事。马克思并不是一个历史主义者——如罗森所使用的术语——因为他没有把善与"所发生之事"等同起来。罗森认为,马克思必定主张在历史中发生的任何事情都是可允许的。马克思的标准是人,而不是历史中在马克思的特定意义上算作人类的(行动)的所有行动。实际上在历史进程中,绝大多数个体是以一种非人的方式把自己对象化的。这就是马克思把前共产主义时期描述为"前历史"的原因,因为那是这样一段时间,在其中社会存在是人类活动的无意识的产物。只有当诸个体自觉地决定其生活并把物质世界置于合作性控制之下,恰当意义上的历史才真正开始。