A genetic factor explains most of the variation in the psychopathic personality

The psychopathic personality can be conceptualized as three interrelated dimensions, (a) an interpersonal style of glibness, grandiosity, and manipulation; (b) an affective disposition of callousness, lack of empathy, and unemotionality; and (c) a behavioral/lifestyle dimension of impulsivity, need for stimulation, and irresponsibility, underpinning a higher order construct, psychopathic personality. The authors used a self-report questionnaire (The Youth Psychopathic Traits Inventory) to study the importance of genetic and environmental influences on psychopathic personality traits in a sample of 1,090 monozygotic and dizygotic twin pairs, aged 16-17 years. Results showed a strong genetic influence behind the higher order "psychopathic personality" factor, underpinned by the three psychopathic personality dimensions. Over and above the effects to the higher order factor, significant unique genetic influences were also found in the callous/unemotional and in the impulsive/irresponsible dimension, but not in the grandiose/manipulative dimension. The authors propose that this latent psychopathic personality factor is a meaningful target for future etiological research.     

A structural account of phonological paraphasias

The aim of this study is to develop a partial theory of phonological paraphasias which has some cross-syndrome and cross-linguistic validity. It is based on the distinction between content and structural units and emphasizes the role of the latter. The notion of structure holds the key to an understanding of the differences among the following three types of data: slips of the tongue, slips of the pen (defined as errors committed by healthy, competent adults), and paraphasias. A comparison of these three data types reveals that slips of the pen and paraphasias display striking similarities whereas slips of the tongue stand apart. This pattern emerges very clearly in an analysis of nine empirical effects all of which are found to be of a structural nature. On the basis of these results, it is argued that both the written output of normals and the oral output of aphasics are generated under a reduced structural representation (i.e., weak activation of structural nodes). However, the reasons for the diminished sensitivity to structure are not the same in the two modalities. While the impoverished structural representation is a likely consequence of the relatively slow production rate in writing, it may stem from an impaired transmission of activation among structural nodes in aphasia. By contrast, the normal speaking process occurs under the sway of a full-fledged structural representation. Hence, slips of the tongue are highly sensitive to structural effects.     

Linking adult psychopathy with childhood hyperactivity-impulsivity-attention problems and conduct problems through retrospective self-reports

The purpose of the present study was to test whether adult criminals with psychopathy diagnoses, more than those without, have histories of hyperactivity-impulsivity-attention problems (HIA) and conduct problems (CP). We compared psychopathic and nonpsychopathic violent criminal offenders on retrospective reports of conduct problems before the age of 15 and hyperactivity-impulsivity-attention problems before the age of 10. We used a sample of 186 adult men sentenced to prison in Sweden for 4 years or more for violent, nonsexual crimes. The mean age was 30.7( SD = 9.4). The results showed that a combination of childhood HIA problems and CP was typical for adult psychopathic offenders. They were four times more likely than chance to have had a combination of HIA problems and CP during childhood and only one-fifth as likely than chance to have had neither problem. Nonpsychopathic offenders, on the other hand, were five times more likely than chance to have had neither problem and only one-quarter as likely than chance to have had both problems.     

Media exposure, mood, and body image dissatisfaction: an experimental test of person versus product priming

In the current study, 138 college females were randomly assigned to four media exposure conditions based on the presence or absence of an attractive person (fashion model) and the presence or absence of an appearance-related product. Outcome measures consisted of visual analogue ratings of multiple body image and mood variables. The results revealed a significant main effect for person, indicating that the presence of a model increased levels of body dissatisfaction and negative mood. No product effect emerged and there was no significant interaction between person and product. These findings suggest that the appearance priming effect of media exposure on body dissatisfaction and mood is specific to a person stimulus, with no additional effect promoted by a generic appearance-relevant stimulus.     

MODIFICATION OF SHUTTLE BOX TO IMPROVE RATE OF AVOIDANCE LEARNING IN RATS

W allgren , H. & S avolainen , S. Modification of shuttle-box to improve rate of avoidance learning in rats. Scand. J. Psychol ., 1962, 3 , 78–80.—Acquisition by rats of a conditioned avoidance response seems to be retarded in an ordinary shuttle-box by the necessity to re-enter the compartment where shocks have previously been received. To avoid this, a four-compartment box was introduced in which the animals can proceed in one direction. Rats were given either continuous trials until nine avoidance responses were made during 10 consecutive trials, or 30 trials per day until 27 correct responses were made during one session. With both methods of training, the rate of learning was approximately 40 per cent more rapid in the four-compartment box than in the ordinary shuttle-box.     

The effects of noncontingent reinforcement on task disengagement following failure of differential reinforcement treatment

Following the failure of applications of differential reinforcement (DR), the effects of reinforcement delivered noncontingently (NCR) on task disengagement and task completion were evaluated within reversal designs for three children with autism spectrum disorder. In Experiment 1, we compared DR and NCR schedules that combined positive and negative reinforcement. In Experiment 2, we replicated the results of Experiment 1 and then evaluated NCR schedules composed solely of negative reinforcement and NCR schedules that combined negative reinforcement with high-or low-preferred stimuli. In Experiment 3, we further analyzed NCR schedules that included different types and qualities of positive reinforcement, but without the inclusion of negative reinforcement. The results showed that NCR schedules using positive reinforcers can be effective as a treatment for task disengagement, but the type and preference of the reinforcer can alter effectiveness. These results are interpreted in terms of the motivating operations associated with task disengagement.     

Phonological representation and speech understanding with cochlear implants in deafened adults

In the present study cognitive performance in 15 deafened adult cochlear implant candidates was examined and related to level of speech understanding after 12 months of experience with the implant. The implant group performed on par with normal hearing controls in all cognitive tasks used in the study with one exception: Performance was significantly lower in cognitive tasks where use of a phonological representation of sound is a key task-demand. Observations of the implanted individuals’ level of speech understanding indicate that only those individuals who, pre-operatively, were in possession of phonological representations comparable to that of normal hearing could follow and understand a speaker that was out of sight. The results are discussed with respect to (a) deterioration in the phonological representation of sounds as a function of absence of external auditory stimulation, and (b) the role of cognitive factors in predicting success in speech understanding with the implant.     

Adaptive rating scales in sequential decisions

The benefits gained in decision research through the use of computer-controlled procedures, as opposed to the use of traditional pencil-and-paper techniques, can exceed the expected gains of efficiency and standardization. Computers extend the scope of a sequential decision making paradigm by enhancing (1) the strength of experimental design, (2) reliability of measurement, (3) procedural flexibility, and (4) single-subject data analysis. Data are reported that indicate the necessity of using computers to obtain reliable measurements and valid results for this type of decision research.     

A Rorschach analysis: parallel disturbance in thought and in self/object representation

The relationship between thought process disturbance and the structure of internal object relations was investigated by comparing Rorschach Special Scorings and content variables that reflected developmental levels of object relations. Selected Special Scorings from the Comprehensive System (Exner, 1990) and composite (WSum6) scores were correlated with Urist's (1977) Mutuality of Autonomy Scale (MOA) on the Rorschach protocols of 35 borderlines, 15 schizophrenics, and 19 narcissists. Correlations between composite scores of severe thought process disturbance and severe imbalance in internalized object representations were highly significant, p < .0001. The hypothesis that there is a significant relationship between disturbance in internalized self/object differentiation and thought process disturbance was supported. Implications of this study are discussed as they relate to empirical validation of theoretical constructs concerning ego function deficit and self/object disturbance.     

EVALUATION OF THE GENERALIZED EFFECTS OF A PEER-TRAINING PROCEDURE WITH MODERATELY RETARDED ADOLESCENTS

The use of peer-training procedures by moderately mentally retarded adolescents was evaluated in two experiments. In Experiment 1, 2 students received instruction on peer-training skills to teach a vocational task to 7 classmates. Following instruction, both peer trainers were successful in teaching their classmates to perform the target task and a second untrained (generalization) task. In Experiment 2, 1 peer trainer taught 3 peers to use picture prompts to complete one or two complex vocational tasks. Following instruction by the peer trainer, the trainees independently used novel pictures on novel tasks. The results of both experiments indicate that peer training with moderately handicapped students can be an effective instructional procedure, with generalization occurring for both the trainers (Experiment 1) and the trainees (Experiment 2).