Mentalisierung und chronische Depression

Mentalization has mainly been studied in borderline patients but in this study the capacity for mentalization was investigated in patients suffering from chronic depression. Mentalization was measured with the reflective functioning scale (RFS) in patients with chronic depression (n=20) who started long-term psychoanalytic treatment and the results were compared to healthy controls. The results showed that global RF scores did not differ significantly between patients and controls. However, depressed patients had a lower RF score for depression relevant topics in comparison to the initial individual values. Furthermore, RF appears to be related to general psychological competence but unrelated to clinical parameters [Beck Depression Inventory (BDI) and symptom check list (SCL-90)]. Therapeutic outcome as measured with BDI and SCL-90 was not moderated by RF scores at baseline. Correlations between RF and the helping alliance questionnaire (HAQ) indicate that patients with higher RF scores establish a therapeutic alliance more easily than patients with lower RF scores.     

Eliminativism and the ambiguity of ‘belief’

It has recently been claimed (1) that mental states such as beliefs are theoretical entities and (2) that they are therefore, in principle, subject to theoretical elimination if intentional psychology were to be supplanted by a psychology not employing mentalistic notions. Debate over these two issues is seriously hampered by the fact that the key terms theoretical and belief are ambiguous. This article argues that there is only one sense of theoretical that is of use to the eliminativist, and in this sense some kinds of belief (dispositional states, infra-conscious states and the Freudian unconscious) are indeed theoretical and hence possible candidates for elimination, while others (consciously occurring thoughts like judgements and perceptualGestalten) are not theoretical and hence not candidates for elimination.     

Looking at threat-relevant stimuli: The role of anxiety and coping style

Abstract Results of numerous studies demonstrate that anxious subjects selectively attend to threat-related rather than to neutral stimuli. It has been argued that, as a result of this, anxious individuals more easily perceive and misattribute threatening stimuli in their environment, thereby creating a vicious circle of attention and anxiety. The evidence for this anxiety-linked attentional bias, however, is largely based on studies using subliminal or dichotic presentation of verbal stimuli. The present study sought to replicate these results by examining the relationship between anxiety and visual attention during prolonged exposure to threat-relevant (pictures of situations in a dental practice) and neutral (pictures of situations at a hairdresser salon) material with 45 women. No significant relationship emerged between dental trait anxiety and duration subjects directed gaze to the threat-relevant pictures. Neither self-reported state anxiety nor habitual coping style appeared to be significantly related to duration of visual attention for the threat-relevant pictures. Hence, no evidence was found supporting the hypothesis that high anxiety leads to a bias in attention towards emotionally threatening information. It is suggested that hypervigilance occurs in the early stages of the appraisal process.     

The effects of fading,feedback, and feedback plus instruction on the perfomance of institutionalized retarded children in number retention exercises

Summary Three feedback training procedures, fading, feedback and feedback plus instruction, were used in conjunction with reinforcement contingencies to assess the performance of 12 mentally retarded boys in number rentention exercises. The fading and the feedback plus instruction procedures were the only ones to yield highly significant effects: none of the procedures led to any substantially improved performance in transfer exercises. Advantages of fading over the more traditional procedure (less errors, ability to learn difficult exercises) are discussed, as are the problems arising in the application of this method. Analysis of the exercises showed that premature removal of the additional colour cues in the fading procedure resulted in a substantial reduction of the number of correct responses, especially in the difficult exercises, and that the feedback procedure was particularly unsuccessful in difficult exercises. Methodological problems encountered in previous retention studies were indicated and an attempt made to overcome them.

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Zusammenfassung Kombiniert mit Belohnungen, die nur für richtige Antworten erfolgten, wurden drei Rückmelde-Trainingsverfahren: Fading, Feedback und Feedback plus Instruction angewandt, um 12 geistig retardierte Jungen an Zahlen-Konservations-Aufgaben zu trainieren. Nur die Fading- und Feedback plus Instruction-Techniken zeigten hoch signifikante Trainingsgewinne, doch keine der Techniken führte zu bedeutenden Verbesserungen bei Transferaufgaben. Die Vorteile der Fading-Technik gegenüber mehr traditionellen Verfahren (weniger Fehler, Erlernen schwierigerer Aufgaben) wurde ebenso erörtert wie Probleme ihrer Anwendung. Aufgabenanalysen zeigten, daß erstens verfrühtes Ausblenden der zusätzlichen Farben bei der Fading-Technik zu einem starken Absinken der Anzahl der richtigen Antworten besonders bei schwierigen Aufgaben führt; und daß zweitens die Feedback-Technik beim Erlernen schwieriger Aufgaben besonders geringen Erfolg hat. Methodologische Probleme bei vorausgegangenen Konservationsexperimenten wurden aufgezeigt, und es wurde versucht, diese methodologischen Probleme zu lösen.

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This paper is based on a thesis submitted by the author to the University Mannheim as partial fulfillmant of the requirements for the degree of Master of Science (Diplom). The writer is greatly indebted to Dr. Norman H. Stein for his guidance throughout the planning and execution of the study and to his helpful suggestions and criticisms. The writer is also indebted to Dr. Byron J. Ward for making subjects available at Syracuse State School, and to the teachers of the Association for Retarded Children in Syracuse, New York. The study was conducted during a one year stay at Syracuse University. The financial support of the Studentenwerk Mannheim for tuitions and living expenses and a travel grant of the Fulbright Commission is gratefully acknowledged.     

Optimal test length for maximum absolute prediction

The concepts of multiple differential prediction and multiple absolute prediction are developed in earlier papers (2, 3). The problem of determining the optimal distribution of testing time for multiple differential prediction has been previously considered (4). This paper develops an analogous procedure for multiple absolute prediction. A numerical example illustrating the procedure is presented. The mathematical rationale underlying the procedure is given.This research was carried out under Contract Nonr-477(08) between the University of Washington and the Office of Naval Research. The computations were carried out by Robert Dear and Donald Mills. Much credit is due the typist, Elizabeth Cross. Supervision of both computational and editorial activities was provided by William Clemans. To each of these able contributors we are deeply grateful.