The neurobiology of postpartum depression

Postpartum psychiatric changes can range from maternity blues to psychosis. Causality is still undetermined, but explanations for these disturbances often focus on hormonal changes and dysregulation. Researchers have begun the process of delineating what neurobiological factors may be associated with depressive disorders in pregnancy and the postpartum. This article reviews the current literature on the roles of gonadal and pituitary hormones in the psychopathophysiology of postpartum mood disorders. Other biological factors, such as biogenic amines, neuroactive steroids, cholesterol, and fatty acids, are also discussed. The potential benefits of neuroimaging to aid in understanding neuropsychiatric changes that occur in the context of postpartum depression are also considered.     

Pancultural self-enhancement reloaded: a meta-analytic reply to Heine (2005)

C. Sedikides, L. Gaertner, and Y. Toguchi (2003) reported findings favoring the universality of self-enhancement. S. J. Heine (2005) challenged the authors' research on evidential and logical grounds. In response, the authors carried out 2 meta-analytic investigations. The results backed the C. Sedikides et al. (2003) theory and findings. Both Westerners and Easterners self-enhanced tactically. Westerners self-enhanced on attributes relevant to the cultural ideal of individualism, whereas Easterners self-enhanced on attributes relevant to the cultural ideal of collectivism (in both cases, because of the personal importance of the ideal). Self-enhancement motivation is universal, although its manifestations are strategically sensitive to cultural context. The authors respond to other aspects of Heine's critique by discussing why researchers should empirically validate the comparison dimension (individualistic vs. collectivistic) and defending why the better-than-average effect is a valid measure of self-enhancement.     

Compelling untruths: content borrowing and vivid false memories

False memories are sometimes accompanied by surprisingly vivid experiential detail that makes them difficult to distinguish from actual memories. Such strikingly real false memories may be produced by a process called content borrowing in which details from presented items are errantly borrowed to corroborate the occurrence of the false memory item. In 2 experiments using think-out-loud protocols at both study and test, evidence for content borrowing occurred for more than half of the false remember judgments participants reported. The present study also provides evidence consistent with recollection rejection and distinctiveness playing a role in false-memory editing.     

Assessment of Reading and Learning Disabilities A Research-Based Intervention-Oriented Approach

Assessment practices for children with learning disabilities (LD) in reading are driven by the three primary components of the federal definition of LD: discrepancy, heterogeneity, and exclusion. This article reviews the implications of these three components for the assessment of children with reading disabilities and other forms of LD. We propose a rationale and procedures for more efficient approaches to the identification of children as learning disabled in reading or at-risk for these disabilities that are aligned with research on reading disabilities and other forms of LD. This approach emphasizes the assessment of academic skills and their components in an effort to develop intervention plans. Intelligence tests are not necessary for the identification of children as learning disabled and do not contribute to intervention planning.     

The "I," the "we," and the "when": a meta-analysis of motivational primacy in self-definition

What is the primary motivational basis of self-definition? The authors meta-analytically assessed 3 hypotheses: (a) The individual self is motivationally primary, (b) the collective self is motivationally primary, and (c) neither self is inherently primary; instead, motivational primacy depends on which self becomes accessible through contextual features. Results identified the individual self as the primary motivational basis of self-definition. People react more strongly to threat and enhancement of the individual than the collective self. Additionally, people more readily deny threatening information and more readily accept enhancing information when it pertains to the individual rather than the collective self, regardless of contextual influences. The individual self is the psychological home base, a stable system that can react flexibly to contextual influences.