Surface dyslexia

Two cases of surface dyslexia are described. In this disorder, irregular words such as broad or steak are less likely to be read aloud correctly than regularly-spelled words like breed or steam; and when irregular words are misread the incorrect response is often a regularisation (reading broad as brode and steak as steek, for example). When reading comprehension was tested, homophones were often confused with each other: for example, soar was understood as an instrument for cutting, and route was understood as being part of a tree. Spelling was also impaired, with the majority of spelling errors being phonologically correct: for example, search was spelled surch. Orthographic errors in reading aloud (omitting, altering, adding or transposing letters) were also noted. These errors were not due to defects at elementary levels of visual processing.

One of our cases was a developmental dyslexic, and the other was an acquired dyslexic. The close similarity of their reading and spelling performance supports the view that surface dyslexia can cccur both as a developmental and as an acquired dyslexia.

A theoretical interpretation of surface dyslexia within the framework of the logogen model (including a grapheme-phoneme correspondence system for reading non-words) was offered: defects within the input logogen system, and in communication from that system to semantics, were postulated as responsible for most of the symptoms of surface dyslexia.     

Conflicting interests and the creation of a “third space”; reply to commentary

This paper addresses how to be an available and responsive therapist to a controlling and narcissistically vulnerable young girl. It presents an overview of the treatment relationship and specific vignettes from sessions. The paper describes an impasse that posed a quandary: how to find a balance between staying in control of the treatment while being responsive to the kind of object the child needs the therapist to be—being empathic without being intrusive—and meeting her aggression without getting into a power struggle. The author discusses how asserting her subjectivity by playfully role-playing aspects of the patient, by spontaneously using humor, and by surviving her destructiveness allows the treatment to move forward. Trial and error, reflection on practice, and informed intuition contributed to the author's understanding of the child and of the transference. Various theoretical perspectives influenced the work.     

Intrusive and non-intrusive memories in a non-clinical sample: the effects of mood and affect on imagery vividness

We studied the number, valence, and vividness of intrusive and non-intrusive memories in two groups (N = 20) of pre-screened non-depressed mood and depressed mood undergraduate participants. They were asked to generate as many intrusive memories (IMs) as possible from the prior 2 weeks, together with pleasant and unpleasant non-intrusive memories from the same period. They subsequently formed images of these memories and rated them on measures of vividness, valence, arousal, and overall affect, while having their heart rate, skin conductance, and electromyogram monitored. IMs were common, with participants generating a mean of 1.15 pleasant IMs and 1.60 unpleasant IMs, and there was some evidence that they were mood-congruent. IMs were more vivid than non-intrusive memories, a difference not due to either valence or arousal. We conclude that IMs are a general feature of human memory rather than just a symptom of certain clinical disorders.     

Determinants of the vividness of visual imagery: the effects of delayed recall, stimulus affect and individual differences

This study investigated the influence of emotion on vividness of imagery. A total of 80 undergraduate participants saw 25 pictures from the International Affective Picture System, representing different dimensions of valence and arousal. They rated each stimulus for valence, arousal, and emotionality. Each stimulus was then presented again, and participants formed an image of it, rating the image for vividness, valence, arousal, and emotionality. During a 15-minute retention interval, participants completed several individual differences questionnaires. They then recalled each image from a verbal prompt and re-rated its quality. Slides rated as extremely valenced and highly arousing were more vividly imaged than neutral slides. Low mood was also associated with more vivid imagery. The influence of stimulus variables was greater in the immediate imagery phase; that of individual differences tended to be greater in the delayed imagery phase. Of 29 participants, 7 reported intrusive memories of highly unpleasant stimuli at 1 year follow-up.     

Goal-directedness and personal identity as correlates of life outcomes

Although much research has been conducted on goal setting, researchers have not examined goal-directedness or propensity to set goals as a stable human characteristic in adults. In this study, a survey was developed and distributed to 104 adult participants to assess their goal-directedness, personal identity, and various life outcomes. A theoretical model was developed and tested using structural equation modeling that proposed that both goal-directedness and personal identity should positivcly influence important life outcomes. Analysis showed that goal-directedness and personal identity are positively related to personal well-being, salary, and marital satisfaction. Further, personal identity was positively related to job satisfaction but, contrary to related research, goal-directedness did not predict job satisfaction.