Mortality and Causes of Death in a 10-Year Follow-Up of Patients Treated for Self-Poisonings in Oslo

The present 10-year follow-up study includes all patients (N = 926; 50% females) treated in the medical departments in Oslo for self-poisonings during one year (1980). Seventeen percent were considered suicidal attempts upon admission, 25% among the non-substance abusers and 8% among the abusers. At follow-up, 207 patients (22%) were dead (62% males). The mortality rate was highest among the abusers. The most common causes of death were suicide (21%), heart disease (17%), opiate abuse (15%), and accidents/wounds (13%). Forty-one percent of the suicides occurred during the first two years of the follow-up period. The suicides were by poisoning (57%), hanging (20%), and other methods (23%). The female mortality rate decreased in the second half of the follow-up period whereas the male rate did not change. The risk of death within 10 years after discharge increased with age and was higher in men and in abusers, whereas social group and motive for suicide were not predictive factors. The females had an excess suicide rate of 182 (36–327, 95% CI) in the first year after the self-poisoning and 61 (36–87, 95% CI) in the total period. The corresponding figures for males were 70 (19–122) and 21 (12–30). The only factor associated with an increased suicide rate was a suicidal motive upon the admission for self-poisoning with a 3.1 (1.7–5.8, 95% CI) times increased risk of suicide in the 10-year follow-up period.     

Domain specificity and mental chronometry in empirical aesthetics

This article is a commentary on ‘Ten years of a model of aesthetic appreciation and aesthetic judgments: The aesthetic episode – developments and challenges in empirical aesthetics’ (Leder & Nadal, 2014, this issue). It focuses on domain specificity and mental chronometry in empirical aesthetics.     

The Emotional Development Scale: Assessing the Emotional Capacity of 4–12 Year Olds

The practice of assessing children’s emotional development based on a theoretical foundation of attachment theory, developmental psychology, and brain research is fast developing within the field of clinical psychology and family social work. The Emotional Development Scale (EDS) has been developed to assess the current emotional functioning level of 4–12 year olds within the theoretical framework of neuroaffective developmental psychology. Included in the pilot study were eight family treatment centers in Denmark, with 36 families participating. The psychometric investigation included analyses of interrater reliability, test-retest reliability, and internal consistency, while construct validity was analyzed by correlating EDS results between referred and nonreferred groups. The analysis between nonreferred and referred groups was based on the data from the empirical study and a preliminary ad hoc sample from Hogrefe Ltd. (n = 213). We concluded the EDS appears to be a reliable and partially valid tool that could aid in assessing the emotional development of 4–12 year olds. Further research on psychometric properties and clinical application of EDS is needed.     

Assessing children's representational attachment models: links to mother-child attachment quality in infancy and childhood

The authors examined whether the finding of a correspondence between specific behavioral patterns of attachment in infancy and childhood and specific representational patterns in childhood could be replicated using children's responses to a story depicting an imagined parent-child separation experience. The participants were 33 German mothers and their children (16 girls, 17 boys). Attachment quality was assessed via standard and exploratory attachment observations at ages 12 months, 18 months, and 6 years. Chi-square analyses indicated that there was a good level of concordance between the behavioral and representation attachment patterns in infancy and childhood.     

Hess and Pretori revisited: Resolution of some old contradictions

An early experiment by Hess and Pretori (1894) was replicated and modified in an attempt to determine why they failed to find the ratio principle later discovered by Wallach (1948). Separating the two surround-infield patterns by darkness made very little difference. However, allowing the observer to adjust the infield luminance (as in Wallach) rather than the surround luminance (as in Hess & Pretori) revealed some startling effects. At surround:infield luminance ratios greater than approximately 100∶1, there is no ratio effect; all infields appear equal and totally dark. Converging evidence is presented that Hess and Pretori’s data in this region actually represent surround-matching by the observers. Nor are ratio effects found with increments (infield brighter than surround). When free to match either infield luminances or ratios (by controlling infield luminance), observers match luminances. For decrements with ratios between 1∶1 and approximately 100∶1, lightness constancy and the ratio principle hold.     

The influence of a career group experience on the vocational maturity of college students

The effects of a career group experience on the vocational maturity of theoretically grouped college freshmen and sophomores were investigated using Super's Career Development Inventory as the dependent measure. The dimensions of consistency/inconsistency and differentiation/nondifferentiation, as identified utilizing Holland's Vocational Preference Inventory, were investigated along with the dimensions of treatment/nontreatment and interaction effects. Predictions related to change in vocational maturity as a result of treatment were made for each dimension. The analysis sample was a group of 68 volunteer freshman and sophomore college students. Results indicated that students did significantly increase their vocational maturity as a result of the group experience. Furthermore, it was found, as predicted, that within experimental groups inconsistent and nondifferentiated students improved significantly more on some vocational maturity measures than consistent or differentiated students. Students who were both inconsistent and nondifferentiated showed consistently greater increases on virtually all vocational maturity measures than all other theoretical groups.