'Paradox: a pivotal point in therapy'

This paper describes a family who had been known to the professional caring agencies for some five years. At the time of treatment, the family had fifteen-year old twin sons whose frequently aggressive behaviour was the focus of the referred problem. It was agreed that the author would attempt to work with this family should they be re-referred, with a view to offering an alternative mode of treatment. A structural framework of therapy was tried, but very shortly therapeutic attempts to help solve the problems were assimilated by the family and seemed to serve only to ensure their continuation. At this point, a powerful paradoxical intervention was tried in order to free both family and therapists from perpetuating a 'more of the same'. This tactic allowed time for treatment from a more structural base to continue. In this context, consideration is given to the nature of pathological and therapeutic double binding. Some of the difficulties inherent in attempting new methods of treatment from within a traditional casework setting with its statutory responsibilities are also discussed.     

Orthodoxy in family therapy practice as servant or tyrant

This paper considers some of the pitfalls of a single-model approach to family therapy. It does not argue a 'right' way of practising family therapy, but proposes that the therapist needs to have available a range of approaches on which to draw. This also raises certain problems for training in family therapy, which are highlighted. A case is discussed in the light of a number of perspectives, to demonstrate how approaches can be used in complementary fashion. Finally, reference is made to some of the agency constraints which also make it difficult to practise any one model in a 'pure' form.     

Orientational anisotropy in the human visual system

When a target stimulus in a predesignated location is identified by a keypress response, responses are slightly faster if noise stimuli in adjacent locations are identical to the target than if they are a different stimulus assigned to the same response (a repeated-stimulus superiority effect). An exception to this result has been found in experiments that used randomly intermixed letter and digit stimuli. These experiments showed slower responding for identical noise than for nonidentical, response-compatible noise (a repeated-stimulus inferiority effect). The present study investigated these phenomena in three experiments. Experiments 1 and 2 established that both the superiority and inferiority effects can be obtained in the same experiment. They also provided evidence that the repeated-stimulus inferiority effect is a function of the intermixing of letters and digits and not of the larger target-set size that has been used for mixed lists. Experiment 3 demonstrated that, with unmixed presentation, the repeated-stimulus superiority effect is enhanced by an increase in the number of stimuli assigned to each response. The experiments are consistent with accounts that attribute the repeated-stimulus superiority effect to competition that occurs when different internal recognition responses are activated. Moreover, the experiments suggest that the repeated-stimulus inferiority effect has its basis in processes that occur subsequent to feature extraction.     

Cumulative risk disparities in children's neurocognitive functioning: a developmental cascade model

The current longitudinal study examined the role of cumulative social risk on children's theory of mind (ToM) and executive functioning (EF) across early development. Further, we also tested a cascade model of development in which children's social cognition at 18 months was hypothesized to predict ToM and EF at age 4.5 through intermediary language skills at age 3. We then examined whether this developmental mechanism varied as a function of social risk status. Participants were 501 children recruited when they were newborns, at which point eight psychosocial risk factors were assessed and combined into a metric of cumulative social disadvantage. Families were followed up at 18 months, at which point four social‐cognitive skills were assessed using developmentally sensitive tasks: joint attention, empathy, cooperation, and self‐recognition. Language was measured at age 3 using a standardized measure of receptive vocabulary. At age 3 and 4.5, EF and ToM were measured using previously validated tasks. Results showed that there were notable cumulative risk disparities in overall neurocognitive skill development, and these effects became more differentiated over time. Support was also found for a developmental mechanism wherein the effect of social cognition at 18 months on ToM and EF in the preschool period operated specifically through children's receptive language ability at age 3. This pathway functioned similarly for children with both low‐ and high‐risk backgrounds. These results extend previous findings by documenting the role of cumulative social disadvantage on children's neurocognition and the pathways that link key neurocognitive abilities across early development.