Scharffs' Application of Hopper's Concept: “Incohesion: Aggregation/Massification”

We begin by stating our understanding of the concepts presented in Hopper's paper, then comment on the clinical illustration, and conclude by describing two group situations in which we have applied the concepts we have taken from Hopper's paper. Hopper's fourth basic assumption applies to our work as individual psychoanalysts, family therapists, and group leaders because it integrates psychoanalytic and social understanding. We demonstrate how and why we find Hopper's idea to be a useful advance.     

Procedural misconceptions and informed consent: insights from empirical research on the clinical trials industry

This paper provides a simultaneously reflexive and analytical framework to think about obstacles to truly informed consent in social science and biomedical research. To do so, it argues that informed consent often goes awry due to procedural misconceptions built into the research context. The concept of procedural misconception is introduced to describe how individuals respond to what is familiar in research settings and overlook what is different. In the context of biomedical research, procedural misconceptions can be seen to function as root causes of therapeutic misconceptions.     

Dual n-back training increases the capacity of the focus of attention

Working memory (WM) training has been reported to benefit abilities as diverse as fluid intelligence (Jaeggi et al., Proceedings of the National Academy of Sciences of the United States of America, 105:6829–6833, 2008) and reading comprehension (Chein & Morrison, Psychonomic Bulletin & Review, 17:193–199, 2010), but transfer is not always observed (for reviews, see Morrison & Chein, Psychonomics Bulletin & Review, 18:46–60, 2011; Shipstead et al., Psychological Bulletin, 138:628–654, 2012). In contrast, recent WM training studies have consistently reported improvement on the trained tasks. The basis for these training benefits has received little attention, however, and it is not known which WM components and/or processes are being improved. Therefore, the goal of the present study was to investigate five possible mechanisms underlying the effects of adaptive dual n-back training on working memory (i.e., improvements in executive attention, updating, and focus switching, as well as increases in the capacity of the focus of attention and short-term memory). In addition to a no-contact control group, the present study also included an active control group whose members received nonadaptive training on the same task. All three groups showed significant improvements on the n-back task from pretest to posttest, but adaptive training produced larger improvements than did nonadaptive training, which in turn produced larger improvements than simply retesting. Adaptive, but not nonadaptive, training also resulted in improvements on an untrained running span task that measured the capacity of the focus of attention. No other differential improvements were observed, suggesting that increases in the capacity of the focus of attention underlie the benefits of adaptive dual n-back training.     

Targeting Common Factors Across Anxiety and Depression Using the Unified Protocol for the Treatment of Emotional Disorders in Adolescents

Clinical approaches to mood and anxiety disorders in children and adolescents have historically been confined to either diagnosis- [e.g., for obsessive–compulsive disorder vs. generalized anxiety disorder (GAD), etc.] or domain-specific (e.g., for anxiety disorders vs. depressive disorders) treatments. However, as conceptualizations of mental illness shift towards a more dimensional model [e.g., the recent Research Domain Criteria (RDoC) from the National Institutes of Health], transdiagnostic treatments, such as the unified protocol for the treatment of emotional disorders in adolescents (UP-A; Ehrenreich et al. in Child Fam Behav Ther 31(1):20–37, 2008), are gaining support in the empirical literature. This paper reviews the common treatment targets across three emotional disorders commonly found in adolescence: GAD, social anxiety disorder, and major depressive disorder. In particular, similarities and differences across potential treatment mechanisms, including cognitive and information processing deficits, problem-solving difficulties, and avoidance strategies are examined. Finally, the case of 17-year-old “Andrea” is presented to demonstrate how transdiagnostic approaches like the UP-A can be effective in treating a range of emotional disorders in youth.     

Reviews: Books, Art

THREE MOTHERS THREE DAUGHTERS: PALESTINIAN WOMEN'S STORIES. By Michael Gorkin and Rafiqa Othman. New York: Other Press, 2000, $20 (softcover printing of 1996 University of California Press book). BREATHING SPACE: A SPIRITUAL JOURNEY IN THE SOUTH BRONX. By Heidi B. Neumark. 286 pp. Boston: Beacon Press, 2003. $25. KNOCKING ON HEAVEN'S DOOR: AMERICAN RELIGION IN THE AGE OF COUNTERCULTURE. By Mark Oppenheimer. 285 pp. New Haven, CT: Yale University Press, 2003. $30. PROFILES OF PLAY: ASSESSING AND OBSRVING STRUCTURE AND PROCESS IN PLAY THERAPY. By Saralea Chazan. 224 pp. London and Philadelphia: Jessica Kingsley Publishers, 2002. $24.95. THE HAPPINESS PARADOX. By Ziyad Marar. 209 pp. London: Reakition Books, 2003. $19.95. GOD AT THE EDGE: SEARCHING FOR THE DIVINE IN UNCOMFORTABLE AND UNEXPECTED PLACES. By Niles Elliot Goldstein. 197 pp. New York: Random House, 2003. $22. THE RURAL LIFE. By Verlyn Klinkenborg. 213 pp. New York: Little, Brown and Company, 2003. $20. OAXACA JOURNAL. By Oliver Sacks. 159 pp. Washington, DC: National Geographic Directions, 2002. $20. THE MAYS OF VENTADORA. By W.S. Merwin. 159 pp. Washington, DC: National Geographic Directions, 2002, $20.     

Working memory deficits, increased anxiety-like traits, and seizure susceptibility in BDNF overexpressing mice

BDNF regulates components of cognitive processes and has been implicated in psychiatric disorders. Here we report that genetic overexpression of the BDNF mature isoform (BDNF-tg) in female mice impaired working memory functions while sparing components of fear conditioning. BDNF-tg mice also displayed reduced breeding efficiency, higher anxiety-like scores, high self-grooming, impaired prepulse inhibition, and higher susceptibility to seizures when placed in a new empty cage, as compared with wild-type (WT) littermate controls. Control measures of general health, locomotor activity, motor coordination, depression-related behaviors, and sociability did not differ between genotypes. The present findings, indicating detrimental effects of life-long increased BDNF in mice, may inform human studies evaluating the role of BDNF functional genetic variations on cognitive abilities and vulnerability to psychiatric disorders.     

Reviews: Books, Art

FINDING SPACE: WINNICOTT, GOD, AND PSYCHIC REALITY. By Ann Belford Ulanov. 232 pp. Louisville, KY: Westminster John Knox Press. $24.95. ON RELIGION. By John D. Caputo. New York: Routledge Press, 2001. $12.95. ORDINARY MIND: EXPLORING THE COMMON GROUND OF ZEN AND PSYCHOTHERAPY. By Barry Magid. 190 pp. Boston: Wisdom Pub, 2001. $22.95. SEXUAL ORIENTATION AND PSYCHOANALYSIS: SEXUAL SCIENCE AND CLINICAL PRACTICE. By Richard C. Friedman and Jennifer I. Downey. 352 pp. New York: Columbia University Press, 2002. $35.00. EROTIC INNOCENCE: THE CULTURE OF CHILD MOLESTING. By James R. Kincaid. 352 pp. Durham: Duke University Press, 1998. $24.95. PRACTICING PRESENCE: THE SPIRITUALITY OF CARING IN EVERYDAY LIFE. By Kerry Walters. 122 pp. Franklin, WI: Sheed & Ward, Inc., 2001. $14.95. TERRIFYING TRANSFERENCES: AFTERSHOCKS OF CHILDHOOD TRAUMA. By Lawrence E. Hedges. 497 pp. Northvale, NJ: Jason Aronson, Inc., 2000. $65.00. THE ORIFICE AS SACRIFICIAL SITE: CULTURE, ORGANIZATION, AND THE BODY. By James Aho. 153 pp. New York: Aldine de Gruyter, 2002. $45.95. The Paintings of Joan Mitchell     

Language-specific memory for everyday arithmetic facts in Chinese-English bilinguals

The role of language in memory for arithmetic facts remains controversial. Here, we examined transfer of memory training for evidence that bilinguals may acquire language-specific memory stores for everyday arithmetic facts. Chinese-English bilingual adults (n = 32) were trained on different subsets of simple addition and multiplication problems. Each operation was trained in one language or the other. The subsequent test phase included all problems with addition and multiplication alternating across trials in two blocks, one in each language. Averaging over training language, the response time (RT) gains for trained problems relative to untrained problems were greater in the trained language than in the untrained language. Subsequent analysis showed that English training produced larger RT gains for trained problems relative to untrained problems in English at test relative to the untrained Chinese language. In contrast, there was no evidence with Chinese training that problem-specific RT gains differed between Chinese and the untrained English language. We propose that training in Chinese promoted a translation strategy for English arithmetic (particularly multiplication) that produced strong cross-language generalization of practice, whereas training in English strengthened relatively weak, English-language arithmetic memories and produced little generalization to Chinese (i.e., English training did not induce an English translation strategy for Chinese language trials). The results support the existence of language-specific strengthening of memory for everyday arithmetic facts.     

Academic Processing Speed Mediates the Influence of Both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance

The results from previous research suggest that there is a relatively small (albeit statistically significant) relationship between the externalizing behavior and academic skills of students with emotional disturbance (ED). Researchers have also found that the majority of these students have language deficits that hinder their academic performance. The purposes of this study were to investigate the mediating role of academic processing speed (i.e., academic fluency) on the relationship between: (a) The externalizing behavior and academic skills of K-12 students with ED; and (b) language skills and academic skills of students with ED. Results indicate that academic processing speed mediated the influence of both language skills and externalizing behavior on academic skills of this population. The findings, limitations, and implications were discussed.