Associations Among Asian Americans' Enculturation,Emotional Experiences,and Depressive Symptoms

Using a computer‐based text analysis of 218 Asian Americans' writing samples, the authors found that enculturation as well as use of negative emotion and positive emotion words were associated with depressive symptoms. Enculturation was also found to moderate the relation between use of negative emotion words and cognitive‐affective depressive symptoms. Utilizando un análisis de texto computerizado de muestras escritas por 218 individuos Asiático‐americanos, los autores hallaron que la asimilación cultural y el uso de palabras de emoción positivas y negativas están asociadas con síntomas depresivos. También se halló que la asimilación cultural modera la relación entre el uso de palabras de emoción negativas y los síntomas depresivos cognitivo‐afectivos.     

Passing Through the Wall: On Outings,Exodus, Angels,and the Ark

Classicists have argued that angels in Christian theology were modeled on the eunuchs of antiquity; with angels providing the same services to the Lord in Heaven that eunuchs provided to emperors on Earth. I apply this idea toward understanding the cherubim on the ark in Exodus 25 and the death of Aaron’s sons in Leviticus 10. I also suggest that the angel-eunuch analogy can help us understand the psychological impact of androgen deprivation therapy on modern prostate cancer patients. Appreciating this analogy can help prostate cancer patients accept and adapt to the changes they experience.

How Do Trait Dimensions Map onto ADHD Symptom Domains?

Theories of Attention-Deficit/Hyperactivity Disorder (ADHD) implicate dysfunctional regulation mechanisms that have been conceptually grouped into “top-down” control and “bottom-up” affective/reactive processes. This dual-process account can be invoked in relation to temperament or personality traits and may clarify how traits relate to ADHD. Two samples were examined to illuminate developmental effects. The younger sample was 179 youngsters aged 7 to 12 years (113 boys; 107 with ADHD). The older sample was 184 adolescents (109 boys; 87 with ADHD) aged 13 to 18 years. Structural equation models included parent-rated traits, teacher-rated ADHD symptoms, and laboratory-obtained executive functions. A control or “top-down” factor included cognitive control and conscientiousness/effortful control. A second factor labeled affective or “bottom-up” included neuroticism/negative emotionality, agreeableness, and reactive control. In the younger sample, these two factors were differentially and specifically related to inattention and hyperactivity, respectively. However, in the older sample, the first factor was related to inattention and hyperactivity, whereas the second factor was related to hyperactivity. Personality traits appear to map onto ADHD symptoms in a meaningful manner consistent with a dual-process model of temperament and ADHD. This research was supported by NIH National Institute of Mental Health Grant R01-MH63146, MH59105, and MH70542 to Joel Nigg. Martel was supported by NIH F31 MH075533. We are indebted to the families and staff who made this study possible.     

Children’s higher order cognitive abilities and the development of secondary memory

The relations between higher cognitive abilities and immediate and delayed recall were studied in 57 children (6–16 years of age). The participants were tested repeatedly on free recall of a supraspan list (Children’s Memory Scale), and their fluid ability was also assessed (Woodcock—Johnson III Spatial Relations). Consistent with Unsworth and Engle’s (2007) account of the relation between memory and higher order cognition, the children’s fluid ability was significantly correlated with retrieval from secondary memory, regardless of whether it was measured using immediate or delayed recall. Multiple regression analyses provided further support for this view, revealing that measures of immediate and delayed retrieval from secondary memory accounted for the same variance in the children’s fluid ability.     

Virtue in Virtue Ethics

This paper represents two polemics. One is against suggestions (made by Harman and others) that recent psychological research counts against any claim that there is such a thing as genuine virtue (Cf. Harman, in: Byrne, Stalnaker, Wedgwood (eds.) Fact and value, pp 117–127, 2001). The other is against the view that virtue ethics should be seen as competing against such theories as Kantian ethics or consequentialism, particularly in the specification of decision procedures.     

On the alleged connection between moral evil and human freedom

Those who advance the traditional argument from human freedom presume that human freedom provides an adequate explanation of moral evil. I argue that this presumption is erroneous. An adequate explanation of our capacity to make choices that produce moral evil must be distinguished from an adequate explanation of the actuality of such choices. Human freedom may account for our ability to make choices that issue in moral evil. It cannot, by itself, account for our actually making such choices. Something more than our potential for choices that produce moral evil is required to adequately explain the profusion of moral evil that we actually find in the world.     

Effects of depression on expectancy in sustained attention

The effects of expectancies generated during a pretest on the subsequent vigilance performance of depressed and nondepressed observers were assessed. Among the nondepressed, those who were exposed to a high signal probability during the pretest detected more signals in the main watch than those exposed to a low pretest probability, regardless of the signal probability in the vigil itself (high or low). This expectancy effect was not evident among the depressed. The vigilance decrement in both subject categories was steeper under conditions of low as compared to high test probability. These results indicate that depressed monitors do not demonstrate a deficit in attentional capacity. It is suggested that the nonperseveration of pretest expectancies among the depressed may stem from a lack of motivation to effortfully process information in the same manner as nondepressed observers.The authors would like to thank Mark Scerbo and Tom Lanzetta for their technical assistance.     

TRAINING SUPERVISORS IN A COLLABORATIVE TEAM APPROACH TO PROMOTE PEER INTERACTION OF CHILDREN WITH DISABILITIES IN INTEGRATED PRESCHOOLS

Three supervisors of integrated preschools were trained in a collaborative team approach to encourage resource and classroom teachers to develop strategies that promote peer interaction of all children, including children with disabilities. The focus of classroom teachers' behaviors and the interactive play of children with disabilities were measured daily in both a training (indoor play period) and a generalization (outdoor play period) setting. In a multiple baseline design, supervisors were individually trained in a collaborative team approach using a manual, modeling, and role playing; then they implemented the approach with classroom and resource teachers. We found that after supervisor training, classroom teachers increased their behaviors directed towards children with disabilities and decreased their behaviors directed towards nondisabled children. Moreover, we found a doubling of the interactive play of children with disabilities and, for two of the three classes, an increase in the interactive play of comparison children, randomly selected by the classroom teachers. Changes in both teachers' and children's behaviors were also found in the generalization setting. The implications of the results for interventions in community settings are discussed.