Positive Correlation Between Serum Interleukin‐1β and State Anger in Rugby Athletes

Recently, several studies reported a relationship between immune system activation and anger expression. Consequently, the aim of this study was to explore immunitary molecular mechanisms that potentially underlie anger expression. To this end, we applied the Frustration—Aggression Theory in a contact sport model, utilizing the nearing of sporting events to trigger anger feelings. In parallel, we evaluated the activation of immune system at mRNA levels. We enrolled 20 amateur rugby players (age ± SD, 27.2 ± 4.5) who underwent psychological assessment to evaluate anger, with the State‐Trait Anger Expression Inventory‐2 (STAXI‐2), before rugby matches; at the same time blood samples were taken to analyze the variations of gene expression by microarray. During the 2 hr before each game, a significant increase was verified in the Rage State (RS) score compared to the score ascertained 72 hr before. At the same time, we found modulation in expression profile, in particular increased expression of gene that encodes interleukin l‐β (IL‐1β). In a regression analysis, RS score was related to IL‐1β, and the potential risk factors age, body mass index, smoking, and drinking. The levels of cytokine were positively and independently related to RS score. Our results suggest that the nearing of sporting event can trigger anger state feelings and activate immune system in rugby players. We propose the IL‐1β as a potential biological marker of anger. However, further research is necessary to clarify the correlation between cytokine and anger. Aggr. Behav. 39 :141‐148, 2013. © 2012 Wiley Periodicals, Inc.     

PSYKOANALYTISKT ORIENTERAD PSYKOTERAPI

The increasing discourse of the concept of intersubjectivity in modern psychoanalysis has pushed the interest in the intrapsychic and its emphasis on drive and object into the background. Authors who wish to avoid a one-sided focus on intersubjectivity usually subscribe to a dual dimensional approach, taking both perspectives into account. In this article, the analytic situation is described not in two, but in three dimensions, the analytic function constituting a third dimension necessary for the interplay between the other two dimensions. Focusing on the analyst's position, the author presents a model that consists of (1) the-analyst-as-subject, (2) the-analyst-as-function, and (3) the-analyst-as-object. The analytic function is understood to be invested with a particular form of desire and it is argued that the asymmetry between this desire of the analyst and the desire of the analysand is a central characteristic of the analytic situation.     

Diagonalisation and Church's Thesis: Kleene's Homework

In this paper we will discuss the active part played by certain diagonal arguments in the genesis of computability theory.

These enigmatical words by Kleene were our point of departure:

When Church proposed this thesis, I sat down to disprove it by diagonalizing out of the class of the λ–definable functions. But, quickly realizing that the diagonalization cannot be done effectively, I became overnight a supporter of the thesis. (1981, p. 59)     

Cosmetic Surgery: Feminist Perspectives

Cosmetic surgery is gaining popularity not only in the U.S., but worldwide. The sheer number of procedures being performed makes it seem “normal,” and in the statistical sense it is. Feminist therapists are likely to have clients who are contemplating undergoing one or more of these procedures. Therapists ought to help their clients to understand the motivations underlying a decision to undergo surgery for the sake of improving on nature. In the final analysis, the decision belongs to the woman who may be placing her life at risk to achieve some desired end. The therapist can play a role in helping her to weigh the risks and what will be accomplished in the end.     

Psychoanalysis and Biology: An Epistemological Re-Discussion

This paper discusses Freud's theory in the context of the most significant redefinitions in contemporary biology. Freud's ideas in general, as well as his conception of mental illness, were deeply grounded in the paradigm of evolutionist biology, which prevailed during his lifetime. Over the last four decades, another paradigm emerged in this field and became dominant, i.e., the informational paradigm. For this reason, some of the implications of this new paradigm for resignifying Freud's concepts like repetition, death drive and anxiety will be outlined.     

the relationship between pain and coping styles among hiv-positive men and women

Abstract

Pain in HIV/AIDS patients is associated with compromised quality of life and emotional adjustment. Although previous findings support a relationship between coping styles and subjective pain for various groups of chronically-ill persons, little research has examined the associations between coping and pain in HIV-positive or AIDS patients. The purpose of this study was to explore the relationship between pain and coping styles among 105 HIV-positive participants (32 women and 73 men) in a randomized clinical trial designed to examine the effect of group psychotherapy on quality of life and health behavior. Participants completed the Brief COPE, the pain scale from the Medical Outcomes Study-HIV, and a demographic and medical questionnaire. Multiple regression analysis, with pain as the dependent variable, showed that participants who reported coping through denial reported greater pain severity (p < 0.0001). These results suggest that denial as a coping strategy appears to be signficantly associated with pain for persons with HIV/AIDS. However, further research is necessary to determine the causal relationship between pain and coping through denial. These findings also point to the possibility of psychological intervention in order to modify maladaptive coping styles and to ameliorate pain in this population.     

Reading and Spelling Disabilities in Children with and Without a History of Early Language Delay: A Neuropsychological and Linguistic Study

Language delay is a frequent antecedent of literacy problems, and both may be linked to phonological impairment. Studies on developmental dyslexia have led to contradictory results due to the heterogeneity of the pathological samples. The present study investigated whether Italian children with dyslexia showed selective phonological processing deficits or more widespread linguistic impairment and whether these deficits were associated with previous language delay. We chose 46 children with specific reading deficits and divided them into two groups based on whether they had language delay (LD) or not (NoLD). LD and NoLD children showed similar, severe deficits in reading and spelling decoding, but only LD children showed a moderate impairment in reading comprehension. LD children were more impaired in phonological working memory and phonological fluency, as well as in semantic fluency, grammatical comprehension, and verbal IQ. These findings indicate the presence of a moderate but widespread linguistic deficit (not limited to phonological processing) in a subset of dyslexic children with previous language delay that does not generalize to all children with reading difficulties.     

Multiple stimulus presentation yields larger deficits in children with developmental dyslexia: A study with reading and RAN-type tasks

In this study, we examined the effect of multiple versus single stimulus presentation in typically developing readers and children with developmental dyslexia. The tasks involved either reading single words or arrays of words or naming single or multiple colors and digits (rapid automatized naming or RAN). To be able to compare these sets of conditions, we recorded total response times (i.e., the time between stimulus onset and the end of the participant’s vocal response) in all cases. The study included 43 typically developing readers and 25 children with dyslexia.

Results indicate that typically developing readers have a clear advantage with multiple over single items on both RAN and reading tasks. The children with dyslexia showed a moderate advantage for multiple stimuli in naming colors and digits but presented the opposite pattern in reading.

With regard to reading, the disproportionate impairment of the children with dyslexia in dealing with multiple arrays suggests difficulty in integrating the multiple subcomponents of the reading task over and above the basic nuclear deficit in decoding words. Regarding the RAN tasks, results confirm that the requirement of integrating multiple subcomponents may be critical in mediating the predictive value of these measures on reading.     

Working Memory Failures in Children with Arithmetical Difficulties

A large body of literature has examined the relationship between working memory and arithmetic achievement, but results are still ambiguous. To examine this relationship, we compared the performance of third and fifth graders with arithmetic difficulties (AD) and controls of the same age, grade, and verbal intelligence on a battery of working memory tasks, differentiating between different aspects of working memory. Children with AD scored significantly lower on active working memory tasks requiring manipulation of the to-be-recalled information (Listening Completion task, Corsi Span Backwards, Digit Backwards), but not in passive working memory tasks, requiring the recall of information in the same format in which it had been presented (Digit, Word, and Corsi Forwards Span tasks), nor in tasks involving word processing (word articulation rate, forwards and backwards word spans). A regression analysis showed that the best predictors of differences between AD children and the control group were the Corsi Span Backwards, the Listening Completion task, and the rate of articulation of pseudowords. The analysis of strategies used by children in mental calculation revealed the greater tendency of children with AD to rely on more primitive strategies: finger use never appeared as the most frequent strategy in skilled children, whereas it was the most used strategy in children with AD. Verbal and visual strategies appeared associated with successful performance in third graders, but in fifth grade, the most successful strategy was verbalization.