Interior experience within analytic process

In this paper, I consider the feeling of interiority as it evolves within the treatment relationship. A capacity to access and sustain one's interiority reflects a sense of personal solidity within which the validity of subjective process and privacy is taken for granted. When this capacity is relatively undeveloped, individuals rely on the “other”; (including the analyst) to help them contact, elaborate, or manage their affective experience. Quite paradoxically, the analyst's active investigation of dynamic or intersubjective process may obfuscate rather than clarify this core difficulty. I suggest two alternative approaches to the treatment situation that stand in some tension and yet also complement each other. One emphasizes the “active”; investigation of dynamic and dyadic process, wherein the analyst works interpretively and/or around relational issues. The other is organized around the “interior”; dimension of the treatment experience, emphasizing the patient's need to develop or manage her affective process in the relative absence of input from the analyst. Two clinical situations are described, the first illustrating the use of silence with a patient whose difficulties involved affect articulation, and the second involving a patient whose need for affect regulation made her highly dependent on the analyst for soothing.     

Relationships among empathy, prosocial behavior, aggressiveness, self-efficacy and pupils' personal and social responsibility

The aim of this study was, on the one hand, to present/display the Spanish version of diverse instruments that assess Empathy, Prosocial behavior, Aggressiveness, Self-efficacy and Personal and social responsibility, and, on the other hand, to analyze which of these variables could predict responsibility. Participants were 822 pupils, ages 8 to 15 years, who studied in 11 educational centres of the Valencian Community. Measures include Spanish versions of the Index of Empathy for Children and Adolescents, Prosocial Behaviour, and Physical and Verbal Aggression, the Multidimensional Scale of Perceived Self-Efficacy, and the Contextual Self-Responsibility Questionnaire. Through structural equation modelling (SEM), the results showed positive relationships between Prosocial behaviour, Empathy, Self-efficacy, and Responsibility; and negative relationships between Aggressiveness and Responsibility. The results and implications for education are discussed.     

Military Marriages: The Aftermath of Operation Iraqi Freedom (OIF) and Operation Enduring Freedom (OEF) Deployments

An examination of how members of military marriages were affected by and adapted to OIF/OEF deployment found three themes: communicating to stay connected, emotional and marital intimacy, and managing change. The findings demonstrate the nuanced and subtle nature of deployment-related challenges. While open and frequent communication was important in the adaptation process, communication was not synonymous with transparency. Unshared stories created a void that prevented couples from confiding in and supporting their partners. Although wives maintained their marriages by restraining sexual desires and over-extending their responsibilities post-deployment, these behaviors had a negative effect on marital quality. Clinical and research implications are discussed.     

Under threat of social exclusion, females exclude more than males

Theoretical analyses and studies with children suggest that females are more likely than males to respond to threats of social exclusion with exclusion. Here we present a series of studies using a modified version of a computerized competitive game that participants play against two fictitious opponents. In previous studies, females and males have typically made identical strategy choices when playing this game. We show that when players are told that the two fictitious opponents may form an exclusionary alliance against them, females modify their competitive strategies by forming more preventive exclusionary alliances than males do. These results support the idea that adult females are more likely than males to form preventive exclusionary alliances when faced with a social threat. The results further suggest that females and males compete in different ways.     

Attentional mechanisms in learned predictiveness

Cues that reliably predict an outcome in an initial phase of training (Phase 1) are learned faster in a second phase of training (Phase 2) than cues that were unreliable in Phase 1. This result is observed despite objectively equal relationships between the cues and the outcomes in Phase 2, and consequently constitutes a nonnormative bias in learning. The present experiments sought to confirm that this learned predictiveness effect is the product of attentional processes (Experiment 1), and to test further whether these processes are under voluntary control or are automatic in nature (Experiment 2). In addition to the usual outcome prediction measure, eye-gaze behavior was also monitored. The results indicated an important role for top-down strategic attentional processes in the learned predictiveness task. In contrast, no evidence for an automatic attentional bias was found.     

On the time course of accessing meaning in a second language: An electrophysiological and behavioral investigation of translation recognition

In 2 experiments, relatively proficient Chinese-English bilinguals decided whether Chinese words were the correct translations of English words. Critical trials were those on which incorrect translations were related in lexical form or meaning to the correct translation. In Experiment 1, behavioral interference was revealed for both distractor types, but event-related potentials (ERPs) revealed a different time course for the 2 conditions. Semantic distractors elicited effects primarily on the N400 and late positive component (LPC), with a smaller N400 and a smaller LPC over the posterior scalp but a larger LPC over the anterior scalp relative to unrelated controls. In contrast, translation form distractors elicited a larger P200 and a larger LPC than did unrelated controls. To determine whether the translation form effects were enabled by the relatively long, 750-ms stimulus onset asynchrony (SOA) between words, a 2nd ERP experiment was conducted using a shorter, 300-ms, SOA. The behavioral results revealed interference for both types of distractors, but the ERPs again revealed different loci for the 2 effects. Taken together, the data suggest that proficient bilinguals activate 1st-language translations of words in the 2nd language after they have accessed the meaning of those words. The implications of this pattern for claims about the nature of cross-language activation when bilinguals read in 1 or both languages are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Factor analysis and discriminant analysis of psychoeducational report contents

This study evaluated the psychoeducational reports of 205 children who were referred to the UCLA Neuropsychiatric Hospital for evaluation of academic achievement problems. Factor analysis of the report data indentified a medical factor, a school history factor, and a family factor. Following factor analysis, all three factors as well as measures of cognitive functioning and academic achievement were entered into a discriminant analysis in order to determine which variables, if any, helped predict the educational placement finally to be recommended for each child at the end of the individual psychoeducational work-up. Statistical analysis indicated different results for each of four educational placement options, the greatest predictability being associated with regular classroom placement. Across all placements, the variable that allowed for the greatest accuracy in predicting educational programming recommendations was academic achievement, measured as mean achievement score on standardized achievement tests.