A comparative study of values and attitudes of inner-city and middle-class postpartum women

This study compared postpartum women from the inner city (n = 94) and postpartum women from the urban middle class (n = 80) on values and goals for themselves and their newborn children. Terminal values of inner-city women for themselves related more to social and religious goals in contrast to the more intrapersonal and personal goals of middle-class women. Instrumental values of inner-city women for their newborn children demonstrated concern with conformity and control, whereas for the middle class there was more concern with competence. Goals for the near future of the inner-city mothers were based on a desire for jobs and education.     

Multimodal classical conditioning of fear: contributions of direct, observational, and verbal experiences to current fears

The authors propose that a multimodal classical conditioning model be considered when clinicians or clinical researchers study the etiology of fears and anxieties learned by human beings. They argue that fears can be built through the combined effects of direct, observed, and verbally presented classical conditioning trials. Multimodal classical conditioning is offered as an alternative to the three pathways to fear argument prominent in the human fear literature. In contrast to the three pathways position, the authors present theoretical arguments for why "learning by observation" and "learning through the receipt of verbal information" should be considered classical conditioning through observational and verbal modes. The paper includes a demonstration of how data, commonly collected in research on the three pathways to fear, would be studied differently using a multimodal classical conditioning perspective. Finally, the authors discuss implications for assessment, treatment, and prevention of learned fears in humans.     

Framing social information and generalized social phobia

Patients with generalized social phobia (GSP, N=33) and matched community controls (N=31) engaged in a social interaction that was constructed to go well, and then received feedback that framed social cues reflecting either the absence of negative outcomes or the presence of positive outcomes. Following feedback that framed positive social cues, the GSP group predicted they would experience more anxiety in a subsequent interaction than did non-phobic controls. In contrast, following feedback framing the absence of negative outcomes, the GSP group did not differ from controls in their anxiety predictions. The results demonstrated that framing paradigms and methods can be usefully applied to the study of cognitive processes in social phobia and indicated that research to examine how GSP patients process specific types of social information is needed.     

Part-whole practice of movement sequences

A 16-element movement sequence was taught under part-whole and whole-practice conditions. Participants (N = 18) produced a right-arm lever movement to sequentially presented target locations. The authors constructed part-whole practice by providing practice on only the 1st 8 elements on the 1st day of practice (100 repetitions of the 8-element sequence) and on all 16 elements on the 2nd day of practice (100 repetitions of the 16-element sequence). The whole-practice group practiced all 16 elements on both days (100 repetitions of the 16-element sequence per day). No differences in sequence structure or in movement duration of the 16-element sequence were noted on the retention test (Day 3). On transfer tests in which the 1st and last 8 elements were tested separately, however, the participants in the part-whole practice group performed more quickly than the participants in the whole-practice group, especially on the last 8 elements. Participants in the whole-practice group appeared to code the sequence so that it was relatively difficult to fully partition it into separate movements. Thus, on the transfer tests, there continued to be residual effects of the 8 elements that did not have to be produced but slowed down the rate of responding for the whole-practice group. That finding was not observed for the part-whole practice group.     

Illicit drug use and risky sexual behavior among African American and Puerto Rican urban adolescents: the longitudinal links

The authors assessed whether (a) early illicit drug use predicted later risky sexual activity, (b) early risky sex predicted later illicit drug use, and (c) common factors affected both risky sexual behavior and illicit drug use. African American and Puerto Rican youth completed questionnaires in their classrooms at Time 1 (T1) and face-to-face interviews with the authors in their homes 5 years later at Time 2 (T2). Logistic regression analyses showed the association between T1 illicit drug use and T2 risky sexual activity and between T1 risky sexual behavior and T2 illicit drug use. With few exceptions, T1 illicit drug use was associated with all of the T2 risky sexual behaviors. After controlling for demographic factors, the authors found that multiple sex partners at T1 was not related to illicit drug use at T2. Condom use at T1 was related to illicit drug use at T2, whereas sexually transmitted diseases and adolescent pregnancy were not related to this drug use. The findings indicated that assessments of and treatments for substance use should focus on the risky sexual behaviors that seem to accompany illicit drug use.     

Correlates of aggression in African American and Puerto Rican children

The authors examined a cross-sectional interrelationship of psychosocial domains as they relate to aggression in a group of African American and English-speaking Puerto Rican children living in New York City. The population included 80 biological children of African American and Puerto Rican young adults who had been participating in the authors' ongoing longitudinal study, and 77 mothers or mother substitutes (rearing mothers) of those children. The authors performed hierarchical multiple regression analysis. The results indicated that (a) the child's personality and maternal attributes were significantly related to the child's aggression, despite control on all of the other domains and (b) the ethnic identification and discrimination domain was no longer related to the child's aggression with control on the mother-child relationship domain or on the child's personality domain. The findings have implications for clinical practice and public policy.     

The effects of cooperation and competition on intrinsic motivation and performance

The authors examined the effects of competition and cooperation on intrinsic motivation and performance in 4 studies. Across 3 behavioral studies that involved shooting a basketball, no differences were observed between competition and cooperation on task enjoyment or performance. However, the combination of competition and cooperation (intergroup competition) consistently led to higher levels of intrinsic motivation, and in 2 of the 3 studies, performance. In a questionnaire study, the authors replicated the positive effects of intergroup competition on enjoyment and examined process measures that might account for these effects. These findings suggest that competition and cooperation both have positive aspects and that structuring recreational activities to include both can facilitate high levels of both intrinsic motivation and performance.     

Not “Filed Away as Finally Dealt With”

This essay considers some historical, clinical, and personal dimensions of Sandor Ferenczi's contributions to psychoanalysis. It uses a clinical framework to develop a new perspective of the Freud–Ferenczi relation (and of its impact on the development of psychoanalysis), which despite smoldering conflict, persisted for twenty-five years and was Freud's longest-lasting intimate friendship. A case is made for the open, undefensive, experience-drenched basis of Ferenczi's work to assure its continuing usefulness to the psychoanalyst of today, which, as is demonstrated, can lead in surprising directions.     

The Koala Fear Questionnaire: a standardized self-report scale for assessing fears and fearfulness in pre-school and primary school children

The Koala Fear Questionnaire (KFQ) is a standardized self-report scale for assessing fears and fearfulness in children aged between 4 and 12 years. The current article presents six studies which examined the reliability and validity of the KFQ. Study 1 (N=108) demonstrated that the visual fear scales of Koala bears as employed in the KFQ are highly comparable to the standard 3-point scales that are used in other childhood fear measures. Study 2 (N=163) provided support for the convergent validity of the KFQ in a sample of 8- to 14-year-old children. That is, the scale correlated substantially with alternative measures of childhood fear and anxiety. Study 3 (N=189) showed that the KFQ possesses good internal consistency and test-retest stability in a group of 8- to 11-year-old children. The results of Studies 4 (N=129) and 5 (N=176) indicated that the KFQ is suitable for children aged 4 to 6 years and demonstrated that the psychometric properties of the scale in younger children are highly similar to those obtained in older children. Study 6 (N=926) showed that the factor structure of the KFQ was theoretically meaningful: although the data clearly pointed in the direction of one factor of general fearfulness, spurs of the commonly found five-factor solution of childhood fear were found in the KFQ. Altogether, the KFQ seems to be a valuable addition to the instrumentarium of clinicians and researchers who are working with fearful and anxious children.     

A dialogue of unconsciouses. A contribution to the panel 'Jung and Ferenczi--the emergent conversation'

I want to explore the notion of 'mutual introjection, the developmental essence of an autobiographical dialogue', an idea that has recently crystallized in the continuing collaborative work of Gershon J. Molad of Israel and myself concerning the autobiographical contribution to the dialogue between analysis (Molad & Vida 2002). One of the sources of this crystallization is the experience of my consultative relationship with a Jungian colleague, who, after reading some of this collaborative work, paraphrased Jung's implication that if, in the course of treatment, the doctor is not as transformed as the patient, nothing has happened (1946). In this paper, I want to breathe some life into these theoretical-sounding words: 'mutual introjection, the developmental essence of an autobiographical dialogue'.