Late acquired words in childhood are lost earlier in primary progressive aphasia.

The psycholinguistic nature of the dissolution of the mental lexicon in a primary progressive aphasic patient was investigated in light of the general regression hypothesis that language dissolution is the inverse of language acquisition. Four years after onset of the symptoms, the patient scored 60% correct on a picture naming test, exhibiting some effects of lexical and sublexical age-of-acquisition, but 7 years after onset, he scored only 15% correct. While even a weak form of the regression hypothesis is not fully supported, age-of-acquisition effects seem to be preserved throughout the course of the lexical dissolution. Some implications are briefly discussed for future research.     

Diagnosing Deficits in “Basic Trust” in Multiracial and Multicultural Groups: Individual or Social Psychopathology?

Deficiencies in basic trust frequently undermine the efficacy of group therapy in multiracial and multicultural groups. It is necessary to distinguish trust deficits caused by individual psychopathology, societal attitudes (cultural pathology), or a combination of both. A typology for classifying self-disclosure problems in multicultural and multiracial groups is presented, and illustrated with case material: Mode A, Good enough trust, allows patient self-disclosure in multicultural groups; Mode B, Low level of cultural paranoia and high level of functional paranoia; Mode C, Culturally paranoid individual can self-disclose in culturally homogeneous group but mistrusts outsiders; Mode D, Confluent paranoid has high levels of both functional and cultural paranoia. For Modes C and D, it is crucial that experiences of bias be acknowledged and empathized with first before patients will be able to achieve good enough trust to risk self-disclosure. The ethnic composition of the group must be attended to in the placement of these patients. Hospital (inpatient) groups are especially likely to have problems with basic trust. The role of the leader in demonstrating empathy, tolerance, racial sensitivity, and appropriate self-disclosure is emphasized. Cultural awareness training, a personal group therapy experience for the therapist, and the use of co-therapists are recommended as ways of minimizing negative countertransference or cultural bias on the part of the leader.     

A longitudinal follow-up study of happiness and meaning-making

The long-term outcomes associated with happiness and meaning-making were examined by following up on participants in previous studies on experiential learning an average of 2.5 years later. Measures of happiness and meaning-making were extracted by analyzing the participants’ journals using a computerized text-analysis program. Happiness as assessed by a composite measure of positive emotionality showed weak associations with the measures of adaptive functioning, and was negatively correlated with optimism, as well as positively correlated with emotion suppression. By contrast, meaning-making as assessed by composite measures of cognitive processing and self-distancing was robustly positively correlated with almost all measures of adaptive functioning. Regression analyses revealed that the two measures of meaning and their interaction term accounted for 20–24% of the variance in predicting the outcome measures. This study revealed that there may be at times a trade-off between happiness and meaning-making as well as a reversal in their patterns of long-term outcomes.     

Reflections on using group therapy as a treatment modality—Why,how, for whom,and when: A guide to clinicians,supervisors, and instructors

This paper emphasizes the potential of group forces for benefit or harm in group therapy as well as human development. Clinical, experimental-historical, and experiential evidence is cited in order to assess methods for harnessing group forces effectively. Ways in which group therapy is particularly valuable for enabling individuals to develop interpersonal skills, resist group pressure, improve communicative skills, deal with problems of inferiority and pessimism, be responsive to feedback, deal with resistance and transference, and manage problems in the working through phase of therapy are focused on. Another emphasis is on how group therapy technique differs from, supplements, and improves on the effectiveness of individual therapy alone. Crucial problems of patient selection and placement are explored, as is the idea that doing group therapy helps the therapist deal with countertransference problems and increases overall effectiveness and personal growth.Dr. Fenster is Professor of Psychology and was founding Chairman of the Psychology Department at John Jay College of Criminal Justice. This paper was written while he was on sabbatical leave and serving as Coordinator of Group Therapy in the Psychiatry Department at Brookdale Hospital Medical Center.     

The making of a group psychotherapist: Needs and goals for graduate and postgraduate training

Group therapy is a widely practiced, effective, but underrated specialty. Unfortunately, group therapy seems to be taught more haphazardly, with less attention to quality, than is individual therapy. Group therapy has a technique, history, and literature of its own and should be taught independently from individual psychotherapy. The training of psychiatric residents is particularly crucial for group therapy to prosper and be seen as more prestigious. A common core of experience is vital for training in group therapy, whether the trainee's background is psychiatry, psychology, social work, pastoral counseling, or nursing. This core consists of: 1) clinical experience doing group therapy; 2) supervision; 3) a professional training group experience; 4) observation of experienced group therapists; 5) exposure to current thinking in the field; 6) personal group therapy; and 7) a didactic course in theory and technique. Clinical experiences involving cotherapy and combined individual and group treatments are especially useful, both as training and as treatment modalities.He is on sabbatical leave from John Jay College of Criminal Justice where he is Professor of Psychology and was founding Chairman of the Psychology Department.The authors wish to thank Arnold Rachman, Ph.D., Michael Lapidus, M.D., Fayek Nakhla, M.D., Nyapati R. Rao, M.D., and Dorothy Gartner, Ph.D., for their helpful comments on earlier versions of this paper, and Ms. Deloris J. Johnson for her typing and editorial assistance.     

Cross-cultural validity of the developmental test of visual-motor integration

For 28 mildly handicapped Japanese students visual-motor integration scores were significantly correlated with both mathematics and reading scores, which substantiates the test's cross-cultural validity. Although slightly larger correlations with mathematics achievement than with reading achievement were noted in both cultures, the differences between reading and mathematics correlations were not significant for Japanese children. In contrast, in at least one American study the correlation between the visual-motor integration scores and mathematics achievement was significantly greater than that between the test and reading achievement. It is clear that further research with larger samples for both American and Japanese groups is essential.     

Impairment in judgement of the moral emotion guilt following orbitofrontal cortex damage

Although neuroimaging studies have provided evidence for an association between moral emotions and the orbitofrontal cortex, studies on patients with focal lesions using experimental probes of moral emotions are scarce. Here, we addressed this topic by presenting a moral emotion judgement task to patients with focal brain damage. Four judgement tasks in a simple pairwise choice paradigm were given to 72 patients with cerebrovascular disease. These tasks consisted of a perceptual line judgement task as a control task; the objects’ preference task as a basic preference judgement task; and two types of moral emotion judgement task, an anger task and a guilt task. A multiple linear regression analysis was performed on each set of task performance scores to take into account potential confounders. Performance on the guilt emotion judgement task negatively correlated with the orbitofrontal cortex damage, but not with the other variables. Results for the other judgement tasks did not reach statistical significance. The close association between orbitofrontal cortex damage and a decrease in guilt emotion judgement consistency might suggest that the orbitofrontal cortex plays a key role in the sense of guilt, a hallmark of morality.     

Structure of a cubic phase related to Cd?Mg?rare-earth quasicrystals

The structure of a Cd₆₈Mg₁₂Dy₂₀ crystalline phase denoted as the φ-phase, which has a composition close to that of the Cd₆₆Mg₂₁Dy₁₃ icosahedral quasicrystalline phase, has been investigated by electron diffraction and scanning transmission electron microscopy (STEM). The φ phase has a fcc lattice with a = 21.6Å. High-angle annular dark-field STEM with Z contrast confirms that the phase has the Cd₄₅Sm₁₁-type structure. The atomic cluster in the structure is shown to be characterized by a Friauf polyhedron with tetrahedral symmetry.