A Psychoanalytic Grave Walk—Scenic Memory of the Shoah. On the Transgenerational Transmission of Extreme Trauma in Germany

In this article we describe a phase of a long-term psychoanalysis of a daughter of Shoah Survivors. The article is part of a research project conducted at the Sigmund Freud-Institute in Frankfurt/Main. The focus of the study is on the transmission of extreme trauma from the First to the Second Generation, with special reference to Germany. "Scenic memory of the Shoah" is presented as a concept that stresses the non-verbal, unconscious communication between the generations. The so-called "concretistic" behavior of the Second Generation, which has been described in the literature, is conceptualized here as scenic memory of the traumatic experiences during Nazi persecution, that is, a highly symbolic and metaphorical expression of the extreme trauma handed down to the patient by the parents.     

Social exclusion and female mating behavior: Rejected women show strategic enhancement of short-term mating interest

Because cost asymmetries in sexual reproduction have historically enabled women to exchange sexual access for other resources, including social resources, we tested the possibility that social exclusion would lead women to display an elevated preference for short-term mating strategies in the service of reaffiliation. In Study 1, women were given false feedback to manipulate social inclusion or exclusion prior to indicating their endorsement of short and long-term mating behaviors. Socially excluded women indicated greater interest in short-term mating and reduced interest in long-term mating. In Study 2, women wrote about a social inclusion, social exclusion, or control experience and then indicated their preference for different male body types. Women in the social exclusion condition preferred more muscular male partners - a pattern of preference typical of short-term mating - than women in the other conditions. Collectively, these results are consistent with a social exchange theory of women's sexual behavior following social exclusion.     

Buddhist Perspectives for Addressing Values Conflicts in Counseling: Possibilities From Practice

In recent years, the issue of value conflicts in counseling has become more salient, whereas equitably working with such conflicts has been increasingly contested. Interest in the confluence of counseling and spirituality has also grown. Using relevant Buddhist principles, the authors offer a spiritual framework that is illustrated through clinical case studies. These are used to conceptualize concerns, understand the conflict, and find ways to be responsive to the disjunction between client and counselor.     

Reliability of the 5-min psychomotor vigilance task in a primary school classroom setting

This study evaluated the reliability of the 5-min psychomotor vigilance task (PVT) in a single-sex Australian primary school. Seventy-five male students (mean age 5 11.82 years, SD = 1.12) completed two 5-min PVTs using a Palm personal digital assistant (PDA) in (1) an isolated setting and (2) a classroom setting. Of this group of students, a subsample of 37 students completed a test-retest reliability trial within the classroom setting. Using a mixed-model analysis, there was no significant difference in the mean response time (RT) or number of lapses (RTs ≥ 500 msec) between the isolated and the classroom setting. There was, however, an order effect for the number of lapses in the isolated setting, with the number of lapses being greater if the isolated test was conducted second. Test-retest intraclass correlation coefficients (ICCs) in the classroom setting indicated moderate to high reliability (mean RT = .84, lapses = .59). Bland-Altman analysis showed no systematic difference between the two settings. Findings suggest that the 5-min PDA PVT is a reliable measure of sustained attention in the classroom setting in this sample of primary-aged schoolchildren. The results provide further evidence for the versatility of this measuring device for larger interventions outside the laboratory.     

Roles of Callous-Unemotional Traits,Narcissism, and Machiavellianism in Childhood Aggression

This study obtained teacher ratings of impulsivity, callous-unemotional traits, narcissism, and Machiavellianism for a sample of 252 middle school children, and investigated the extent to which these variables were related to reactive versus proactive aggression and physical versus relational aggression. Results showed a main effect for gender, with boys rated highest on all measures of psychopathy and aggression, with the exception of relational aggression. Results of hierarchical multiple regressions showed that whereas impulsivity was associated with all types of aggression, CU traits, narcissism, and Machiavellianism were differentially related to specific forms of childhood aggression. In addition, Machiavellianism mediated the relationship between narcissism and relational aggression. Implications for fine-tuning interventions in ways that account for the motivators underlying subtypes of childhood aggression are discussed.     

Non-LIFO Execution of Cognitive Procedures

Many current theories of human problem solving and skill acquisition assume that people work only on the unsatisfied goal that was created most recently. That is, the architecture obeys a last-in-first-out (LIFO) constraint on the selection of goals. This restriction seems necessary for the proper functioning of automatic learning mechanisms, such as production compilation and chunking. It is argued that this restriction is violated by some subjects on some tasks. In particular, 8 subjects (from a sample of 26) execute subtraction procedures in a way that violates the LIFO constraint. Although there is a great deal of between- and within-subject strategy variation in the 8 subjects' behavior, it can be simply explained by hypothesizing that (1) the goal selection is not necessarily LIFO, (2) goal selection knowledge is represented by explicit preferences, and (3) the 8 subjects have just a few preferences that are overgeneralized, overspecialized, or missing. The rest of their preferences are correct. On the other hand, LIFO-based models seem unable to explain the strategy variations in any simple way. Thus, it seems that part of the flexibility in human problem solving comes from having a choice of which goal to work on next. Fortunately, it is simple to ammend automatic learning mechanisms so that they will function correctly in a non-LIFO architecture.