Contributions of clinical neuropsychology to the study of schizophrenia

Clinical neuropsychological findings are examined with respect to competing hypotheses about localized neuropathology in schizophrenia. Two general models of structural and functional impairment are described. The first addresses deficits in cortical/subcortical processes concerned with arousal, attention, and higher cortical functions. The second addresses impairments in the balance of lateralized functions consistent with left hemisphere overactivation. Empirical data provide support for both models, and suggest that the explanatory power of these models may vary when they are applied to different subtypes of schizophrenia.     

Thomson and the current state of the abortion controversy

ABSTRACT Many philosophers who wish to defend abortion, but who have become frustrated by the resistance of the personhood question to yield to any nonarbitrary solution welcomed Judith Thomson's 'A defense of abortion.'Thomson argues that abortion is sometimes justifiable even if the foetus is a person. In this paper I argue that Thomson's argument is a defense of abortion, rather than merely extraction without death, only because of the current state of medical technology. Once the technology is in place to extract foetuses while preserving their lives and to allow them to develop to full term outside the uterus, Thomson cannot defend the killing of the foetus. If she is right, however, a woman will still have the right to have a foetus extracted from her body. Finally, it is pointed out that the source of the problem with Thomson's argument is the major premise in most arguments for the permissibility of abortion: a woman's right to control her own body. If the defence of abortion is to entail a defence of the termination of the foetus, then this premise, understood as the right to remove an unwanted entity from one's body or the right to alter one's body as one wishes, simply will not do the trick.     

Evidence for preserved representations in change blindness

People often fail to detect large changes to scenes, provided that the changes occur during a visual disruption. This phenomenon, known as "change blindness," occurs both in the laboratory and in real-world situations in which changes occur unexpectedly. The pervasiveness of the inability to detect changes is consistent with the theoretical notion that we internally represent relatively little information from our visual world from one glance at a scene to the next. However, evidence for change blindness does not necessarily imply the absence of such a representation---people could also miss changes if they fail to compare an existing representation of the pre-change scene to the post-change scene. In three experiments, we show that people often do have a representation of some aspects of the pre-change scene even when they fail to report the change. And, in fact, they appear to "discover" this memory and can explicitly report details of a changed object in response to probing questions. The results of these real-world change detection studies are discussed in the context of broader claims about change blindness.     

A Monte Carlo evaluation of masked visual analysis in response‐guided versus fixed‐criteria multiple‐baseline designs

We developed masked visual analysis (MVA) as a structured complement to traditional visual analysis. The purpose of the present investigation was to compare the effects of computer‐simulated MVA of a four‐case multiple‐baseline (MB) design in which the phase lengths are determined by an ongoing visual analysis (i.e., response‐guided) versus those in which the phase lengths are established a priori (i.e., fixed criteria). We observed an acceptably low probability (less than .05) of false detection of treatment effects. The probability of correctly detecting a true effect frequently exceeded .80 and was higher when: (a) the masked visual analyst extended phases based on an ongoing visual analysis, (b) the effects were larger, (c) the effects were more immediate and abrupt, and (d) the effects of random and extraneous error factors were simpler. Our findings indicate that MVA is a valuable combined methodological and data‐analysis tool for single‐case intervention researchers.     

Would disfluency by any other name still be disfluent? Examining the disfluency effect with cursive handwriting

When exposed to words presented under perceptually disfluent conditions (e.g., words written in Haettenschweiler font), participants have difficulty initially recognizing the words. Those same words, though, may be better remembered later than words presented in standard type font. This counterintuitive finding is referred to as the disfluency effect. Evidence for this disfluency effect, however, has been mixed, suggesting possible moderating factors. Using a recognition memory task, level of disfluency was examined as a moderating factor across three experiments using a novel cursive manipulation that varied on degree of legibility (easy-to-read cursive vs. hard-to-read cursive). In addition, list type and retention interval between study and test were manipulated. Across all three experiments, cursive words engendered better memory than type-print words. This memory effect persisted across varied list designs (blocked vs. mixed) and a longer (24-hour) retention interval. A small-scale meta-analysis across the three experiments suggested that the cursive disfluency effect is moderated by level of disfluency: easy-to-read cursive words tended to be better remembered than hard-to-read cursive words. Taken together, these results challenge extant accounts of the disfluency effect. The theoretical and practical implications of these findings are discussed.     

Veterans’ Offspring’s Personality Traits and the Intergenerational Transmission of Posttraumatic Stress Symptoms

Following war and war captivity, many combat veterans and former prisoners of war (ex-POWs) may suffer from posttraumatic psychopathologies, and these may be transmitted to their offspring. Though there are considerable individual differences between offspring in this respect, the mechanisms underlying such differences remain unclear. The current longitudinal study examined the role that veterans’ offspring’s Big Five personality traits may play within this intergenerational transmission. One hundred and twenty-three dyads consisting of veterans (79 ex-POWs and 44 combat veterans) and their adult offspring were examined. Fathers’ posttraumatic stress symptoms (PTSS) and global psychiatric distress (GD) were assessed 30 and 35 years after the war, and offspring’s PTSS, GD, and Big Five personality traits were assessed 40 years after the war. Findings indicate that veterans’ psychopathologies were associated with those of their offspring. Furthermore, analyses revealed significant positive associations between offspring’s psychopathologies and their Neuroticism, and negative associations with their Agreeableness and Conscientiousness. Finally, a mediation effect was found wherein the fathers’ PTSS and GD were related to their offspring’s Neuroticism levels, and the offspring’s Neuroticism was related to their PTSS and GD levels. These findings suggest that offspring’s personality traits may indeed play a role in the transmission of posttraumatic psychopathologies from veterans to their offspring, and may explain individual differences in this respect. Specifically, high levels of Neuroticism may place offspring at risk for secondary traumatization. Possible explanations and limitations are discussed, and future research directions are suggested.     

Randomization procedures in single‐case intervention research contexts: (Some of) “the rest of the story”

Following up on articles recently published in this journal, the present contribution tells (some of) “the rest of the story” about the value of randomization in single‐case intervention research investigations. Invoking principles of internal, statistical‐conclusion, and external validity, we begin by emphasizing the critical distinction between design randomization and analysis randomization, along with the necessary correspondence between the two. Four different types of single‐case design‐and‐analysis randomization are then discussed. The persistent negative influence of serially dependent single‐case outcome observations is highlighted, accompanied by examples of inappropriate applications of parametric and nonparametric tests that have appeared in the literature. We conclude by presenting valid applications of single‐case randomization procedures in various single‐case intervention contexts, with specific reference to a freely available Excel‐based software package that can be accessed to incorporate the present randomization schemes into a wide variety of single‐case intervention designs and analyses.     

Comparing cognitive fusion and cognitive reappraisal as predictors of college student mental health

Transdiagnostic cognitive behavioral interventions target different cognitive processes to promote mental health, including cognitive fusion and cognitive reappraisal. Determining the relative impact of cognitive fusion and reappraisal on a range of student mental health concerns could help interventions target psychopathological cognitive processes more effectively. Therefore, this study examined the longitudinal impact of cognitive fusion and reappraisal on mental health and functioning outcomes. A series of hierarchical regression models tested the effects of cognitive fusion and reappraisal in a sample of college students (n = 339). When controlling for reappraisal and baseline symptoms, fusion predicted distress, depression, generalized anxiety, social anxiety, hostility, academic distress, and student role problems 1 month later. Reappraisal predicted only student role problems longitudinally when controlling for fusion. These results suggest that cognitive fusion is a stronger predictor than reappraisal for a range of student mental health concerns and may be a particularly important target for improving student mental health.     

Application of the testing and spacing effects to name learning

Four experiments investigated the effects of testing and spacing on the learning of face‐name stimulus‐response pairs. Experiments 1a and 1b compared the recall of names following intervening tests versus additional study opportunities and found that testing produced better retention of names. Experiments 2 and 3 explored the effects of repeated tests versus study for massed, uniform, or expanded spacing intervals. Tested names were better retained than studied names, spaced names were better retained than massed names, and memory was best for items tested at spaced intervals. Contrary to past findings, expanded schedules did not yield better memory than uniform schedules in either experiment. Theoretical implications for the testing and spacing effects are discussed, along with effective name‐learning techniques based on these principles. Copyright © 2005 John Wiley & Sons, Ltd.     

Social Dominance Theory: Its Agenda and Method

The theory has been misconstrued in four primary ways, which are often expressed as the claims of psychological reductionism, conceptual redundancy, biological reductionism, and hierarchy justification. This paper addresses these claims and suggests how social dominance theory builds on and moves beyond social identity theory and system justification theory.