Borderline personality disorder features and cognitive,emotional, and predicted behavioral reactions to teasing

Borderline personality disorder (BPD) involves interpersonal dysfunction. It is unknown to what extent these problems are due to perceptual biases, emotional reactivity, or impulsivity above and beyond emotional reactions. The present study experimentally tested these mechanisms in the context of predicted reactions to teasing. Participants completed the Personality Assessment Inventory-Borderline Features scale [PAI-BOR; Morey, L. C. (1991). Personality assessment inventory: Professional manual. Odessa, FL: Psychological Assessment Resources], and the Rejection Sensitivity Questionnaire [Downey, G., & Feldman, S. I. (1996). Implications of rejection sensitivity for intimate relationships. Journal of Personality and Social Psychology, 70(6), 1327–1343], and imagined a scenario that involved teasing. Participants rated the teaser and their own predicted emotional and behavioral reactions. Analysis of Covariance results indicated that individuals who endorsed more BPD features showed elevated emotional reactions and predicted behavioral reactions to teasing, but not perceptual biases. Ratings of predicted behavioral responses could be accounted for by emotional responses, supporting the emotional reactivity perspectives of BPD [Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York: Guilford].     

Using latent class analysis to identify aggressors and victims of peer harassment

This study used latent class analysis (LCA) to identify and classify individuals into aggressor and victim latent classes. Participants were over 2,000 sixth grade students who completed peer nomination procedures that identified students who had reputations as perpetrators and/or victims of physical, verbal, or relational harassment. Results showed five latent classes. Consistent with previous research, LCA identified latent classes of victims, aggressors, and socially adjusted students. However, rather than a single aggressive-victim subgroup, LCA identified latent classes of highly-victimized aggressive-victims and highly-aggressive aggressive-victims. Comparisons showed differences in mean profiles and classification criteria between LCA and traditional dichotomization approaches. Adjustment outcomes showed that highly-victimized aggressive-victims generally experienced greater negative psychological and social adjustment outcomes than highly-aggressive aggressive-victims. Implications of these findings for better assessment of victim and aggressor subgroups were discussed.     

The positives of negative emotions: willingness to express negative emotions promotes relationships

Four studies support the hypothesis that expressing negative emotion is associated with positive relationship outcomes, including elicitation of support, building of new close relationships, and heightening of intimacy in the closest of those relationships. In Study 1, participants read vignettes in which another person was experiencing a negative emotion. Participants reported they would provide more help when the person chose to express the negative emotion. In Study 2, participants watched a confederate preparing for a speech. Participants provided more help to her when she expressed nervousness. In Study 3, self-reports of willingness to express negative emotions predicted having more friends, controlling for demographic variables and extraversion. In Study 4, self-reports of willingness to express negative emotion measured prior to arrival at college predicted formation of more relationships, greater intimacy in the closest of those relationships, and greater received support from roommates across participants' first semester of college.     

The consciousness of surrender and the surrendered consciousness: ecstatic dreams of Lord Krishna

This article is based on research at Bhaktivedanta Manor, the main UK centre of the Hare Krishna movement, and it examines ecstatic dreams of Lord Krishna which devotees at the Manor claim to experience. With a focus on one key informant's account of such dreams, the article explores the role the dreams play in spiritual and devotional life. Moving away from psychoanalytic and from similar or related psychological interpretations of spiritual dreams, it advances an alternative approach, a phenomenologically oriented approach rooted in the work of the French philosopher Jean‐Paul Sartre. The article further contends that this provides students and scholars of spiritual dreams with a helpful model, not merely for analysing accounts of ecstatic dreams reported by members of the Hare Krishna movement, but also, perhaps, for interpreting spiritual or ecstatic dreams reported by adherents of other faiths.     

Chunk and Permeate,a Paraconsistent Inference Strategy. Part I: The Infinitesimal Calculus

In this paper we introduce a paraconsistent reasoning strategy, Chunk and Permeate. In this, information is broken up into chunks, and a limited amount of information is allowed to flow between chunks. We start by giving an abstract characterisation of the strategy. It is then applied to model the reasoning employed in the original infinitesimal calculus. The paper next establishes some results concerning the legitimacy of reasoning of this kind – specifically concerning the preservation of the consistency of each chunk – and concludes with some other possible applications and technical questions.     

A Preliminary Survey of Relationships Between Counselor Educators' Ethics Education and Ensuing Pedagogy and Responses to Attractions With Counseling Students

Literature suggests that counselor education does not consistently teach ethics and that ethical violations currently occur between trainees and faculty. The literature also suggests that ethical dilemmas during training strongly influence later ethical counseling practice. A survey examined the ethics training of counselor educators and ensuing attitudes and actions in professional practice. The author discovered that ethics pedagogy during training was related to later pedagogical strategies and to reactions to attraction with students. Furthermore, no single pedagogical strategy seems to guarantee best teaching or ethical professional practice. This survey reinforces the need for ethics education for counselor educators and suggests directions for research.     

Population sex differences in IQ at age 11: the Scottish mental survey 1932

There is uncertainty whether the sexes differ with respect to their mean levels and variabilities in mental ability test scores. Here we describe the cognitive ability distribution in 80,000+ children—almost everyone born in Scotland in 1921—tested at age 11 in 1932. There were no significant mean differences in cognitive test scores between boys and girls, but there was a highly significant difference in their standard deviations (P<.001). Boys were over-represented at the low and high extremes of cognitive ability. These findings, the first to be presented from a whole population, might in part explain such cognitive outcomes as the slight excess of men achieving first class university degrees, and the excess of males with learning difficulties.     

Neural Substrates of Olfactory Discrimination Learning with Auditory Secondary Reinforcement. I. Contributions of the Basolateral Amygdaloid Complex and Orbitofrontal Cortex

The basolateral amygdaloid complex (BLA) and orbitofrontal cortex (OFC) share extensive reciprocal connections, and interactions between these regions likely contribute to both mnemonic and affective processes. The present study examined the potential differential contributions of the BLA and OFC to performance of an olfactory discrimination task that incorporates auditory conditioned reinforcement and to expression of immediate post-shock freezing behavior. Damage to the BLA had little effect on performance of the conditioned reinforcement task but abolished immediate post-shock freezing behavior. In contrast, damage to OFC resulted in both a mild but significant performance decrement in the conditioned reinforcement task and a significant attenuation of immediate post-shock freezing behavior. These findings suggest that immediate post-shock freezing behavior is likely critically dependent upon interactions between the BLA and OFC. However, although mnemonic processes underlying accurate performance of the conditioned reinforcement task might be supported by OFC in part, such processes are independent of either the BLA or interactions between these two regions.