Suicide, schizophrenia, and schizoid-type psychosis: role of life events and childhood factors

The first objective was to identify the provoking events of suicide in patients with schizophrenia or schizoid-type disorder, and to assess the humiliation component of these events. The second objective was to verify if quality of care during childhood is a vulnerability factor for suicide in patients with schizophrenia or schizoid-type psychosis. Thirty-three cases of suicide with a diagnosis of schizophrenia or schizoid-type psychosis were compared with 34 living patients with a similar diagnosis. The psychological autopsy method was used. The assessments were made with the Structured Clinical Interview for the Diagnostic and Statistical Manual for Axis I mental disorders, the Life Events and Difficulties Schedule, and the Child Experiences and Child Abuse Interview. The suicide group (SG) experienced more often a recent severe event, usually of a humiliation nature, than the control group (CG). It also experienced more severe events associated with aggressive behavior or with psychiatric impairment. Contrary to expectations, the CG had worse scores than the SG for quality of care during childhood. In conclusion, suicide in schizophrenia is related both to environmental stress and to psychiatric impairment.     

Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across Grades 2-3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, attentive behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment

The purpose of this study was to assess the value of dynamic assessment (DA; degree of scaffolding required to learn unfamiliar mathematics content) for predicting 1(st)-grade calculations (CA) and word problems (WP) development, while controlling for the role of traditional assessments. Among 184 1(st) graders, predictors (DA, Quantity Discrimination, Test of Mathematics Ability, language, and reasoning) were assessed near the start of 1(st) grade. CA and WP were assessed near the end of 1(st) grade. Planned regression and commonality analyses indicated that for forecasting CA development, Quantity Discrimination, which accounted for 8.84% of explained variance, was the single most powerful predictor, followed by Test of Mathematics Ability and DA; language and reasoning were not uniquely predictive. By contrast, for predicting WP development, DA was the single most powerful predictor, which accounted for 12.01% of explained variance, with Test of Mathematics Ability, Quantity Discrimination, and language also uniquely predictive. Results suggest that different constellations of cognitive resources are required for CA versus WP development and that DA may be useful in predicting 1(st)-grade mathematics development, especially WP.     

Time frames and the distinction between affective and cognitive well-being

We examined whether the empirical differences between affective well-being (AWB) and cognitive well-being (CWB) might be due to (a) the use of different time frames in measures of AWB and CWB or (b) structural differences. In Study 1, a multitrait-multimethod (MTMM) analysis indicated that levels of different components are more similar but do not converge completely when the same time frame is used. In Study 2, we found that people are more likely to consider global life circumstances (as opposed to specific events and activities) when they evaluate their CWB, regardless of the specific time frame. In both studies, the time frame did not moderate the associations between AWB and CWB and important correlates (personality, life circumstances).     

Prospective memory reminders: a laboratory investigation of initiation source and age effects

Prior research indicates that, in some circumstances, reminders may facilitate prospective remembering. However, it remains unclear whether this effect is dependent on the initiation source (self vs. external), whether it is moderated by task type (event vs. time based), or whether the provision of standardized reminders particularly benefits older adults. In the current study, young (n?=?48) and older adults (n?=?47) were tested on a laboratory-based prospective memory task in which they encountered three counterbalanced reminder conditions: no reminders, self-initiated reminders, and experimenter-initiated reminders. The results indicated that while the provision of reminders enhanced prospective memory performance, no difference was seen between self-initiated and experimenter-initiated reminder conditions, nor was there any interaction with age or prospective memory type (event vs. time based). These data support the role of both self- and externally generated external reminders as an aid to prospective remembering. However, the absence of any interaction with age is not consistent with theoretical models of ageing that consider the provision of such reminders to reduce strategic demands (or increase automatic processing).     

Emotions on the move: Mobile emotions among train commuters in the South East of Denmark

The overall aim of this paper is to discuss how including, and stressing, emotions in research enables us to understand the experience of commuting as an everyday practice that has more meaning than a journey from A to B. The paper shows how emotions are practiced and produced while commuting, and how these emotions are crucial for the production of social space onboard trains. In doing so it draws on ethnographical research conducted while following various commuting communities and individual commuters. The paper concludes that the emotional practice of commuting produces an ever changing space where the practices of commuting with all their variations fill and add to lives on board and outside of the train.     

Perceived Stress in Young Carers: Development of a Measure

We report the development of a 5-factor, 31-item, Young Carers Perceived Stress Scale (YCPSS) from an initial 50-item pool. The scale was developed and tested on 108 young carers aged between 12–18 years, and acceptable Cronbach Alpha values were obtained for the individual factors and the overall scale. In addition, both the overall scale and individual factors produced a pattern of correlations with social support, burden of care, psychological distress, and coping, supporting the initial validity and utility of the scale.     

Work options for women in women's magazines: The medium and the message

A content analysis of women profiled in women's magazines asked, How do “established” vs. “new” magazines differ in socialization messages about work options for women? Six established and four new magazines were analyzed from 1971 through 1980, for a total random sample of 232 issues (172 individual profiles). Three hypotheses were investigated. Compared to new magazines, established magazines are (1) less likely to present women in a variety of work roles and (2) more likely to profile women in “traditional” occupations. (3) Employed women profiled in established magazines are less likely to perceive themselves as having responsibility and/or power/influence in relation to their jobs. Hypotheses 2 and 3 were supported. The discussion highlights changes in both types of magazines but notes the fairly traditional message established magazines present vs. new magazines.     

Freud: objects and structure

This paper, part of a series exploring the development of Freud's object concept, deals with the concepts of objects and psychic structure in the period from 1915 to 1938. In connection with the increased prominence of object loss and hostility in his clinical material, the role of objects in the building of psychic structure via identification assumed increased importance from 1917 on. After introduction of the ego-id-superego model, Freud asserted for the first time that object choice does take place as early as the oedipal period, and interpolated the phallic-oedipal phase into his sequence of developmental phases. The prominence of structure formation through identification continued, but no new object concepts are discerned.