“Dictating the Suitable Way of Life”: Mental Hygiene for Children and Workers in Socialist Mexico, 1934–1940

After the Mexican Revolution (1910–1920), an ambitious project of national reconstruction began in which education and health were two priorities in the consolidation of a new nation. In this context of social, cultural, and political transformation, mental hygiene was a field that made it possible to articulate the professional practice of psychiatrists with the project of the nation promoted by postrevolutionary governments. In Mexico, the mental hygiene movement was headed by the same doctors who professionalized the practice of psychiatry and made it a specialized field of knowledge. The first generation of psychiatrists managed to integrate mental hygiene into health and education policies during the socialist administration of president Lázaro Cárdenas; a phenomenon that made evident the articulation between mental hygiene, social medicine, and nationalist discourse. Discussion will focus on proposals made from the perspective of mental hygiene as a function of two social sectors regarded as priorities by the Cárdenas government: children and workers.     

Volunteering and well‐being: is pleasure‐based rather than pressure‐based prosocial motivation that which is related to positive effects?

This article seeks to establish whether prosocial motivation in a sample of 251 volunteers is based on pleasure and not on pressure, which is related to the states of general well‐being (hedonic and eudaimonic measures) and the various states of well‐being specifically associated with volunteerism (volunteer satisfaction, volunteer engagement, and study enjoyment), all of this irrespective of the age of the volunteers. An analysis of partial correlations and linear regression leads to the conclusion that volunteerism undertaken as a non‐obligatory, planned helping activity, sustained over time and within an organizational context, is not always associated with positive effects in terms of well‐being. It seems that these positive effects are related to pleasure‐based prosocial motivation.     

Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object

Children are exposed to symbolic objects that they have to learn to use very early in life. The authors’ aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-month-olds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood.     

The Impact of Abuse and Learning Difficulties on Emotion Understanding in Late Childhood and Early Adolescence

Children's affective experiences and cognitive abilities have an impact on emotion understanding. However, their relative contribution, as well as the possibility of an interaction between them, has rarely been examined. The aim of the present study was to evaluate the influence of severe abuse and learning difficulties on simple and complex components of emotion understanding in late childhood and early adolescence. A total of 28 older children and young adolescents were selected for the study. Half of the participants had suffered from severe abuse, and half of these abused children additionally had learning disabilities. The remaining half of the sample had no history of abuse but were matched with the abused children on learning difficulties, age and gender. The participants’ emotion understanding was assessed with the Test of Emotion Comprehension (TEC). Results showed that (a) learning difficulties but not abuse had an impact on emotion understanding, (b) there was no interaction effect of abuse and learning difficulties on emotion understanding, and (b) the observed effects of learning difficulties were most apparent for the understanding of relatively complex components of emotion and not for simple components. The results are discussed in terms of their theoretical and practical implications.     

Mortality salience and uncertainty: Similar effects but different processes?

Three experimental studies investigated whether death‐thoughts avoidance as a consequence of mortality salience and need for certainty as a consequence of uncertainty are two different motivational states. The results suggest that although death‐thought avoidance and need for certainty are different constructs, they share a great deal of variance (anxiety plays a pivotal mediational role in both). However, whereas the impact of uncertainty on negative attitudes towards an out‐group with different worldviews (Arabs) was mediated only by anxiety (measured retrospectively), the effect of mortality salience was mediated by both retrospective anxiety and death‐thought accessibility. These findings imply that similar effects that have been obtained by these two manipulations are, at least partly, the result of different processes. Copyright © 2013 John Wiley & Sons, Ltd.     

General theories of explanation: buyer beware

We argue that there is no general theory of explanation that spans the sciences, mathematics, and ethics, etc. More specifically, there is no good reason to believe that substantive and domain-invariant constraints on explanatory information exist. Using Nickel (Noûs 44(2):305–328, 2010) as an exemplar of the contrary, generalist position, we first show that Nickel’s arguments rest on several ambiguities, and then show that even when these ambiguities are charitably corrected, Nickel’s defense of general theories of explanation is inadequate along several different dimensions. Specifically, we argue that Nickel’s argument has three fatal flaws. First, he has not provided any compelling illustrations of domain-invariant constraints on explanation. Second, in order to fend off the most vehement skeptics of domain-invariant theories of explanation, Nickel must beg all of the important questions. Third, Nickel’s examples of explanations from different domains with common explanatory structure rely on incorrect formulations of the explanations under consideration, circular justifications, and/or a mischaracterization of the position Nickel intends to critique. Given that the best and most elaborate defense of the generalist position fails in so many ways, we conclude that the standard practice in philosophy (and in philosophy of science in particular), which is to develop theories of explanation that are tailored to specific domains, still is justified. For those who want to buy into a more ambitious project: beware of the costs!     

Hippocampal structure and human cognition: Key role of spatial processing and evidence supporting the efficiency hypothesis in females

Here we apply a method for automated segmentation of the hippocampus in 3D high-resolution structural brain MRI scans. One hundred and four healthy young adults completed twenty one tasks measuring abstract, verbal, and spatial intelligence, along with working memory, executive control, attention, and processing speed. After permutation tests corrected for multiple comparisons across vertices (p < .05), significant relationships were found for spatial intelligence, spatial working memory, and spatial executive control. Interactions with sex revealed significant relationships with the general factor of intelligence (g), along with abstract and spatial intelligence. These correlations were mainly positive for males but negative for females, which might support the efficiency hypothesis in women. Verbal intelligence, attention, and processing speed were not related to hippocampal structural differences.     

Genetic and adoptive motherhood: Stress,marital relationship,and child care support

In this paper we characterize adoptive and genetic motherhood with or without stress indicators. Participants were 86 mothers (36 adoptive, 50 genetic) with children from 0 to 12 years old. They answered questions about focal child and mother profile, marital relationship, child care support and the Lipp's Stress Symptoms Inventory for Adults. Results showed that mothers in both groups reported child care support, but there was more participation of nonrelatives in the care of adoptive children and relatives in the care of genetic children. There was greater marital stability and less conflict with the arrival of the child in the adoptive families and predominance of stress indicators in genetic mothers. We concluded that, although there are differences between adoptive and genetic motherhood, these do not imply advantages for one versus the other. Moreover, marital stability related to the adoption process and sociodemographic characteristics of adoptive mothers may have contributed to lower prevalence of stress.     

A Puzzle About Ineffable Propositions

I will argue for localism about credal assignments: the view that credal assignments are well-defined only relative to suitably constrained sets of possibilities. I will motivate the position by suggesting that it is the best way of addressing a puzzle devised by Roger White.     

Neurophysiological differences in reward processing in anhedonics

Anhedonia is characterized by a reduced capacity to experience pleasure in response to rewarding stimuli and has been considered a possible candidate endophenotype in depression and schizophrenia. However, it is still not well understood whether these reward deficits are confined to anticipatory and/or to consummatory experiences of pleasure. In the present study, we recorded electrophysiological responses (event-related brain potentials [ERPs] and oscillatory activity) to monetary gains and losses in extreme groups of anhedonic and nonanhedonic participants. The anhedonic participants showed reduced motivation to incur risky decisions, especially after monetary rewards. These sequential behavioral effects were correlated with an increased sensitivity to punishment, which psychometrically characterized the anhedonic group. In contrast, both electrophysiological measures associated with the impacts of monetary losses and gains—the feedback-related negativity (FRN) and the beta–gamma oscillatory component—clearly revealed preserved consummatory responses in anhedonic participants. However, anhedonics showed a drastic increase in frontal medial theta power after receiving the maximum monetary gain. This increase in theta oscillatory activity could be associated with an increase in conflict and cognitive control for unexpected large positive rewards, thus indexing the violation of default negative expectations built up across the task in anhedonic participants. Thus, the present results showed that participants with elevated scores on Chapman’s Physical Anhedonia Scale were more sensitive to possible punishments, showed deficits in the correct integration of response outcomes in their actions, and evidenced deficits in sustaining positive expectations of future rewards. This overall pattern suggests an effect of anhedonia in the motivational aspects of approach behavior rather than in consummatory processes.