Impact of a training program in full consciousness (mindfulness) in the measure of growth and personal self-realization

This research focused on the impact of a full awareness (mindfulness) program on the sense of growth and personal self-realization in a sample of secondary school students. A randomized controlled design with an experimental group and waiting-list group was implemented. The Self-concept and Self-actualization Questionnaire (AURE) was used as dependent variable and was administrated before and after running the mindfulness program. The results show a statistically significant difference between pre-test and post-test scores on all factors and subfactors of the AURE. It is concluded that a program of meditation, focused on mindfulness training, may be a valid and appropriate instrument to improve a personal sense of self-realization and growth. It is also suggested that the use of such a program could be complementary with the Instructional-Emotive Program for Personal Growth and Self-realization (PIECAP) psycho-educational program.     

Gender differences in adult word learning

In prior work, women were found to outperform men on short-term verbal memory tasks. The goal of the present work was to examine whether gender differences on short-term memory tasks are tied to the involvement of long-term memory in the learning process. In Experiment 1, men and women were compared on their ability to remember phonologically-familiar novel words and phonologically-unfamiliar novel words. Learning of phonologically-familiar novel words (but not of phonologically-unfamiliar novel words) can be supported by long-term phonological knowledge. Results revealed that women outperformed men on phonologically-familiar novel words, but not on phonologically-unfamiliar novel words. In Experiment 2, we replicated Experiment 1 using a within-subjects design, and confirmed gender differences on phonologically-familiar, but not on phonologically-unfamiliar stimuli. These findings are interpreted to suggest that women are more likely than men to recruit native-language phonological knowledge during novel word-learning.     

Psychometric properties of the Conflict Tactics Scales (CTS-2) in a Spanish sample of partner-violent men

Intimate partner violence is a complex problem that requires the update of the available assessment tools. The aim of the study is to test the revised Conflict Tactics Scales (CTS-2) in partner-violent men. Its structure and other psychometric properties are analyzed in 173 convicted offenders from Brians-2 and Alhaurín de la Torre penitentiaries. Discriminant validity is also assessed by comparing offenders with 108 males from the general population. The internal consistency for the 39 items of perpetration is .88 (varying from .59 to .83 among the subscales). The validity data indicate that the scale is useful to discriminate between batterers and general population in physical and psychological violence, although there is an overlap between different types of violence, and it is difficult to compare self-reports with external criteria such court decisions. The results of confirmatory factorial analysis do not support the original five-factor structure. Using exploratory factorial analysis, four components with good internal consistency were identified: Physical (.86), Sexual (.75), and Psychological Violence (.82), and Negotiation (.83). Recommendations for use and a reference guide of rating scores in samples of offenders are suggested.     

Effects of classroom bilingualism on task‐shifting,verbal memory,and word learning in children

We examined the effects of classroom bilingual experience in children on an array of cognitive skills. Monolingual English‐speaking children were compared with children who spoke English as the native language and who had been exposed to Spanish in the context of dual‐immersion schooling for an average of 2 years. The groups were compared on a measure of non‐linguistic task‐shifting; measures of verbal short‐term and working memory; and measures of word learning. The two groups of children did not differ on measures of non‐linguistic task‐shifting and verbal short‐term memory. However, the classroom‐exposure bilingual group outperformed the monolingual group on the measure of verbal working memory and a measure of word learning. Together, these findings indicate that while exposure to a second language in a classroom setting may not be sufficient to engender changes in cognitive control, it can facilitate verbal memory and verbal learning.     

Refining the dual‐process theory of preference construction: A reply to Gawronski,Martin and Sloman,Stanovich, and Wegener and Chien

Our target article proposed a dual-system framework for understanding context and task effects in choice. In this summary, we address the major points made by each set of commentators and, building on their suggestions, define a more precise dual-system theory of preference construction. We also propose some avenues for future research on a broader dual-system approach to understanding choice.     

How to tell a wife from a hat: Affective feedback in perceptual categorization

How do people understand that their perception is correct? In line with the recurring idea of perception as prediction, the affective feedback account of hypotheses testing suggests that correct perceptual predictions are reinforced with positive affect. In four experiments, we tested whether correct categorization of a degraded image will lead to more positive liking ratings. The obtained findings supported the proposed approach: subjects liked the images they were able to perceive correctly more than others. Importantly, these findings were independent of the initial affective valence of stimuli. A further investigation demonstrated that this effect exists only when answers are at least moderately confident. The obtained findings add to the growing amount of literature on the role of affect in basic cognitive processing.     

Depression and marital status determine the 10-year (2004–2014) prognosis in patients with acute coronary syndrome: The GREECS study

Background: The aim of the present work was to examine the association of depression and marital status, with the long-term prognosis of acute coronary syndrome (ACS), among a Greek sample of cardiac patients.

Methods: From October 2003 to September 2004, a sample of 2172 consecutive ACS patients from 6 hospitals was enrolled. In 2013–2014, the 10-year follow-up was performed in 1918 participants. Depressive symptoms were evaluated using the validated CES-D score (range 0–60), while marital status was classified as: single, married/cohabitants, divorced and widowed at the time of entry to the study.

Results: Patients in the upper tertile of CES-D (>20 score) had 41% (95%CI 14%, 75%) higher risk of ACS incidence as compared with those in the lowest (<7 score). In contrary, married patients had 29% lower risk (95%CI 6%, 46%) of ACS mortality compared with single, widowed or divorced. Multi-adjusted analysis revealed that among the ‘not married’ patients, 1-point increase in the CES-D score was associated with 2% (p = .02) and 4% (p = .001) higher risk of having non-fatal and fatal cardiac events, respectively.

Conclusions: The present study highlights the important role of depression in the context of marital relationships among ACS patients. Secondary public health care intervention programmes are needed to improve patient outcomes and minimise disease burden in clinical and community setting.     

Depressive personality disorder: rates of comorbidity with personality disorders and relations to the five-factor model of personality

Depressive personality disorder (DPD) is listed in the DSM-IV as one of the "Disorders for Further Study." In this investigation we examined (1) the rates of comorbidity of DPD with the 10 personality disorders (PDs) in the main text of DSM-IV, and (2) the convergent and discriminant validity of DPD in its relation to the 30 facet traits of the Five-Factor Model of personality (FFM). One hundred and sixty-nine participants with psychiatric diagnoses were interviewed with the Structured Clinical Interview for DSM-IV Personality Disorders Questionnaire (SCID-II) and completed the Revised NEO Personality Inventory (NEO PI-R). A total of 26 (15%) of the participants met diagnostic criteria for at least one of the 10 main text PDs, and 15 (9%) met criteria for DPD. Of those who met criteria for DPD, 10 (59%) of the participants also met criteria for one or more of the 10 main text PDs. Regression analyses indicated a four-facet trait set derived from the NEO PI-R thought to be uniquely associated with DPD accounted for a significant amount of variance in DPD SCID-II PD scores and was significantly larger for DPD than it was for the 9 of the 10 main text PDs; the sole exception was for avoidant PD. Diagnostically, DPD overlaps significantly with other PDs but is distinguishable in its unique relation with traits from the FFM.     

Assessing underreporting response bias on the MMPI-2

The authors assess the replicability of the two-factor model of underreporting response style. They then examine the relative performance of scales measuring these styles in analog (ARD) and differential prevalence group (DPG) designs. Principal components analysis produced a two-factor structure corresponding to self-deceptive (SD) and impression management (IM) response styles. The IM factor scale and related individual validity scales were elevated among research participants instructed to fake good on the MMPI-2 as compared with participants who completed the MMPI-2 under standard instructions (ARD) and among individuals evaluated in real-life assessment contexts where underreporting is expected (DPG). Participants in DPG samples produced significantly higher SD factor and related individual scale scores than did the ARD participants instructed to fake good. These findings confirm that the MMPI-2 validity scales measure two types of underreporting styles and that these styles may operate differently in ARD versus DPG designs.     

Psychological problems and associated factors at 6 years of age: differences between sexes

In a non-clinical group of 130 children (65 boys and 65 girls), we evaluated the relationships between psychological problems using the Child Behavior Checklist (CBCL) reported by parents, the Inattention Overactivity With Aggression (IOWA) scale reported by teachers, individual factors (Intellectual quotient [IQ], temperament and heart rate) and environmental factors (stress events, mother's profession and being or not being an only child). We found no differences between the sexes in the prevalence of total psychological problems in the clinical range, but girls had significantly more borderline total problems than boys. Girls tended to have more externalizing problems than boys. In boys, there were more links between individual and environmental factors and psychological problems, especially externalizing problems. A high score in psychological problems assessed by the CBCL affected the school performance of boys and the social performance of girls. For boys, IQ was significantly lower when the score for total behavioral problems was higher, and for girls IQ was significantly lower when the score for externalizing problems was higher. Understanding the different levels of vulnerability of the sexes at different periods of development may help to improve the treatment children in this age group receive.