Influences of Parental and Best Friends' Smoking and Drinking on Adolescent Use: A Longitudinal Study1

Many studies have dealt with the relative impact of parents and peers on adolescent substance use. However, only a few studies have explored the role of adolescents themselves in social relationships. Homogeneity in behavioral patterns within friendships can also be generated by selective association. Acknowledgment of selection processes might shed new light on the debate on the influences of parents and friends. This paper examines the impact of parental and best friends' smoking and drinking on adolescents' use, using data (N= 1,063) from a 3-wave, 5-year longitudinal study. The results show that friends' smoking did not affect adolescent smoking over time. Only in early adolescence did friends' drinking exert an influence on subjects' alcohol use. On the other hand, parental use had a small but significant impact on their offspring. Furthermore, support was found for processes of selective association.     

Expectancies About the Effects of Alcohol on the Self and on Others as Determinants of Alcohol Policy Attitudes1

The present study brings together 2 separate lines of research in the alcohol field: alcohol expectancies and policy attitudes. Expectancies concerning the short- and long-term effects of drinking (e.g., aggression), were predicted to be stronger determinants of support for alcohol availability control when the target person was another, compared to when discussing effects of one's own drinking. In a population-based survey conducted in 1992, 804 current drinkers were asked about self and other alcohol expectancies, as well as attitudes toward various alcohol policies. Results showed a distinct self-other discrepancy, with people more likely to expect alcohol to have a greater effect over others than over themselves. Further, it was found that these other-expectancies were among the strongest predictors of favoring tighter alcohol controls. These findings lend support to findings of a self-other bias in social psychology, and provide insight as to the structure of public opinion on alcohol policy.     

Brief psychodynamic counselling with young adults

Short-term counselling is frequently employed within university counselling services in which there can often be an inherent institutional objective of returning students to the academic treadmill as soon as possible (Coren, 1996). On the other hand, this is perhaps tempered by the availability of counselling throughout the student's academic career, affording them the opportunity to return for further intensive short-term work (or longer-term if indicated or required). However, research into the effectiveness of short-term counselling suggests that interventions of less than eight sessions are as effective as those lasting significantly longer (Barkham, 1989). This may be particularly true in the case of students experiencing transitory problems relating to their life at university. This paper uses a case illustration to examine the value of short-term psychodynamic counselling in a university situation.     

Anxiety and counter-conditioning: the role of the behavioral inhibition system in the ability to associate aversive stimuli with future rewards

A total of 130 female undergraduates performed a counter-conditioning choice-task. This task presented two response alternatives and subjects were instructed to earn the maximum number of points. Responses to button 1 were normally followed by an immediate reward (an average gain of 7.5 points). Responses to button 2 were always followed by a punishment (an average loss of 20 points), but caused the next-but-one press on button 1 to give an average gain of 115 points. Thus, subjects were required to learn and maintain this counter-conditioning association. Four groups of subjects were formed according to the scores on the Sensitivity to Punishment and Sensitivity to Reward scales (which are measures of individual differences of Gray's anxiety and impulsivity personality dimensions, respectively). A 69.2% of subjects learned and maintained the counter-conditioning association. As predicted, personality results confirmed that subjects with lower scores on the Sensitivity to Punishment scale learned the counter-conditioning association better and faster when compared with high scorers. Results are consistent with Gray's Behavioral Inhibition System (BIS) model of anxiety which holds that individual differences in anxiety may relate to the ability to associate aversive stimuli with a future reward. Assuming that anxiety depends on BIS functioning, our results show that high trait anxious subjects, if compared with low anxious ones, would have a lower ability for associating an aversive event with a later appetitive one. This learning process would serve non-anxious subjects to reduce the aversiveness of cues of punishment and to cope better with stressful situations.     

Empfehlungen zur Behandlungspraxis bei psychotherapeutischen Kriseninterventionen

Ohne Zusammenfassung     

Training Family Therapists in a Multicultural Setting

Authors describe a multicultural training model for family therapists and psychologists at a traditionally conservative Afrikaans speaking university in South Africa. Black psychologists are now receiving high priority in a masters degree program that leads to professional registration licensure because of the needs of the population. The authors emphasize the importance of being able to think multidimensionally and creating a context in which students can do the same in such contexts.     

Development of spatial memory and spatial orientation in preschoolers and primary school children

The present study addresses the question of what kind of information children use when orientating in new environments, if given proximal and distal landmarks, and how spatial memory develops in the investigated age groups. Ten 5-year-old, ten 7-year-old and ten 10-year-old children were presented with the ‘Kiel Locomotor Maze’, containing features of the Radial Arm Maze and the Morris Water Maze, in order to assess spatial memory and orientation. Children had to learn to approach baited locations only. Task difficulty was equated with respect to the children's age. Training was given until the children reached criterion. During testing, the maze configuration and response requirements were systematically altered, including response rotation, cue rotation, cue deletion and response rotation with cue deletion in order to assess the spatial strategies used by the children. During training and testing, working-memory errors (WM), reference-memory errors (RM) and working-reference memory errors (WR) were recorded. As expected, no difference between age groups appeared during training, thus confirming comparable task difficulty across age groups. During testing, age groups differed significantly with regard to the orientation strategy used. The 5-year-olds were bound to a cue strategy, orientating towards local, proximal cues. The 10-year-olds mastered all tasks, thus displaying a place strategy, being able to use distal cues for orientation, and were even able to do so after being rotated 180°. The 7-year-olds proved to be at an age of transition: five of them were bound to a cue strategy, five children were able to adopt a place strategy. The differences in the orientation strategies used by children of different age groups was reflected by the sum of errors they made, also by RM. WM were found to be rare, especially in older children. We conclude that preschoolers use a cue strategy, that the development of place strategies occurs during primary school age and seems to be complete by the age of 10 years.     

A Gabbay-Rule Free Axiomatization of T×W Validity

The semantical structures called T×W frames were introduced in (Thomason, 1984) for the Ockhamist temporal-modal language, _O, which consists of the usual propositional language augmented with the Priorean operators P and F and with a possibility operator . However, these structures are also suitable for interpreting an extended language, _SO, containing a further possibility operator ^s which expresses synchronism among possibly incompatible histories and which can thus be thought of as a cross-history simultaneity operator. In the present paper we provide an infinite set of axioms in _SO, which is shown to be strongly complete forT ×W-validity. Von Kutschera (1997) contains a finite axiomatization of T×W-validity which however makes use of the Gabbay Irreflexivity Rule (Gabbay, 1981). In order to avoid using this rule, the proof presented here develops a new technique to deal with reflexive maximal consistent sets in Henkin-style constructions.     

First-Pass versus Second-Pass Parsing Processes in a Wernicke''s and a Broca''s Aphasic: Electrophysiological Evidence for a Double Dissociation

The present paper is a first attempt to integrate the classical brain lesion behavioral impairment approach of functional neuroanatomy and the electrophysiological brain mapping approach in the domain of syntactic processing. In a group of normal age-matched controls we identified three electrophysiological components previously observed in correlation with language comprehension processes: an early left anterior negativity normally seen in correlation with syntactic first-pass parsing processes (ELAN), a centroparietal negativity seen in correlation with processes of lexical-semantic integration (N400), and a late centroparietal positivity observed in correlation with secondary syntactic processes of reanalysis and repair (P600). The early left anterior negativity was absent in a patient with an extended lesion in the anterior part of the left hemisphere sparing the temporal lobe, although the late centroparietal positivity and the centroparietal N400 were present. In a patient with a left temporal-parietal lesion the early left anterior negativity was found to be present, whereas the N400 component was absent. These findings suggest that first-pass parsing and secondary processes are subserved by distinct brain systems.