The Impact of Segmental Trunk Support on Posture and Reaching While Sitting in Healthy Adults

The authors investigated postural and arm control in seated reaches while providing trunk support at midribs and pelvic levels in adults. Kinematics and electromyography of the arm and ipsiliateral and contralateral paraspinal muscles were examined before and during reaching. Kinematics remained constant across conditions, but changes were observed in neuromuscular control. With midribs support, the ipsilateral cervical muscle showed either increased anticipatory activity or earlier compensatory muscle responses, suggesting its major role in head stabilization. The baseline activity of bilateral lumbar muscles was enhanced with midribs support, whereas with pelvic support, the activation frequency of paraspinal muscles increased during reaching. The results suggest that segmental trunk support in healthy adults modulates ipsilateral or contralateral paraspinal activity while overall kinematic outputs remain invariant.     

TMS suppression of right pars triangularis, but not pars opercularis, improves naming in aphasia

This study sought to discover if an optimum 1 cm² area in the non-damaged right hemisphere (RH) was present, which could temporarily improve naming in chronic, nonfluent aphasia patients when suppressed with repetitive transcranial magnetic stimulation (rTMS). Ten minutes of slow, 1 Hz rTMS was applied to suppress different RH ROIs in eight aphasia cases. Picture naming and response time (RT) were examined before, and immediately after rTMS. In aphasia patients, suppression of right pars triangularis (PTr) led to significant increase in pictures named, and significant decrease in RT. Suppression of right pars opercularis (POp), however, led to significant increase in RT, but no change in number of pictures named. Eight normals named all pictures correctly; similar to aphasia patients, RT significantly decreased following rTMS to suppress right PTr, versus right POp. Differential effects following suppression of right PTr versus right POp suggest different functional roles for these regions.     

Neuromuscular responses to platform perturbations in power- versus endurance-trained athletes

The purpose was to assess differences in postural response characteristics between two groups of elite athletes having power or endurance training. Participants were all men and included power- (M age = 21 yr., SD = 3, n = 12) and endurance-trained (M age = 22, SD = 3, n = 12) athletes. Muscle response characteristics and center of pressure measures were recorded during recovery from Fast (10 cm at 80 cm/sec.) and Slow (10 cm at 20 cm/sec.) horizontal platform perturbations. In response to Fast perturbations, power-trained athletes responded with significantly shorter times to stabilize the center of pressure, shorter muscle-contraction onset times, and larger muscle response amplitudes than endurance-trained athletes. This suggests power-trained athletes are more effective than endurance-trained athletes in responding to balance threats such as slips and trips in daily life and that power training should be studied to improve balance control of balance-impaired populations.     

The Spanish version of the Wisconsin Personality Disorders Inventory-IV (WISPI-IV): tests of validity and reliability

Personality disorders (PD) are a prevalent class of mental disorders that interfere with functioning and cause subjective distress while increasing the intensity and duration of Axis I clinical syndromes, and therefore assessing PD is important even when PDs are not the focus of treatment. The purpose of these studies was to develop and test a new Spanish version of a self-report measure of PD, the Wisconsin Personality Inventory-IV (WISPI-IV) that would be psychometrically equivalent to the English version while also maintaining the same interpersonal content, which is based on Benjamin's analysis of the PD criteria using her Structural Analysis of Social Behavior (SASB) model (1974). Study 1 participants completed the WISPI-IV twice over a two-week interval. For Study 2, participants from two sites in Spain and one site in Argentina completed Spanish versions of the WISPI-IV and other personality measures. SASB-analysis of the translated items showed high correspondence between the interpersonal content of the English version and the Spanish version demonstrating theoretical validation in relation to other PD measures. The Spanish WISPI-IV showed satisfactory reliability based on test-retest correlations and alphas for internal consistency. Study 2 showed the Spanish WISPI-IV had good convergent validity with the Spanish versions of the IIP and SCID-II and performed similarly to the English versions of these measures. Our goal in translating the WISPI-IV was to extend this measure to Spanish-speakers in language that would be understood by different Hispanic sub-groups, however research team members and subjects had a variety of suggestions for changes in item wording. This reflects the difficulty with creating a "neutral" Spanish version of any assessment given regional differences.     

How useful are indices of personality pathology when assessing domestic violence perpetrators?

There has been considerable debate about profiling personality pathology when assessing and treating male perpetrators of domestic violence (DV). This study used the Millon Clinical Multiaxial Inventory (MCMI-III) to explore the severity and diversity of male perpetrator personality pathology and response bias in a group of DV perpetrators being assessed for a treatment program (N = 177). We analyzed the sample using the interpretive guidelines of White and Gondolf (2000); 54% of profiles in our sample fell into categories indicative of a personality disorder, and 37% of the total sample provided profiles indicative of severe personality pathology. These percentages were higher than White and Gondolf's findings but lower than some others. There was considerable diversity of personality pathology as well, supporting the contention that there is no one male DV perpetrator profile. Because of debate concerning the manner of responding on self-report instruments, we paid special attention to response biases in our sample. Twenty-six percent of our sample exaggerated (12%) or minimized (14%) their responses. We also found that response biases on the MCMI-III Modifying Indices were related to self-reported severity of psychopathology. This suggests that assessing severity of psychopathology is inadequate without reference to such biases.     

Preschool Ontology: The Role of Beliefs About Category Boundaries in Early Categorization

These studies examined the role of ontological beliefs about category boundaries in early categorization. Study 1 found that preschool-age children (N = 48, aged 3–4 years old) have domain-specific beliefs about the meaning of category boundaries; children judged the boundaries of natural kind categories (animal species, human gender) as discrete and strict, but they judged the boundaries of other categories (artifact categories, human race) as more flexible. Study 2 demonstrated that these domain-specific ontological intuitions guide children's learning of new categories; children (N = 28, 3-year-olds) assumed that the boundaries of novel animal categories would be narrower and more strictly defined than novel artifact categories. These data demonstrate that abstract beliefs about the meaning of category boundaries shape early conceptual development.     

Parallel Group Treatment of Pre-School Children and Their Mothers

Object relations concepts are applicable in children's group psychoanalytic psychotherapy. The author attempts to explore and delineate areas in which developmental conflicts in object relations, emotional deprivations, traumas, and family pathologies are recapitulated in the group, and how the manifestations of pathologies can be rectified by the process and formation of the group and the role of the therapist as a “new object” in the management of individual and group transferences. Clinical examples are presented.     

Neuromuscular Control of Posture in the Infant and Child

This study explored the effects of vision and maturation on the characteristics of neuromuscular responses underlying balance control in both seated and standing children of five age groups (3½–5 months, 8–14 months, 2–3 years, 4–6 years, and 7–10 years). A platform was used to unexpectedly disturb the child’s balance in the anterior or posterior direction. Responses of the leg, trunk, and neck muscles were recorded using surface electromyograms.

Vision was not required for the activation of these responses in any of the age groups tested. However, comparison of muscle response latencies of standing children to posterior platform translation in the two visual conditions showed a significant reduction in latency for neck flexors in the 2- to 3-year-olds with vision removed and an increase in the total number of monosynaptic reflexes. No reduction in latency was found in the older age groups. The hypothesis of a shift from an early long latency visual dominance to a shorter latency proprioceptive one during childhood is discussed.

Postural control showed a cephalo-caudal developmental gradient with postural responses appearing first in the neck, then trunk, and finally, legs, as children developed from 3 to 14 months of age. A wide variety of response patterns was seen in the 3- to 5-month-olds, indicating that postural responses are not functional prior to experience with stabilizing the center of mass.     

Assigning Integration: A Framework for Intellectual,Personal, and Professional Development in Seminary Courses

This article explores assignments as a core teaching practice essential to integrating the cognitive, personal, and professional identities of seminary students. These core practices emerge in seminary curricula where there is a strong focus on the teaching of canonical texts and a goal of achieving textual mastery. We propose that carefully chosen and constructive assignments achieve the kind of integration necessary for building content knowledge and the professional, spiritual, and religious identities of our students. While the difference between the educational goals of clergy‐training in a seminary and training graduate students in the academy can be sharp, we argue here for ways to make that contrast both productive and generative.