Improvement of a figure copying deficit during subsensory galvanic vestibular stimulation

We describe the effects of galvanic vestibular stimulation (GVS) on an individual who, following right hemisphere stroke, is unable to copy figures accurately. His copies contain most of the constituent elements, but are poorly integrated and drawn in a seemingly haphazard manner. To test whether GVS could help overcome these difficulties, we administered the Rey-Osterrieth complex figure copy task while manipulating both the presence and laterality of the galvanic signal. The signal was applied at a level that was too low to elicit sensation which ensured that the individual was unaware of either when or on what side he was being stimulated. Relative to a sham condition, two consecutive blocks of GVS increased both the accuracy with which the main configural elements of the figure were reconstructed, and there was some, albeit less consistent evidence, that these were drawn in a more wholistic as opposed to piecemeal manner. Improvement was not reliant on the polarity of the stimulating electrodes. These results suggest that GVS can help overcome difficulties in the perception and/or reconstruction of hierarchical visual form, and thereby uncover a new link between vestibular information processing and visual task performance.     

THE DEPENDENCY NEEDS AND PERCEIVED AVAILABILITY AND ADEQUACY OF RELATIONSHIPS IN FEMALE ADOLESCENT SUICIDE ATTEMPTERS

Traditional theories about female adolescent suicide attempters view them as experiencing difficulty in achieving adequate separation-individuation. However, recent work on female adolescence suggests that achieving greater interdependency within relationships rather than increased independence from them is an important goal for nonclinical nonsuicidal female adolescents. We investigated both dependency needs and the perceived availability and adequacy of relationships in 21 female adolescent attempters and 23 nonattempters. Dependency needs did not significantly differentiate suicide attempters from nonattempters. Attempters, however, did report both a smaller social network and fewer intimate relationships than nonattempters, as well as less satisfaction with these relationships. These preliminary results suggest that more research is required to establish whether dependency needs are indeed causally related to the female adolescents' suicide attempts. Future research should also investigate other risk factors such as relational dissatisfaction, familial suicide attempts, and abuse.     

Electronic mail,a new written‐language register: A study with French‐speaking adolescents

The aim of this study was to determine the extent to which the linguistic forms used by adolescents in electronic mail (e‐mail) differ from those used in standard written language. The study was conducted in French, a language with a deep orthography that has strict, addressee‐dependent rules for using second person personal pronouns (unfamiliar and familiar forms). Data were collected from 80 adolescents ages 12 to 15 in a natural situation where they had to introduce themselves by e‐mail to two addressees (peer/teacher). Participants were divided into two groups (skilled/unskilled in computer‐mediated communication). Their emails contained a large number of orthographic deviations (the most frequent being neographic forms). Participants skilled in computer‐mediated communication (CMC) deviated more than unskilled ones did. The number of orthographic deviations was not linked to the participants' standard writing ability. The personal‐pronoun data clearly showed that adolescents used the familiar form of ‘you’ (tu) to address the peer and the unfamiliar form (vous) to address the teacher. We conclude that, for adolescents, e‐mail constitutes a distinct written‐language register. Nevertheless, the e‐mail register seems to follow the pragmatic rules of standard spoken and written interaction.     

Computer‐age storytelling

Xorandor by Christine Brooke‐Rose, Carcanet, 1985, 211 pages, hb £8.95; Paladin, 1987, pb £3.95     

The role and relevance of theory in careers professionalisation and practice

ABSTRACT

A new qualification benchmark, the Qualification and Credit Framework (QCF) Diploma Level 6 in Career Guidance and Development was established in the UK in 2011. This study was conducted to ascertain whether a theoretical nexus is necessary for practice and how this could contribute to the professionalisation of the adult careers sector in England. The study was undertaken with practitioners, all of whom had trained either through the work-based competency route or the academic route. Practitioners were asked to consider their theoretical modalities and how this influenced the embedding of theory within their professional practice. Analysis of survey and case study data revealed that degrees of exposure to theory during initial training affect capacities for theoretical integration during ongoing practice and development.     

MINIMIZING THE PERVASIVENESS OF WOMEN'S PERSONAL EXPERIENCES OF GENDER DISCRIMINATION

Given the Rejection-Identification Model ( Branscombe, Schmitt, & Harvey, 1999 ), which shows that perceiving discrimination to be pervasive is a negative experience, it was suggested that there would be conditions under which women would instead minimize the pervasiveness of discrimination. Study 1 ( N = 91) showed that when women envisioned themselves in a situation of academic discrimination, they defined it as pervasive, but when they experienced a similar laboratory simulation of academic discrimination, its pervasiveness was minimized. Study 2 ( N = 159) showed that women who envisioned themselves experiencing discrimination minimized its pervasiveness more so than women reading about discrimination happening to someone else. Further, mediation analysis showed that minimizing the pervasiveness enhanced positive affect about personal discrimination. Implications for minimizing on both an individual and social level are discussed.