The role of attention and relatedness in emotionally enhanced memory

Examining the positive and negative pictures separately revealed that emotionally enhanced memory (EEM) for positive pictures was mediated by attention, with no significant influence of emotional arousal, whereas the reverse was true of negative pictures. Consistent with this finding, in Experiment 2 EEM for negative pictures was found even when task emphasis was manipulated so that equivalent attention was allocated to negative and neutral pictures. The results show that attention and semantic relatedness contribute to EEM, with the extent varying with emotional valence. Negative emotion can influence memory independently of these 2 factors.     

The conflict cycle in families and therapy

Conflict is not an aberration but rather part of the structure of human relationships. It is defined in this paper as consisting of four stages. Once the first stage (the dispute) is triggered, there is a high likelihood that the second (blaming) will occur, and the third (shame, guilt, or denial), and then the fourth (reparation, reconciliation, or retaliation). Three case presentations illustrate the conflict cycle in various clinical and nonclinical situations. The family therapist should be readily able to identify the cycle in clinical situations, and knowledge of it should prove fruitful in identifying pathogenic relating and in planning interventions and their timing.     

Effect of educational kinesiology on static balance of learning disabled students

Educational Kinesiology is a movement-based program designed to enhance academic performance and may also influence performance of motor skills. The purpose of this study was to determine whether the Educational Kinesiology techniques of repatterning and/or integration movements affected static balance of 60 learning disabled students, ranging in age from 7 to 11 yr. Subjects were matched on age and sex and assigned to one of three groups: control, movement, or repatterned. Children in the repatterned group received a 10-min. individual session of combined arm and leg movements coordinated with eye-placements prior to the start of the 6-wk. program. Both treatment groups then participated in a movement program for 5 min. twice a day, 5 days a week for 6 wk. The control group received no exposure to these special techniques. Static balance was pretested and posttested in each group using the Modified Stork Stand test. A one-way analysis of variance indicated a significant difference between groups. A Scheffé post hoc test showed that the repatterned group improved more than the movement group, who in turn improved more than the control group.     

Vitalism in naive biological thinking

Vitalism is the belief that internal bodily organs have agency and that they transmit or exchange a vital force or energy. Three experiments investigated the use of vitalistic explanations for biological phenomena by 5- and 10-year-old English-speaking children and adults, focusing on 2 components: the notion that bodily organs have intentions and the notion that some life force or energy is transmitted. The original Japanese finding of vitalistic thinking was replicated in Experiment 1 with English-speaking 5-year-olds. Experiment 2 indicated that the more active component of vitalism for these children is a belief in the transfer of energy during biological processes, and Experiment 3 suggested an additional, albeit lesser, role for organ intentionality. A belief in vital energy may serve a causal placeholder function within a naive theory of biology until a more precisely formulated mechanism is known.