Evaluation of the William S. Hall Psychiatric Institute Clinical Psychology Internship: a replication and extension

This study extends three earlier investigations involving participants who completed their predoctoral clinical psychology internship at the William S. Hall Psychiatric Institute. Intern graduates (N = 37) evaluated how effectively their internship training prepared them for seven aspects of their current work as practicing psychologists. Participants also rated the relevancy of 24 different internship training experiences to their current work and how much these experiences contributed to their development as clinical psychologists. The present study, in conjunction with the three previous studies, covers most of the 40-year period since the inception of the internship program. Analysis of the current data indicates the internship has improved over time and was deemed an exceptional training experience by its graduates. Findings may be of particular interest to internship directors and faculty interested in improving their training program and those who plan to conduct a self-study to maintain their accreditation for clinical psychology internship.     

Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD

This study evaluated the impact of two interventions—a training program and stimulant medication—on working memory (WM) function in children with attention deficit hyperactivity disorder (ADHD). Twenty‐five children aged between 8 and 11 years participated in training that taxed WM skills to the limit for a minimum of 20 days, and completed other assessments of WM and IQ before and after training, and with and without prescribed drug treatment. While medication significantly improved visuo‐spatial memory performance, training led to substantial gains in all components of WM across untrained tasks. Training gains associated with the central executive persisted over a 6‐month period. IQ scores were unaffected by either intervention. These findings indicate that the WM impairments in children with ADHD can be differentially ameliorated by training and by stimulant medication. Copyright © 2009 John Wiley & Sons, Ltd.     

Remapping the cognitive and neural profiles of children who struggle at school

Our understanding of learning difficulties largely comes from children with specific diagnoses or individuals selected from community/clinical samples according to strict inclusion criteria. Applying strict exclusionary criteria overemphasizes within group homogeneity and between group differences, and fails to capture comorbidity. Here, we identify cognitive profiles in a large heterogeneous sample of struggling learners, using unsupervised machine learning in the form of an artificial neural network. Children were referred to the Centre for Attention Learning and Memory (CALM) by health and education professionals, irrespective of diagnosis or comorbidity, for problems in attention, memory, language, or poor school progress (n = 530). Children completed a battery of cognitive and learning assessments, underwent a structural MRI scan, and their parents completed behavior questionnaires. Within the network we could identify four groups of children: (a) children with broad cognitive difficulties, and severe reading, spelling and maths problems; (b) children with age‐typical cognitive abilities and learning profiles; (c) children with working memory problems; and (d) children with phonological difficulties. Despite their contrasting cognitive profiles, the learning profiles for the latter two groups did not differ: both were around 1 SD below age‐expected levels on all learning measures. Importantly a child's cognitive profile was not predicted by diagnosis or referral reason. We also constructed whole‐brain structural connectomes for children from these four groupings (n = 184), alongside an additional group of typically developing children (n = 36), and identified distinct patterns of brain organization for each group. This study represents a novel move toward identifying data‐driven neurocognitive dimensions underlying learning‐related difficulties in a representative sample of poor learners.     

When There Is Not Enough to Go Around: How Black People’s Perceptions of Competition for Black Mates Affects Forced Black Identity Ascriptions of Black/White Multiracial People

Using a resource scarcity framework, the current study investigated whether Black people’s perceptions of competition for Black mates related to ascribing a Black identity onto Black/White Multiracial people. Participants took online questionnaires that assessed competition for Black mates, likelihood of forcing a Black identity onto a self-identified Black/White Multiracial person, essentialism, and contact with Multiracial people. Results indicated that increased perceptions of competition for Black mates was related to increased forced Black identity onto self-identified Black/White Multiracial people, above and beyond levels of essentialism and contact. This relationship was stronger for sexual minorities. The current research supports the proposition that scarcity of resources (i.e., mates) affects ideologies regarding Black/White Multiracial people’s identities.     

Representation of Functions and Total Antisymmetric Relations in Monadic Third Order Logic

Journal of Philosophical Logic - We analyze the representation of binary relations in general, and in particular of functions and of total antisymmetric relations, in monadic third order logic,...     

MOVERS AND SHAKERS: HOW AND WHY WOMEN BECOME AND REMAIN ENGAGED IN COMMUNITY LEADERSHIP

This research examines women's narratives regarding the experiences that lead to becoming, sustaining, and challenging active community leaders. Seventeen women neighborhood leaders, age 28 to 73 years, completed in-depth interviews. Qualitative thematic content analyses identified prominent themes in participants' responses that were subsequently linked to a generativity framework. Analyses revealed that leaders reported circuitous rather than linear paths of emerging community participation and growing up among others who demonstrated an ethos of care in informal as well as formal community practices. Women's initial community engagement was most often in response to invitations to address community needs. Both communal and agentic rewards and challenges to community involvement were identified. Based upon the findings, strategies for promoting and sustaining women's community leadership are identified.     

Symmetry as a Criterion for Comprehension Motivating Quine’s ‘New Foundations’

A common objection to Quine’s set theory “New Foundations” is that it is inadequately motivated because the restriction on comprehension which appears to avert paradox is a syntactical trick. We present a semantic criterion for determining whether a class is a set (a kind of symmetry) which motivates NF. Presented by Melvin Fitting     

Impaired discrimination learning in mice lacking the NMDA receptor NR2A subunit

N-Methyl-D-aspartate receptors (NMDARs) mediate certain forms of synaptic plasticity and learning. We used a touchscreen system to assess NR2A subunit knockout mice (KO) for (1) pairwise visual discrimination and reversal learning and (2) acquisition and extinction of an instrumental response requiring no pairwise discrimination. NR2A KO mice exhibited significantly retarded discrimination learning. Performance on reversal was impaired in NR2A KO mice during the learning phase of the task; with no evidence of heightened perseverative responses. Acquisition and extinction of an instrumental behavior requiring no pairwise discrimination was normal in NR2A KO mice. The present findings demonstrate a significant and selective deficit in discrimination learning following loss of NR2A.     

Inducing and modulating intrusive emotional memories: a review of the trauma film paradigm

Highly affect-laden memory intrusions are a feature of several psychological disorders with intrusive images of trauma especially associated with post-traumatic stress disorder (PTSD). The trauma film paradigm provides a prospective experimental tool for investigating analogue peri-traumatic cognitive mechanisms underlying intrusion development. We review several historical papers and some more recent key studies that have used the trauma film paradigm. A heuristic diagram is presented, designed to simplify predictions about analogue peri-traumatic processing and intrusion development, which can also be related to the processing elements of recent cognitive models of PTSD. Results show intrusions can be induced in the laboratory and their frequency amplified/attenuated in line with predictions. Successful manipulations include competing task type (visuospatial vs. verbal) and use of a cognitive coping strategy. Studies show that spontaneous peri-traumatic dissociation also affects intrusion frequency although attempts to manipulate dissociation have failed. It is hoped that further use of this paradigm may lead to prophylactic training for at risk groups and an improved understanding of intrusions across psychopathologies.