Children's attention to stimulus components with variation in relative salience of components and degree of stimulus integration

A total of 400 children at ages 5, 9, and 12 years were given a component selection task with stimuli differing in color and shape. Relative salience of these two stimulus components was manipulated across subjects in two ways: the standard shapes and colors from previous studies were compared with standard shapes in fluorescent colors, and the latter materials were compared with nonsense shapes in fluorescent colors. While fluorescence of color had little effect, the replacement of standard shapes with nonsense figures caused attention to be redirected from shape to color as the primary cue for learning. This effect was more pronounced at age 9 than at age 5. Apparently there is a greater tendency for older than for younger children to withdraw attention from a normally dominant component such as shape, when it is advantageous to adopt another feature such as color as the primary functional cue. An additional variable was integration of components (color within shape vs color as background for shape). Integration produced generally greater attention to color but did not affect the general pattern of salience effects.     

The cheating and intention of a partner as determinants of evaluative decisions among juvenile offenders

Male juvenile offenders were asked to evaluate the work of an experimental partner (confederate) who completed a work task four times. The work partner cheated on two trials and did not cheat on two trials while working for a charity (one cheat and one noncheat trial) or for selfish gain (one cheat and one noncheat trial). It was found that subjects rated the work done on cheating trials lower than work done on noncheating trials. In addition, subjects shared less reward money on cheating trials relative to noncheating trials. However, the intentions of the confederate, defined as the reward recipient, failed to affect subjects' judgments. These results were described as supporting previous studies which have indicated that delinquents fail to take account of others' intentions when making moral judgments.     

Interaction of Combat Exposure and Unit Cohesion in Predicting Suicide‐Related Ideation Among Post‐Deployment Soldiers

Suicide is one of the leading causes of death among U.S. Army soldiers. Suicide‐related ideation, which is associated with suicide attempts and suicide, can cause considerable distress. In a sample of 1,663 recently redeployed soldiers, we used factor analysis and structural equation modeling to test the associations between combat exposure, unit cohesion, and their interaction in predicting suicide‐related ideation. We found that combat exposure was a significant risk factor for suicide‐related ideation, while unit cohesion was a significant protective factor. The significant interaction between the two factors indicated that soldiers who experienced greater combat exposure but also had higher levels of unit cohesion had relatively lower levels of suicide‐related ideation. In addition, those who had higher levels of combat exposure and lower unit cohesion were most at risk for suicide‐related ideation. Our findings indicate the importance of unit cohesion in protecting soldiers from suicide‐related ideation and suggest a higher risk group of soldiers who should be targeted for interventions.     

Mood,Anxiety, and Substance‐Use Disorders and Suicide Risk in a Military Population Cohort

There are meager prospective data from nonclinical samples on the link between anxiety disorders and suicide or the extent to which the association varies over time. We examined these issues in a cohort of 309,861 U.S. Air Force service members, with 227 suicides over follow‐up. Mental disorder diagnoses including anxiety, mood, and substance‐use disorders (SUD) were based on treatment encounters. Risk for suicide associated with anxiety disorders were lower compared with mood disorders and similar to SUD. Moreover, the associations between mood and anxiety disorders with suicide were greatest within a year of treatment presentation.     

Teaching ethics: More than an honor code

An honor code is certainly a good place to start teaching engineering students about ethics, but teaching students to live honorably requires far more effort than memorizing a code of ethics statement or applying it just to academic performance. In the School of Engineering at Grand Valley State University, we have followed the model provided by the United States Military Academy at West Point. For our students this involves an introduction to the Honor Code as part of a larger Honor Concept at the very beginning of their studies and then making it an integral part of their preparation as engineers. The challenge is significant because the culture at large does not support living with an Honor Concept. This paper will begin with a discussion of the cultural context in which we must teach, because that context has changed significantly in the years since many faculty members were students themselves. The rest of the paper will detail the approach that we have taken to teach ethics as an engineer’s way of life. “The shortest and surest way to live with honor in the world is to be in reality what we would appear to be. All human virtues increase and strengthen themselves by the practice and experience of them.” Plato An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005.     

Reality therapy: Icing on the cake of behavior modification

The paper presents a conceptual model for therapeutic intervention based on a behavioral orientation. Behavioral therapy is viewed on a continuum ranging from basic operant techniques to cognitive strategies applied to human interaction. It is hypothesized that the elements of reality therapy, with its emphasis on human interaction, are needed to provide closure to the therapeutic intervention and to help maintain new coping behaviors. Utilizing the context of an institutionalized client, suggestions for how this process might occur are discussed.     

PSYCHOANALYSIS AND INFERTILITY MYTHS AND REALITIES

Psychoanalysis, long interested in infertility, and a valuable treatment for men and women suffering with this affliction, has also helped to create and support a myth of psychogenic infertility. Multiple causes of infertility exist across the physiological - psychological spectrum. There is no simple psychodynamic causality. Advances in assisted reproductive technologies provide treatments that create emotional stress and outpace psychological preparedness of patients and analysts. This paper is based on the experience of a unique study group in Boston. An analytic case illustrates some of the ways analysis can be a treatment of choice for people using assisted reproduction. In fact, analysis offers a unique opportunity to elaborate fully the complex realities and dilemmas faced by people and their therapists throughout the infertility experience. More generally, this study of the concept of psychogenic infertility explores a valuable role for psychoanalysis in the treatment of medical conditions.