Identity matching and oddity learning in patients with moderate to severe Alzheimer-type dementia

Discrimination learning was investigated in patients with moderate to severe Alzheimer-type dementia (AD), comparing their performance with age-matched controls. Four AD patients were trained to criterion on identity matching and then shifted to the same task with novel stimuli. The AD patients showed no savings in learning to match novel stimuli, whereas a comparative group of four control subjects rapidly learned the novel matching discrimination, maintaining criterion performance on the transfer test. A second group of four patients was initially trained on oddity, taking a similar number of trials to reach criterion as the matching group. When these patients were subsequently shifted to the matching task with novel stimuli, they performed substantially worse than the first group of patients who had learned the matching task in the first stage. The lack of positive transfer in the shift between matching to matching suggests that the AD patients solved the identity-matching task on the basis of stimulus-response associations rather than a rule. The presence of negative transfer after shifting from oddity to matching may be explained by a pre-disposition to respond to a novel stimulus that is carried over into the matching task, but this warrants further investigation, as indicated in the discussion.     

Un-thought out metaphysics in analytical psychology: a critique of Jung's epistemological basis for psychic reality

The author investigates the relation of Kant, Schopenhauer and Heidegger to Jung's attempts to formulate theory regarding the epistemological conundrum of what can and what cannot be known and what must remain uncertain. Jung's ambivalent use and misuse of Kant's division of the world into phenomenal and noumenal realms is highlighted in discussion of concepts such as the psychoid archetype which he called 'esse in anima' and his use of Schopenhauer's concept of 'will' to justify a transcendence of the psyche/soma divide in a postulation of a 'psychoid' realm. Finally, the author describes Jung's reaction to Heidegger's theories via his assertion that Heidegger's 'pre-given world design' was an alternate formulation of his concept of the archetypes. An underlying theme of the paper is a critique of Jung's foundationalism which perpetuates the myth of an isolated mind. This model of understanding subjectivity is briefly contrasted with Heidegger's 'fundamental ontology' which focuses on a non-Cartesian 'understanding' of the 'presencing of being' in everyday social and historical contexts.     

The Structure of Creativity in Primary Education: An Empirical Confirmation of the Amusement Park Theory

In this study, we explored the structure of pupils’ creativity in primary education following the Amusement Park Theory, by investigating undiscovered linkages between the domains of writing, mathematics, and drawing. More specifically, we examined: (a) whether some domains and general thematic areas are more closely related to each other than to others, (b) whether literacy and mathematical ability are specific underlying traits of creativity in writing and mathematics, respectively, and (c) whether intelligence and divergent thinking are related to creativity in all domains. The sample consisted of 331 Dutch 4th grade pupils. For each research question, a model was analyzed using structural equation modeling. We found creativity in mathematics and creativity in writing to be most similar, followed by creativity in mathematics and creativity in drawing, with creativity in writing and creativity in drawing being least similar. Additionally, we found evidence for several underlying traits (i.e., literacy ability and mathematical ability) and initial requirements of creativity (i.e., intelligence and divergent thinking), none of which were important for creativity in only one domain, and of which only intelligence was important for creativity in all domains. Herewith, our study provides insights regarding the complexity of the structure of creativity in primary education.     

Historical Examination of United States Intentional Mass School Shootings in the 20<Superscript>th</Superscript> and 21<Superscript>st</Superscript> Centuries: Implications for Students,Schools, and Society

The deadliest U.S. school shooting to date, occurring on February 14, 2018 at Marjory Stoneman Douglas High School in Parkland, Florida serves as a powerful reminder that school violence is ever present. Addressing school violence, however, has been an elusive endeavor. The purpose of this review is to provide a historical examination of United States intentional mass school shootings in the 20^th and 21^st centuries. In addition, implications for students, schools, and society are discussed in light of policy and legislative initiatives as well as school-based prevention and intervention tiered models of support, such as positive behavior interventions and supports (PBIS).     

Firearm Violence across the Lifespan: Relevance and Theoretical Impact on Child and Adolescent Educational Prospects

Firearm violence in United States has been a persistent concern for decades particularly in light of mass shootings. Firearm violence is increasingly viewed as a public health crisis, and results in a heavy financial burden to society. In light of the continuous challenges associated with firearm violence, limited research in the area, it is necessary to examine current trends regarding firearm deaths and injuries. Extant data from the U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, Web-based Inquiry Statistics Query and Reporting System fatal and nonfatal injury reports were used for this study. Available data were examined in light of age groups across the life span, region, gender, and minority status for both fatalities and injuries related to firearms. Strategies for reducing firearm fatalities, particularly among children and youth, are also discussed.     

Cognitive reappraisal reduces perceived exertion during endurance exercise

Emotion regulation may influence psychological responses to exercise. We examined whether the emotion regulation strategies, cognitive reappraisal and distraction, influenced psychological state and prefrontal cortex oxygenation during endurance exercise. Twenty-four endurance runners ran for 90 min at 75–85% maximum heart rate in three separate sessions with no instruction or with instructions to use cognitive reappraisal or distraction. Participants rated their emotional arousal, emotional valence, and perceived exertion before, every 30 min during, and after exercise. Functional near-infrared spectroscopy quantified changes in prefrontal cortex oxygenation. Participants felt lower emotional arousal and physical exertion when instructed to utilize cognitive reappraisal than when given no emotion regulation instruction. Such responses to distraction did not differ from the other conditions. Emotion regulation strategies did not influence emotional valence or prefrontal cortex oxygenation. Participants’ analytical interpretation of the cognitive reappraisal instruction could contribute to small effect sizes and limited effects. Further research should determine contexts under which emotion regulation strategies most benefit endurance exercise experience.     

The Role of a Narrative's Emotional Flow in Promoting Persuasive Outcomes

The study of narrative persuasion has increased dramatically in the past decade. Whereas much of this research focuses on story and character involvement, the role of emotion—and emotional flow specifically—has been understudied. In this article, we explore the multiple ways that the desire for and the experience of emotional shifts may promote the persuasive influence of narratives. First, we propose that the desire for an emotional shift (e.g., mood management) can guide message selection. Then, the emotional flow, or the series of emotional shifts in response to the unfolding story, may promote and sustain continued engagement with the narrative world. As such, influence of the narrative is likely enhanced. We then argue that the heightened state of narrative engagement and its associated emotional states have implications for post-message attitudes, both short-term attitude change as well as over-time change via emotion-driven topic involvement and social sharing. A research agenda for greater integration of emotion into narrative research is proposed.