Optimism, perceived risk of breast cancer, and cancer worry among a community-based sample of women.

Optimism is frequently inversely associated with distress; however, less is known about the mechanisms underlying this relationship. Optimism can be defined as having a generalized positive expectancy about the future. The authors hypothesized that a specific expectancy might mediate the relationship between optimism and distress. That model was tested using perceived risk of breast cancer as a specific measure of expectancy and cancer worry as a measure of distress in a community-based sample of 1,366 women. It was hypothesized that optimism would be inversely associated with cancer worry and that perceived risk of breast cancer would mediate the relationship between optimism and cancer worry. Multiple regression analyses revealed that perceived risk partially mediated the relationship between optimism and cancer worry.     

0 + 1 > 1: How adding noninformative sound improves performance on a visual task

It is well known that the nervous system combines information from different cues within and across sensory modalities to improve performance on perceptual tasks. In this article, we present results showing that in a visual motion-detection task, concurrent auditory motion stimuli improve accuracy even when they do not provide any useful information for the task. When participants judged which of two stimulus intervals contained visual coherent motion, the addition of identical moving sounds to both intervals improved accuracy. However, this enhancement occurred only with sounds that moved in the same direction as the visual motion. Therefore, it appears that the observed benefit of auditory stimulation is due to auditory-visual interactions at a sensory level. Thus, auditory and visual motion-processing pathways interact at a sensory-representation level in addition to the level at which perceptual estimates are combined.     

Reduced Repetition Blindness for One's Own Name

We report a series of studies demonstrating reduced repetition blindness (RB) for one's own name. Participants searched RSVP streams for their own name and another name, and reported how many times these names appeared in each stream. In half of the streams containing two names, the same name was repeated; in the other half, the two names were different. Half of the repetitions were the participant's own name, half were another name. The results showed large RB for the “other name” condition, and attenuated, but significant, RB for the “own name” condition. This reduction in RB for the participant's own name was found when participants searched for the target names among nouns, among other names, and when participants just detected the presence or absence of the second name. Reduced RB for one's own name helps to reduce previous uncertainty regarding the existence of lexical and conceptual RB for words.     

Spatial cueing by social versus nonsocial directional signals

A cost-benefit analysis was used to investigate whether reflexive effects in a spatial cueing task are stronger when target location is cued by another person's gaze rather than arrows because the relative contribution of attentional shifts versus automatic priming is greater in the case of gaze cues. Across four experiments, nonpredictive arrows triggered rapid facilitatory, inhibition-less priming that peaked at 300-500ms SOA and then died away; across three experiments, nonpredictive gaze cues triggered facilitation-plus-costs at SOAs of 300-400ms or more, suggesting that gaze cues trigger stronger (and longer) attentional effects. At 200 ms SOA, gaze cues triggered facilitation-without-cost, consistent with the view that facilitatory effects accrue more rapidly due to earlier automatic priming, whereas costs are manifest slightly later, when attentional effects come online. There was some evidence that nonpredictive gaze cues trigger long-lasting congruency effects so long as observers maintain their preparedness to respond. Findings support the view that gaze is a unique symbolic directional cue.     

Rival reading: Deleuze on Hume

Book Information Environmental Philosophy and Ethics in Buddhism. Environmental Philosophy and Ethics in Buddhism Padmasiri de Silva London Macmillan Press 1998 xviii + 195 Hardback AUS$69.95 By Padmasiri de Silva. Macmillan Press. London. Pp. xviii + 195. Hardback:AUS$69.95,     

Reliable Ratings or Reading Tea Leaves: Can Parent,Teacher, and Clinician Behavioral Ratings of Preschoolers Predict ADHD at Age Six?

To assess the relative ability of parent, teacher, and clinician behavioral ratings of preschoolers to predict ADHD severity and diagnosis at 6 years of age. Hyperactive/inattentive preschoolers [N?=?104, 75 % boys, Mean (SD) age?=?4.37 (0.47) years] were followed over 2 years (mean?=?26.44 months, SD?=?5.66). At baseline (BL), parents and teachers completed the ADHD-RS-IV and clinicians completed the Behavioral Rating Inventory for Children following a psychological testing session. At age 6, [Mean (SD) age?=?6.62 (0.35) years], parents were interviewed with the K-SADS-PL; teachers completed the ADHD-RS-IV; and laboratory measures of hyperactivity, impulsivity, and inattention were obtained from children. Hierarchical logistic and linear regression analyses examined which combination of BL ratings best predicted 6-year-old ADHD diagnosis and severity, respectively. At age 6, 56 (53.8 %) children met DSM-IV criteria for a diagnosis of ADHD. BL ratings from parent/teacher/clinician, parent/teacher and parent/clinician combinations significantly predicted children who had an ADHD diagnosis at age 6. Parent and clinician, but not teacher, behavior ratings were significant independent predictors of ADHD diagnosis and severity at 6-years-old. However, only clinician reports of preschoolers’ behaviors predicted laboratory measures of over-activity and inattention at follow-up. Cross-situationality is important for a diagnosis of ADHD during the preschool years. Among parents, teachers and clinicians, positive endorsements from all three informants, parent/teacher or parent/clinician appear to have prognostic value. Clinicians’ ratings of preschoolers’ inattention, impulsivity and hyperactivity are valid sources of information for predicting ADHD diagnosis and severity over time.     

Tier 2 Reading Fluency Interventions With Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-Directed Evidence-Based Intervention

This randomized study evaluated two evidence-based reading interventions with 121 middle school students who presented with reading fluency deficits. One intervention was teacher-directed and utilized numerous evidence-based strategies; the other intervention, the Helping Early Literacy with Practice Strategies for Small Groups Program, provided a structured implementation protocol of evidence-based strategies and specific intervention materials. Students in both groups demonstrated statistically significant growth on standardized measures of reading fluency and comprehension, but there were no differences between intervention conditions for any of the dependent measures. Practical implications for using oral reading fluency interventions at the middle school level are discussed.     

Sensitivity of the Wisconsin Card Sorting Test (64-Card Version) versus the Tower of London (Drexel Version) for detecting executive dysfunction in children with epilepsy

Executive function deficits are common in children and adolescents with epilepsy. Though the Wisconsin Card Sorting Task (WCST) is often considered the “gold standard” for executive function assessment, its sensitivity—particularly in the case of the 64-card version (WCST-64)—is insufficiently established in pediatric samples, including children and adolescents with epilepsy. The present investigation assesses the sensitivity of the WCST-64 in children and adolescents with epilepsy in comparison to another measure: the Tower of London – Drexel Version (TOL-DX). A total of 88 consecutively referred children and adolescents with epilepsy were administered both the WCST-64 and TOL-DX as part of a comprehensive neuropsychological evaluation. The sensitivity of WCST-64 and TOL-DX variables were established and relations with epilepsy severity measures and other executive function measures were assessed. Of the WCST-64 variables, Perseverative Responses is the most sensitive, but detected executive function impairment in only 19% of this clinically referred sample; in contrast, the TOL-DX Rule Violations detected executive function impairment in half of the sample. Further, TOL-DX performances are more strongly related to epilepsy severity variables and other executive function measures in comparison to the WCST-64. Despite its popularity amongst clinicians, the WCST-64 is not as sensitive to executive dysfunction in comparison to other measures of comparable administration time, such as the TOL-DX.     

Introductory Comments

Three groups of informants—two in California, one in Atlanta—recalled their experiences of the 1989 Loma Prieta earthquake shortly after the event and again 1 1/2 years later. The Californians' recalls of their own earthquake experiences were virtually perfect. Even their recalls of hearing the news of an earthquake-related event were very good: much higher than Atlantan recalls of hearing about the quake itself. Atlantans who had relatives in the affected area remembered significantly more than those who did not. These data show that personal involvement in the quake led to greatly improved recall, but do not show why. Many Californian informants reported low levels of stress/arousal during the event; arousal ratings were not significantly correlated with recall. The authors suggest that repeated narrative rehearsals may have played an important role.     

Children's narratives and well-being

Research with adults indicates that writing causal-explanatory and emotionally disclosing narratives of stressful experiences is related to psychological well-being. Limited research with children has shown mixed results, but developmental theory suggests that simple extrapolation from adult findings might be problematic. In this study, 9- to 13-year-old children engaged in three days of writing under emotional and non-emotional instructions, and completed measures of depression, anxiety, strengths and difficulties, and somatic symptoms both at baseline and 2 months following intervention. Narratives were coded using a developmentally appropriate, exhaustive coding system. Children in the emotional writing group wrote more about negative evaluations, problems, emotions, explanations and coping than children in the non-emotional writing group. However, those children who wrote more about negative evaluations, problems and explanations subsequently showed higher levels of anxiety, depression and difficulties. Due to limited narrative and emotional regulation skills, expressive writing may not benefit, and may even be detrimental for, some children.