How do memory systems interact? Evidence from human classification learning

Studies of human classification learning using functional neuroimaging have suggested that basal ganglia and medial temporal lobe memory systems may interact during learning. We review these results and outline a set of possible mechanisms for such interactions. Effective connectivity analyses suggest that interaction between basal ganglia and medial temporal lobe are mediated by prefrontal cortex rather than by direct connectivity between regions. A review of possible neurobiological mechanisms suggests that interactions may be driven by neuromodulatory systems in addition to mediation by interaction of inputs to prefrontal cortical neurons. These results suggest that memory system interactions may reflect multiple mechanisms that combine to optimize behavior based on experience.     

Gender and culture differences in emotion

In this article, the authors report a secondary analysis on a cross-cultural dataset on gender differences in 6 emotions, collected in 37 countries all over the world. The aim was to test the universality of the gender-specific pattern found in studies with Western respondents, namely that men report more powerful emotions (e.g., anger), whereas women report more powerless emotions (e.g., sadness, fear). The authors expected the strength of these gender differences to depend on women's status and roles in their respective countries, as operationalized by the Gender Empowerment Measure (GEM; United Nations Development Programme Human Development Report 2002). Overall, the gender-specific pattern of women reporting to experience and express more powerless emotions and men more powerful emotions was replicated, and only some interactions with the GEM were found.     

Deficits of motor intention following parietal lesions

Patients with lesions to the right parietal lobe were tested on their ability to reach to targets, or to respond verbally to targets. The targets occurred at the same two spatial locations--to the left and right of the patient--with the task being cued by the color of the target. Patients were able to perform both tasks separately rapidly and without error. However, when the two tasks were interleaved, they had difficulty making a response in the left (contralesional) field when this was different to a response that they had just made. These results suggest that lesions to the parietal cortex may cause a deficit in the coding for motor intention, as well as attention in the contralesional field.     

Context-specificity of relapse: effects of therapist and environmental context on return of fear.

Context-specificity of fear extinction was tested among 65 participants who were fearful of spiders by manipulating the contexts used for exposure treatment and two-week follow-up assessment. Context was defined by both meaningful (presence of a particular therapist) and incidental (room location and furnishings) environmental cues. Distinct phobic stimuli were used to examine interactions of context with stimulus. Physiological, behavioral and verbal indices of fear were measured. Results provided modest support for context-specific return of fear. With one stimulus, participants assessed in a non-treatment context at follow-up exhibited greater returns in heart rate levels. In addition, three of four participants who could not touch the stimulus at follow-up had been tested in a non-treatment context. Future investigations may benefit from greater distinctions between contexts or manipulation of contextual features more directly relevant to fear. Finally, post hoc analyses identified high trait anxiety, slow treatment response, recovery of phobic cognitions and long duration/high intensity phobic encounters post-treatment as significant predictors of increased return of fear.     

Anxiety Symptomatology in Mexican-American Adolescents

Mexican-American adults and adolescents in general have been reported to have high levels of anxiety symptomatology. In our study of a tri-ethnic sample of 2528 junior and senior high school students, the Youth Self Report (YSR) version of the Child Behavior Checklist (CBCL) and a sociodemographic questionnaire was used to assess the anxiety symptoms of Hispanic youth. We compared the ratings on anxiety symptoms, using Achenbach's anxiety subscale on the YSR, between two populations. The anxiety levels of youth in coastal southeast Texas (Galveston County) were compared to the anxiety levels of youth in the lower Rio Grande Valley. We found that Mexican-Americans of the Lower Rio Grande Valley scored higher on anxiety symptoms than the tri-ethnic population of Galveston County. Other factors associated with higher anxiety scores for Mexican-American youths included being born outside the US, linguistic fluency, father absent from the home, mother's education, and household size. Multiple regression analyses showed that socio-economic status (SES), family composition, and linguistic fluency had a greater relative impact on anxiety symptomatology than all other factors, both for the total sample as well as for the Mexican-American sample. These results parallel previous findings, with Mexican-American adults, which suggest either higher risk for anxiety symptomatology or a culturally related bias in the reporting of such symptoms.     

Self as the Target and the Perceiver: A Componential Approach to Self-Enhancement

In this paper, we review the recent literature on the debate over the value of self-enhancement. Past studies fall into two distinct sets, each in the context of a different research tradition. The componential approach to self-enhancement integrates these two divergent perspectives and takes seriously the interplay of self-perception and interpersonal perception. Instead of global indices, the componential approach identifies specific components of person perception. By partitioning the components in self-perception, the componential approach allows for better understanding of the dynamic interactive effects of self-enhancement bias and other components in self-perception on adjustment. We conclude the paper by discussing the emerging attempts to advance a componential approach to examine self-perception in terms of components and outcomes.     

Direktausbildung Psychotherapie an der medizinischen Fakultät

Background

There is ongoing political discussion at the Federal Ministry of Health that a university entrance diploma should allow psychotherapy to be studied directly: Graduation leads to a licensure that qualifies for further specialization, e.g. in cognitive behavioral therapy (CBT) or psychodynamic psychotherapy analog to medical specialization. As psychotherapy has its roots in both psychology and in medicine, the question is raised which faculty should be the future home of direct psychotherapy schools.

Material and methods

A theoretical model curriculum of psychosomatic psychotherapy is proposed. Its structure which is oriented to the established structure of medical training and its contents are described. It is argued that the proposed model in the tradition of psychosomatic medicine is suitable to meet ongoing changes in the structure of psychotherapeutic care due to new challenges in the field of public health.

Conclusion

The study of psychotherapy should be associated with chairs in clinical psychology and psychosomatic medicine in order to maintain and further develop the variety and quality which psychotherapy has gained in Germany.