Single-trial EEG-fMRI reveals the dynamics of cognitive function

Two major non-invasive techniques in cognitive neuroscience, electroencephalography (EEG) and functional magnetic resonance imaging (fMRI), have complementary advantages with regard to their spatial and temporal resolution. Recent hardware and software developments have made it feasible to acquire EEG and fMRI data simultaneously. We emphasize the potential of simultaneous EEG and fMRI recordings to pursue new strategies in cognitive neuroimaging. Specifically, we propose that, by exploiting the combined spatiotemporal resolution of the methods, the integration of EEG and fMRI recordings on a single-trial level enables the rich temporal dynamics of information processing to be characterized within spatially well-defined neural networks.     

The Bulimia Workshop: A Unique Integration of Group Treatment Approaches

The time constraints of weekly group therapy and the slow evolution of group cohesion attenuate the direct confrontation that is essential with bulimic patients. Consequently, a three-phase, multidimensional group program was devised to accelerate the treatment process. Treatment begins with an intensive weekend workshop during which members formulate contracts for interrupting the binge–purge cycle and changing symptomatic behavior. During a follow-up session problems in fulfilling the contracts are dealt with and successes are reinforced, in the final phase, group members convene without their therapists to provide peer support, reevaluate contracts, and share feelings regarding treatment progress. The unique implications for treatment process and therapist interventions prompted by this new format are discussed, and preliminary research findings are highlighted.     

The Development of Children's Concepts of Hardness

This study was conducted for three purposes. First, we assessed the development of children's concepts of hardness as an intensive physical quantity. We hypothesized a U-shaped behavioral growth curve for children's judgments on tasks measuring intensive physical quantity, but the hypothesis was not confirmed. The justifications accompanying correct and incorrect judgments for hardness were similar to those where U-shaped behavioral growth was found for other intensive physical quantities (temperature and sweetness). The second purpose was to determine how children solve seriation and transitivity tasks where hardness was the content. More older than younger children solved these tasks, and the transitivity task was correctly solved after the seriation task was correctly solved. One pattern of solutions for transitivity and intensive physical quantity allowed for differentiation between younger and older children who solved the intensivity tasks correctly. The third purpose was to determine whether children think that objects' hardnesses are labile (i.e., hard objects can become soft and vice versa) by simply adding more of that substance. More younger than older children thought that this was true     

The Relationship Between Certain Examiner Personality Variables and Subjects' Rorschach Scores

A projective instrument entitled the "Kilmann Insight Test" (KIT) was devised to measure the Interpersonal Value Constructs (IVCs) of individuals, defined as: the mental categories through which an individual perceives and interprets the desirable and undesirable features of interpersonal behavior. The KIT requires an individual to differentiate on a seven-point scale, 18 IVCs according to how relevant they are to a series of six ambiguous pictures of interpersonal situations. A factor analysis of the KIT's values resulted in two comprehensive factors: (a) Good Fellowship versus Functional Task Activity, and (b) Interpersonal Restraint versus Boldness. Comparing the KIT with a self-report instrument containing the same value items as the KIT, suggested that the KIT is assessing value dimensions, but that the KIT seems to be tapping a different concept of values than the self-report assessment.