Neuropsychological correlates of self-reported impulsive aggression in a college sample

The present study examined the neuropsychological correlates of impulsive aggression/violence using a population which is considered to be functioning ‘normally’ by societal standards, college students. Subjects were 12 college students classified as impulsive aggressive by self-report and 12 nonaggressive matched controls. All impulsive aggressive subjects reported a lifetime history of physical aggressive outbursts. The neuropsychological findings suggest that impulsive aggressives share a pathological focus involving specific executive control processes: impulse control and verbal strategic processing. These findings are consistent with the neuropsychological and psychophysiological findings in impulsive aggressive incarcerated criminals and support the notion of a specific behavioral syndrome associated with spontaneous aggressive outbursts.     

Differences in memory functioning between children with attention-deficit/hyperactivity disorder and/or focal epilepsy

Prior research has shown that attention-deficit/hyperactivity disorder (ADHD) and epilepsy are frequently comorbid and that both disorders are associated with various attention and memory problems. Nonetheless, limited research has been conducted comparing the two disorders in one sample to determine unique versus shared deficits. Hence, we investigated differences in working memory (WM) and short-term and delayed recall between children with ADHD, focal epilepsy of mixed foci, comorbid ADHD/epilepsy and controls. Participants were compared on the Core subtests and the Picture Locations subtest of the Children’s Memory Scale (CMS). Results indicated that children with ADHD displayed intact verbal WM and long-term memory (LTM), as well as intact performance on most aspects of short-term memory (STM). They performed worse than controls on Numbers Forward and Picture Locations, suggesting problems with focused attention and simple span for visual-spatial material. Conversely, children with epilepsy displayed poor focused attention and STM regardless of the modality assessed, which affected encoding into LTM. The only loss over time was found for passages (Stories). WM was intact. Children with comorbid ADHD/epilepsy displayed focused attention and STM/LTM problems consistent with both disorders, having the lowest scores across the four groups. Hence, focused attention and visual-spatial span appear to be affected in both disorders, whereas additional STM/encoding problems are specific to epilepsy. Children with comorbid ADHD/epilepsy have deficits consistent with both disorders, with slight additive effects. This study suggests that attention and memory testing should be a regular part of the evaluation of children with epilepsy and ADHD.     

A clock pulse generator (CPG) for behavioral time research

A device is described which (1) generates very accurate time calibration tones suitable for tape recording along with experimental behaviors, and (2) creates from such a recorded tone an easy-to-read structured pulse train for oscillographic tracings. Calibration tones at 1-, 5-, and 10-kHz pulse rates are derived from a crystal oscillator module and are made available for tape recording at one output of the device. The second output produces a four-level structured pulse train in which there is one pulse for each cycle of the calibration tone (every 10th is a little larger, every 100th a little larger yet, and every 1,000th larger still). An example of the use of this device in speech, timing research is given.     

Unconceived alternatives and conservatism in science: the impact of professionalization,peer-review,and Big Science

Synthese - Scientific realists have suggested that changes in our scientific communities over the course of their history have rendered those communities progressively less vulnerable to the...     

Characterizing aggressive behavior

In the research literature, aggressive behavior has traditionally been classified into two distinct subtypes, impulsive or premeditated. Impulsive aggression is defined as a hair-trigger aggressive response to provocation with loss of behavioral control. Premeditated aggression is defined as a planned or conscious aggressive act, not spontaneous or related to an agitated state. The present study outlines the development of a clinically useful self-report instrument, the Impulsive/Premeditated Aggression Scales (IPAS), designed to characterize aggressive behavior as predominately impulsive or predominately premeditated in nature. The IPAS showed strong reliability and validity. Analysis of the IPASscores demonstrated thepresence of two types of aggressive behavior, impulsive and premeditated, in men referred for anger problems. The aggression of most individuals in the present sample was characterized as predominately impulsive in nature (90%).     

Validation of the Impulsive/Premeditated Aggression Scale in College Students

ABSTRACT

Impulsive (IA) and premeditated (PM) aggression reflect functions of aggressive behavior that may have differential correlates and clinical utility. The purpose of this study was to extend the use of the Impulsive/Premeditated Aggression Scale (IPAS) for characterizing aggression in a college student sample. Three hundred forty students completed the IPAS, Buss and Perry's (1992) Buss, A. H. and Perry, M. 1992. The Aggression Questionnaire. Journal of Personality and Social Psychology, 63: 452–459. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar] Aggression Questionnaire (AQ), and measures of childhood maltreatment and negative life events. Principal components analyses supported reliable IA and PM factors. The degree of IA was significantly higher than that of PM. Convergent validity for the IA scale was supported with significant relationships with certain AQ scales. Implications for studying aggressive functions in this age group may inform violence prevention and treatment on college campuses.     

Refining the Causal Theory of Reference for Natural Kind Terms

Philosophical Studies -