Comparing supervised and unsupervised category learning

Two unsupervised learning modes (incidental and intentional unsupervised learning) and their relation to supervised classification learning are examined. The approach allows for direct comparisons of unsupervised learning data with the Shepard, Hovland, and Jenkins (1961) seminal studies in supervised classification learning. Unlike supervised classification learning, unsupervised learning (especially under incidental conditions) favors linear category structures over compact nonlinear category structures. Unsupervised learning is shown to be multifaceted in that performance varies with task conditions. In comparison with incidental unsupervised learning, intentional unsupervised learning is more rule like, but is no more accurate. The acquisition and application of knowledge is also more laborious under intentional unsupervised learning.     

Factor Structure and Criterion Validity of Secondary School Teacher Ratings of ADHD and ODD

Attention-Deficit Hyperactivity Disorder (ADHD) is currently viewed as a heterogeneous disorder with two factors: inattention and impulsivity–hyperactivity. This conceptualization of ADHD is based primarily on research with children or samples that mix children and adolescents. To examine if the 2-factor ADHD model is appropriate for adolescents and if the ADHD factors are distinct from Oppositional Defiant Disorder (ODD) in adolescents, teacher rating data were collected for 2 samples of adolescents. The results of a confirmatory factor analysis supported the convergent and divergent validity of a model with separate but correlated factors for inattention, impulsivity–hyperactivity, and defiant behavior. Further evidence of construct validity was found when factor scores were examined relative to the criterion variables of academic performance and rule-breaking behavior. The results support the utility of teacher ratings of ADHD and ODD in the assessment of adolescents, and the applicability of the DSM-IV conceptualization of these disorders to adolescents.     

Does the Argument from Realization Generalize? Responses to Kim

By quantifying over properties we cannot create new properties any more than by quantifying over individuals we can create new individuals. Someone murdered Jones, and the murderer is either Smith or Jones or Wang. That “someone,” who murdered Jones, is not a person in addition to Smith, Jones, and Wang, and it would be absurd to posit a disjunctive person, Smith‐or‐Jones‐or‐Wang, with whom to identify the murderer. The same goes for second‐order properties and their realizers. (Kim 1997a, 201)     

Development and Risk Behavior Among African American, Caucasian, and Mixed-race Adolescents Living in High Poverty Inner-city Neighborhoods

Youths growing up in low-income inner-city neighborhoods are at substantial risk for initiating substance use, violent behavior, and sexual intercourse at early ages; these risk behaviors continue at comparatively high rates through adolescence. Hopelessness has been implicated as a risk factor for these behaviors. In this paper, we consider how race influences this process. African Americans form a demographic minority within the United States, but they are often the majority within inner-city neighborhoods. For Caucasians, the opposite typically holds. Mixed-race populations form a minority within both contexts. Using longitudinal data, we examine the relationship between race and risk behaviors in several impoverished inner-city neighborhoods where African Americans form the distinct majority and Caucasians and people of mixed racial heritage form a small minority. We also consider how race moderates the relationship between hopelessness and risk behavior. Our findings show that compared to Caucasian or mixed-race adolescents, African American adolescents are less likely to engage in risk behaviors, and that hopelessness has a less important impact on their behaviors.     

Relationship between clinician assessment and self-assessment of personality disorders using the SWAP-200 and PAI

The relation between self- and peer-informant reports of personality using psychometric instruments has been the focus of considerable research. The quantified judgments of clinically experienced observers such as treating clinicians have also been studied. The focus of the present article is on the measurement of 3 personality disorders (borderline, antisocial, and obsessive-compulsive) using the Shedler-Westen Assessment Procedure (SWAP-200), an instrument designed to quantify personality ratings made by clinically experienced informants, and the self-report Personality Assessment Inventory (PAI). SWAP-200 personality disorder scales showed small to medium correlations with borderline and antisocial personality disorder scales from the PAI. As predicted, SWAP-200 obsessive-compulsive personality disorder correlated negatively with these scales, suggesting discriminant validity.     

Innovative clinical assessment technologies: challenges and opportunities in neuroimaging

The authors review the reasons for the contrast between the remarkable advances that hemodynamic and electromagnetic imaging of the human brain appear capable of delivering in clinical practice in psychology and their very limited penetration into practice to date. Both the heritage of the relevant technologies and the historical orientation of clinical psychology away from biological phenomena are factors. Discussion of some technical aspects and prospects of these methods and recommendations for facilitating clinical use are provided, with an emphasis on fostering the participation of and contribution by practicing clinical psychologists and professionals in related fields lacking a strong grounding in biological measurement.     

Individual differences in working memory capacity and visual search: The roles of top-down and bottom-up processing

Individual differences in working memory capacity (WMC) have been implicated in a variety of top-down, attention-control tasks: Higher WMC subjects better ignore irrelevant distractions and withhold habitual responses than do lower WMC subjects. Kane, Poole, Tuholski, and Engle (2006) recently attempted to extend these findings to visual search, but found no relation between WMC and search efficiency, even in difficult tasks yielding steep search slopes. Here we used a visual search task that isolated the contributions of top-down versus bottom-up mechanisms, and induced a habitual response via expectation. Searches that relied primarily on bottom-up mechanisms did not vary with WMC, but searches that relied primarily on top-down mechanisms showed an advantage for higher over lower WMC subjects.     

Alpha3-integrins are required for hippocampal long-term potentiation and working memory

Integrins comprise a large family of heterodimeric, transmembrane cell adhesion receptors that mediate diverse neuronal functions in the developing and adult CNS. Recent pharmacological and genetic studies have suggested that beta1-integrins are critical in synaptic plasticity and memory formation. To further define the role of integrins in these processes, we generated a postnatal forebrain and excitatory neuron-specific knockout of alpha3-integrin, one of several binding partners for beta1 subunit. At hippocampal Schaffer collateral-CA1 synapses, deletion of alpha3-integrin resulted in impaired long-term potentiation (LTP). Basal synaptic transmission and paired-pulse facilitation were normal in the absence of alpha3-integrin. Behavioral studies demonstrated that the mutant mice were selectively defective in a hippocampus-dependent, nonmatch-to-place working memory task, but were normal in other hippocampus-dependent spatial tasks. The impairment in LTP and working memory is similar to that observed in beta1-integrin conditional knockout mice, suggesting that alpha3-integrin is the functional binding partner for beta1 for these processes in the forebrain.     

Electronic media use, reading, and academic distractibility in college youth.

Activities that require focused attention, such as reading, are declining among American youth, while activities that depend on multitasking, such as instant messaging (IMing), are increasing. We hypothesized that more time spent IMing would relate to greater difficulty in concentrating on less externally stimulating tasks (e.g., academic reading). As hypothesized, the amount of time that young people spent IMing was significantly related to higher ratings of distractibility for academic tasks, while amount of time spent reading books was negatively related to distractibility. The distracting nature and the context of IMing in this population are described.     

Artful Witnessing of the Story: Loss in Aging Adults

The authors examine the concepts of ego integrity, life review, and narrative reconstruction as cornerstones of theory that inform counseling practice with aging adults. Contemporary theories of grief reconciliation are proposed as useful models for understanding and creatively addressing the needs of adults who are 60 years and older.