Disgusting clusters: trypophobia as an overgeneralised disease avoidance response

Individuals with trypophobia have an aversion towards clusters of roughly circular shapes, such as those on a sponge or the bubbles on a cup of coffee. It is unclear why the condition exists, given the harmless nature of typical eliciting stimuli. We suggest that aversion to clusters is an evolutionarily prepared response towards a class of stimuli that resemble cues to the presence of parasites and infectious disease. Trypophobia may be an exaggerated and overgeneralised version of this normally adaptive response. Consistent with this explanation, individuals with trypophobia, as well as comparison individuals, reported aversion towards disease-relevant cluster stimuli, but only the trypophobic group reported aversion towards objectively harmless cluster stimuli that had no relevance to disease. For both groups the level of aversion reported was predicted uniquely by a measure of disgust sensitivity. Scaled emotion ratings and open-ended responses revealed that the aversive response was predominantly based on the disease avoidance emotion, disgust. Many open-ended responses also described skin sensations (e.g. skin itching or skin crawling). These findings support the proposal that individuals with trypophobia primarily perceive cluster stimuli as cues to ectoparasites and skin-transmitted pathogens.     

The synergy of working memory and inhibitory control: behavioral, pharmacological and neural functional evidences

Concomitant deficits in working memory and behavioral inhibition in several psychiatric disorders like attention-deficit/hyperactivity disorder, addiction or mania, suggest that common brain mechanisms may underlie their etiologies. Based on the theoretical assumption that a continuum exists between health and mental disorders, we explored the relationship between working memory and inhibition in healthy individuals, through spontaneous inter individual differences in behavior, and tested the hypothesis of a functional link through the fronto-striatal dopaminergic system. Rats were classified into three groups, showing good, intermediate and poor working memory and were compared for their inhibitory abilities. These two functions were simultaneously modulated by a dose-effect of d-amphetamine and in situ hybridization was used to quantify dopaminergic receptor (RD1) mRNAs in prefrontal cortex and striatal areas. A functional relationship between working memory and inhibition abilities was revealed. Both functions were similarly modulated by d-amphetamine according to an inverted-U shaped relationship and depending on initial individual performances. D-amphetamine selectively improved working memory and inhibition of poor and intermediate performers at low doses whereas it impaired both processes in good performers at a higher dose. D1 receptors were less expressed in prelimbic, infralimbic and anterior cingulate cortices of good compared to intermediate and poor performers, whereas no difference was observed between groups in striatal areas. The synergy of working memory and inhibitory abilities, observed in both healthy and psychiatric populations, may originate from endogenous variability in dopaminergic prefrontal cortex activity. Such findings confirm the validity of a dimensional approach, based on the concept of continuity between health and mental disorders for identifying endophenotypes of mental disorders.     

Visuospatial processing in memory for word location in writing

Two experiments examined how visuospatial processing engaged during text composition intervenes in memory for word location. Experiment 1 showed that in contrast to participants who performed a spatial task concurrently with composing a text, participants who performed a concurrent visual task recalled fewer word locations after the composition. Consequently, it is hypothesized that writers process the written text in order to visually represent its physical layout, and that this representation is then used when locating words. Experiment 2 tested this hypothesis by comparing a standard composition condition (with the written trace) with a condition in which the written trace was suppressed during composition, and with a condition without written trace and with added visual noise. Memory for word location only decreased with visual noise, indicating that construction of the visual representation of the text does not rely on the written trace but involves visual working memory.     

Peer Rejection and Friendships in Children with Attention-Deficit/Hyperactivity Disorder: Contributions to Long-Term Outcomes

Even after evidence-based treatment, Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with poor long-term outcomes. These outcomes may be partly explained by difficulties in peer functioning, which are common among children with ADHD and which do not respond optimally to standard ADHD treatments. We examined whether peer rejection and lack of dyadic friendships experienced by children with ADHD after treatment contribute to long-term emotional and behavioral problems and global impairment, and whether having a reciprocal friend buffers the negative effects of peer rejection. Children with Combined type ADHD (N?=?300) enrolled in the Multimodal Treatment Study of Children with ADHD (MTA) were followed for 8 years. Peer rejection and dyadic friendships were measured with sociometric assessments after the active treatment period (14 or 24 months after baseline; M ages 9.7 and 10.5 years, respectively). Outcomes included delinquency, depression, anxiety, substance use, and general impairment at 6 and 8 years after baseline (Mean ages 14.9 and 16.8 years, respectively). With inclusion of key covariates, including demographics, symptoms of ADHD, ODD, and CD, and level of the outcome variable at 24 months, peer rejection predicted cigarette smoking, delinquency, anxiety, and global impairment at 6 years and global impairment at 8 years after baseline. Having a reciprocal friend was not, however, uniquely predictive of any outcomes and did not reduce the negative effects of peer rejection. Evaluating and addressing peer rejection in treatment planning may be necessary to improve long-term outcomes in children with ADHD.     

Accounting for Movement between Childcare Classrooms: Does it Change Teacher Effects Interpretations?

Child care studies that have examined links between teachers' qualifications and children's outcomes often ignore teachers' and children's transitions between classrooms at a center throughout the day and only take into account head teacher qualifications. The objective of this investigation was to examine these traditional assumptions and to compare inferences made from these traditional models to methods accounting for transitions between classrooms and multiple teachers in a classroom. The study examined the receptive language, letter-word identification, and passage comprehension skills of 307 children enrolled in 49 community-based childcare centers serving primarily low-income families in Colorado. Results suggest that nearly one-third of children and over 80% of teachers moved daily between classrooms. Findings also reveal that failure to account for daily transitions between classrooms can affect interpretations of the relationship between teacher qualifications and child outcomes, with the model accounting for movement providing significant improvements in model fit and inference.     

Development of Clinical Psychology and Mental Health Resources in Vietnam

In this paper, we discuss development of the Vietnam National University graduate Clinical Psychology Program, which has the goal of training both Vietnamese researchers who will develop and evaluate culturally appropriate mental health treatments, as well as Vietnamese clinicians who will implement and help disseminate these evidence-based treatments. We first review the background situation in Vietnam regarding mental health, and its infrastructure and training needs, and discuss the process through which the decision was made to develop a graduate program in clinical psychology as the best approach to address these needs. We then review the development process for the program and its current status, and our focus on the schools as a site for service provision and mental health task shifting. Finally, we outline future goals and plans for the program, and discuss the various challenges that the program has faced and our attempts to resolve them.     

Time perception in response to ashamed faces in children and adults

The present study investigated the effect of the perception of faces expressing shame on time perception in children aged 5 and 8 years, as well as in adults, as a function of their ability to recognize this emotional expression. The participants' ability to recognize the expression of shame among faces expressing different emotions was tested. They were then asked to perform a temporal bisection task involving both neutral and ashamed faces. The results showed that, from the age of 8 years, the participants who recognized the facial expressions of shame underestimated their presentation time compared to that of neutral faces. In contrast, no time distortion was observed in the children who did not recognize the ashamed faces or in those younger children who did recognize them. The results are discussed in terms of self-conscious emotions which develop to involve an attentional mechanism.     

Motivational predictors of coping with academic examination

The present study focused on the motivational predictors of coping with academic examination through the test of the contribution of self-determination for academic studies and achievement goals. Coping strategies, academic motivation and achievement goals were assessed among 199 undergraduate students. Regression analysis revealed that problem-focused coping is positively predicted by identified regulation and negatively by amotivation, whereas emotion-focused coping is positively predicted by introjected regulation and amotivation. Mastery approach goals contributed positively to problem-focused coping. Identified regulation and mastery approach goals made a unique positive contribution to problem-focused coping, and amotivation was negatively related. Students' coping actions may vary according to both the reasons why they engage in academic studies and the goals they pursue in this setting.     

No-Futurism and Metaphysical Contingentism

According to no-futurism, past and present entities are real, but future ones are not. This view faces a skeptical challenge (Bourne in Australas J Philos 80(3):359–371 2002; A future for presentism, Clarendon Press, Oxford 2006; Braddon-Mitchell in Analysis 64(283):199–203 2004): if no-futurism is true, how do you know you are present? I shall propose a new skeptical argument based on the physical possibility of Gödelian worlds (Albert Einstein: philosopher-scientist, Open Court, La Salle, pp. 555–562, 1949). This argument shows that a no-futurist has to endorse a metaphysical contingentist reading of no-futurism, the view that no-futurism is contingently true. But then, the no-futurist has to face a new skeptical challenge: how do you know that you are in a no-futurist world?     

Validation of the Karitane Parenting Confidence Scale in Measuring Parental Self-Efficacy of Australian Fathers

Journal of Child and Family Studies - Parental Self Efficacy (PSE) is a key predictor of positive parenting practices and child outcomes. The Karitane Parenting Confidence Scale (KPCS) is a global...