Combining cognitive-behavioral therapy and pharmacotherapy in the treatment of pedophilic incest offenders

Treatment programs for incest offenders traditionally do not differentiate between pedophilic and nonpedophilic perpetrators. This oversight has failed to meet the specialized needs of pedophilic incest offenders, who differ from other incest as well as nonfamilial sex offenders in important ways. This paper describes a treatment intervention combining cognitive-behavioral therapy and pharmacotherapy for the specialized treatment needs of the pedophilic incest offender. A case report is presented to illustrate the use of combined treatment and to highlight indicators for this strategy.     

The representation and integration in memory of spatial and nonspatial information

A series of experiments investigated whether people could integrate nonspatial information about an object with their knowledge of the object's location in space. In Experiments 1 and 3, subjects learned the locations of cities on a fictitious road map; in Experiments 2, 4, and 5, subjects were already familiar with the locations of buildings on a campus. The subjects then learned facts about the cities on the maps or the buildings on the campus. The question of interest was whether or not these nonspatial facts would be integrated in memory with the spatial knowledge. After learning the facts, subjects were given a location-judgment test in which they had to decide whether an object was in one region of the space or another. Knowledge integration was assessed by comparing levels of performance in two conditions: (a) when a city or a building name was primed by a fact about a neighboring city or building, and (b) when a city or a building name was primed by a fact about a distant city or building. Results showed that responses in Condition a were faster or more accurate, or both faster and more accurate, than responses in Condition b. These results indicate that the spatial and nonspatial information were encoded in a common memory representation.     

Visual hemispheric asymmetries depend on which spatial frequencies are task relevant

Observers classified sine-wave and square-wave gratings on the basis of fundamental frequency (Are the bars wide or narrow?) or on the basis of higher harmonic frequencies (Are the bars sharp or fuzzy?). Stimuli were presented in either the left (LVF) or right (RVF) visual field. When the classification was made on the basis of the fundamental frequencies (1 or 3 c/deg), there was a LVF/right hemisphere advantage. However, when the classification was on the basis of a sharp/fuzzy distinction which involved searching for the higher harmonic frequencies, then a RVF/left hemisphere advantage was found.     

Picture Perception Lab: A program for picture perception experiments on the Macintosh II

Picture Perception Lab (PPL) is a program for picture perception experiments. PPL capitalizes on the sophisticated drawing software available for the Macintosh computer by allowing the user to create stimulus images by using almost any drawing package. Through a series of user-friendly dialog boxes, PPL enables even nonprogrammers to develop, quickly and easily, tachistoscopelike vision experiments. The program allows a wide variety of experimental designs. Image exposure durations and subjects’ reaction times are precisely monitored with millisecond timing functions. Each image is drawn on the screen in a single 60-Hz refresh.     

The differentiation of rhythmic structure

Listeners judged whether two five-tone nonmetric rhythms were the same or different. Each rhythm was presented one, two, or four times to study the process of perceptual differentiation. The results indicated that the listeners perceived these rhythms in-terms.of the grouping of the tones, and not in terms of the timing between the groups. Two rhythms that had the same perceptual grouping were judged as being identical, even if the timing between the groups was different. The perception of the groupings of tones developed gradually. If each rhythm was presented only once, then the listeners had only a global percept, focused on groups (runs) of three elements, and often judged two different rhythms as being identical. If the rhythms were presented two or four times, then the grouping of the tones became more differentiated and the listeners were less likely to judge different patterns as being identical. Thus, perception of auditory rhythmic structure appears to follow the same developmental process as the perception of visual spatial structure.     

Children’s competitive behavior: A challenging alternative

The effect of challenge on the cooperative and competitive behavior of 120 urban American children was assessed using two experimental game apparatuses, one of which provided a challenging cooperative response. Significantly more cooperation was observed when the subjects were presented with a challenging cooperative response. In addition, a reliable age effect was found indicating that the older subject group (10–12 years old) was more cooperative than the younger two age groups (5–7 and 8–10 years old). Finally, a significant game condition x order interaction was discovered suggesting that under some conditions the order in which the games were played affected the degree of subject cooperation. Results are related to a theory of competence motivation. It is argued that cooperation among American children may be increased if the task involves the presence of challenge. A portion of this research was presented at the biennial meetings of the Society for Research in Child Development, Detroit, Michigan, 1983.