The psychodiagnostic value of children's earliest memories

Examined the early memories of 94 boys, aged 8 through 11, with varying levels of psychopathology. Via a newly developed early memory scoring system, subjects were classified according to degree of presenting psychopathology at a highly significant level. The scoring system classifications were also more accurate than those made by experienced clinicians. The importance of scoring system structural variables in making adjustment/maladjustment decisions was emphasized.     

Evaluation of ego strength based on certain Rorschach variables.

Despite the importance of the assessment of ego strength for appropriate assignment of clients for psychotherapy and/or rehabilitation, existing techniques have not fulfilled expectations. A method for assessing ego strength through the Rorschach Test independent of clinical criterion is proposed. In addition to certain variables of Klopfer's RPRS (M+, FM+, FC+ plus CF+), sharply preceived space responses are included. They constitute a highly intercorrelated global measure of ego strength and are also highly correlated to a relatively independent Rorschach variable of global ego efficiency, i.e. integrated whole responses. In accordance with prediction, non-controlled color responses as well as accuracy of form perception did not correlate in a non-clinical sample with either measure of ego strength.     

Making Nature,Making Energy,Making Humans: Two Exhibitions at the Wellcome Trust

This article reviews the Wellcome Collection exhibitions ‘Making Nature: How We See Animals’ and ‘Electricity: The Spark of Life’. While the two exhibitions appear to have disparate topics—one exhibition speaks about our co-existence with animals, the other about energy futures—they speak to each other in thought-provoking ways around the questions: how are we human in these times, and what possible trajectories are available to us?     

Example‐based learning: Effects of model expertise in relation to student expertise

Background. Worked examples are very effective for novice learners. They typically present a written‐out ideal (didactical) solution for learners to study. Aims. This study used worked examples of patient history taking in physiotherapy that presented a non‐didactical solution (i.e., based on actual performance). The effects of model expertise (i.e., worked example based on advanced, third‐year student model or expert physiotherapist model) in relation to students' expertise (i.e., first‐ or second‐year) were investigated. Sample. One hundred and thirty‐four physiotherapy students (61 first‐year and 73 second‐year). Methods. Design was 2×2 factorial with factors ‘Student Expertise’ (first‐year vs. second‐year) and ‘Model Expertise’ (expert vs. advanced student). Within expertise levels, students were randomly assigned to the Expert Example or the Advanced Student Example condition. All students studied two examples (content depending on their assigned condition) and then completed a retention and test task. They rated their invested mental effort after each example and test task. Results. Second‐year students invested less mental effort in studying the examples, and in performing the retention and transfer tasks than first‐year students. They also performed better on the retention test, but not on the transfer test. In contrast to our hypothesis, there was no interaction between student expertise and model expertise: all students who had studied the Expert examples performed better on the transfer test than students who had studied Advanced Student Examples. Conclusions. This study suggests that when worked examples are based on actual performance, rather than an ideal procedure, expert models are to be preferred over advanced student models.     

Perimenopausal mental disorders: epidemiology and phenomenology

Perimenopause, the interval of irregular menstrual activity which directly precedes menopause, is characterized by widely fluctuating hormone levels amidst a large-scale decline in circulating estrogen. This phase in a woman's life is typically accompanied by physical discomforts including vasomotor symptoms, such as headaches, insomnia, and hot flushes, as well as genital atrophy. Not surprisingly, studies suggest a significant increase in mood lability for women during this time. While some evidence points toward an exacerbation of bipolar mood symptoms and an increase in schizophrenic psychosis during perimenopause, the majority of research conducted on perimenopausal mental disorders has focused on unipolar depression. Studies vary widely in methodology, definitions of menopausal status, and degrees of depression among subjects; however, the majority of findings indicate an increased susceptibility to depression during the perimenopausal transition. This greater susceptibility may be due to neuroendocrine effects of declining estrogen levels, the subjective experience of somatic symptoms resulting from this hormonal decline, and/or the more frequent occurrence of "exit" or "loss" events for women during this stage of life. At this time, more research is needed to address questions of prevalence, risk, and etiology for depression and other major mental disorders as related to the physiological and psychosocial changes associated with perimenopause.     

THE SIGNIFICANCE OF ROLE BEHAVIOR DIFFERENTIATION FOR CROSS-CULTURAL INTERACTION TRAINING1

Importance de la distinction des rôles pour L'apprentissage des relations interculturelles. — Pour apprendre aux gens à se conduire efficacement avec des personnes appartenant à une autre culture, il apparaît nécessaire d'identifier les différences interculturelles qui sont critiques pour le travail en commun de groupes culturellement hétérogènes. Une analyse théorique du développement de la distinction des rôles, dans et entre les systèmes sociaux, pour des cultures traditionnelles et modernes, conduit à L'hypothèse que les cultures traditionnelles mettent L'accent sur la distinction entre rôles du même système, tandis qu'une culture moderne tend à mettre L'accent sur la distinction entre rôles comparables de systèmes différents. Ces hypothèses ont été testées par une étude du contenu d'un programme de formation culturelle qui s'est avéré améliorer la performance et les relations interpersonnelles d'un individu dans des groupes de travail hétéroculturels. Ce programme comporte 55 épisodes-problèmes dans lesquels les stagiaires doivent trouver les causes de conflit. Les épisodes-problèmes sont tirés d' “incidents critiques” décrits au cours d'entretiens par des individus qui ont une expérience interculturelle et de la littérature consacrée à la culture considérée, le Moyen Orient. Les résultats confirment les hypothèses et montrent que la distinction des rôles constitue un domaine important pour la formation interculturelle. Une analyse par facettes du contenu du programme de formation est présentée et utilisée pour formuler des propositions en vue d'une systématisation du programme. La relation entre socialisation et formation en vue d'une acculturation est également brièvement discutée.     

Gender-related sexual attitudes: Some crosscultural similarities and differences

We tested the hypothesis that males differentiate love and sex more strongly than females, and that the magnitude of this gender difference is augmented in homosexuals and diminished in married heterosexuals. American and Swedish subjects sorted statements describing behaviors of love, sex, and services into two piles on the basis of perceived similarity. The results of all three studies were consistent with the predictions. In addition, the findings suggest that Americans differentiate love and sex more strongly than Swedes.     

Anxiety disorders in African-American and white children

There are little available data on African-American children with anxiety disorders. Treatment-seeking African-American (n=30) and white children (n=139), with a current DSM-III-R anxiety disorder, were compared on sociodemographic background variables, clinical characteristics, and lifetime rates of specific DSM-III-R anxiety disorders. Overall, results suggested that the anxiety-disordered African-American and white children who sought treatment from an outpatient mental health facility were more similar than different. The two groups did, however, differ somewhat on several variables (trend only), including rates of school refusal, severity of primary anxiety disorder, lifetime prevalence of posttraumatic stress disorder, and total scores on the Fear Survey Schedule for Children-Revised. More specifically, white children were more likely to present with school refusal and higher severity ratings, while African American children were more likely to have a history of posttraumatic stress disorder and score higher on the FSSC-R. The impact of these findings and the need for additional research are discussed.This study was supported in part by MH grant 40021 from the National Institute of Mental Health.