Does anhedonia in schizophrenia reflect faulty memory for subjectively experienced emotions?

The authors evaluated whether self-reported trait anhedonia in schizophrenia reflects faulty memory, such that patients are capable of experiencing pleasure while engaged in enjoyable activities but underestimate their pleasure in recalling these experiences. Thirty schizophrenia patients and 31 nonpatient control participants rated their emotional responses to pleasant and neutral foods and film clips and completed a surprise recall task for their emotions after a 4-hr delay. Despite reporting elevated trait anhedonia, patients did not significantly differ from control participants in immediate pleasant emotional responses to the stimuli or in delayed recall for these experiences. In-the-moment pleasure and short-term retention for emotional experiences thus appear to be relatively intact in schizophrenia. Alternative explanations for the hedonic deficit in this disorder are discussed.     

Anxiety and sensitivity to eye gaze in emotional faces

This paper reports three studies in which stronger orienting to perceived eye gaze direction was revealed when observers viewed faces showing fearful or angry, compared with happy or neutral, emotional expressions. Gaze-related spatial cueing effects to laterally presented fearful faces and centrally presented angry faces were also modulated by the anxiety level of participants, with high- but not low-state anxious individuals revealing enhanced shifts of attention. In contrast, both high- and low-state anxious individuals demonstrated enhanced orienting to averted gaze when viewing laterally presented angry faces. These results provide novel evidence for the rapid integration of facial expression and gaze direction information, and for the regulation of gaze-cued attention by both the emotion conveyed in the perceived face and the degree of anxiety experienced by the observer.     

Is there a trade-off between cognitive and motor recovery after traumatic brain injury due to competition for limited neural resources?

The status of neurorehabilitation for traumatic brain injury (TBI) is under active debate because of a dearth of research findings demonstrating effectiveness. This may be due, in part, to limitations in our understanding of basic mechanisms of cognitive and motor recovery,including those that might impede recovery. In this regard, we examined whether overall recovery following TBI might be undermined by competition between cognitive and motor functions for finite neural resources during recovery. In this preliminary study, 21 moderately and severely impaired patients were administered cognitive and motor assessments at 1, 4, and 12 months post-TBI, and recovery of cognitive and motor functions was measured using regression residuals. Negative correlations between recovery of cognitive versus motor functions were used as the index of competition. We found suggestive evidence that there may indeed be a trade-off between the recovery of cognitive and motor functions after TBI. Implications for rehabilitation are discussed.     

Taxometric Investigation of PTSD: data from two nationally representative samples

Current psychiatric nosology depicts posttraumatic stress disorder (PTSD) as a discrete diagnostic category. However, only one study has examined the latent structure of PTSD, and this study suggested that PTSD may be more accurately conceptualized as an extreme reaction to traumatic life events rather than a discrete clinical syndrome. To build on the existing literature base, the present research examined the latent structure of posttraumatic stress reactions by applying three taxometric procedures (MAXEIG, MAMBAC, and L-Mode) to data collected from large nationally representative samples of women (ns = 2684 and 3033) and adolescents (n = 3775). Results consistently provided evidence for a dimensional PTSD solution across samples and statistical procedures. These findings have important implications for the theory, assessment, and investigation of posttraumatic stress reactions.     

Episodic processes in emotional labor: perceptions of affective delivery and regulation strategies

This study examined emotional labor processes from a within-person, episodic framework. The authors hypothesized that the influence of negative emotions on affective delivery would be lessened by regulation strategies for supervisor perceptions but not self-perceptions. In addition, difficulty maintaining display rules was hypothesized to mediate the relation between negative emotions and self-perceptions of affective delivery. Finally, the influence of surface acting strategies on these processes as well as correlations with individual differences was investigated. Hypotheses were tested using ecological momentary assessment of a sample of cheerleading instructors. Results suggest that surface actors can regulate emotions effectively on an episode-to-episode basis but find the episode more difficult. In addition, surface actors exhibit more general tendencies to devalue themselves and experience fewer positive emotions.     

Assessing the Relationship Between Youth Sport Participation Settings and Creativity in Adulthood

This article presents an assessment of the relative influences of time spent participating in organized sports and informal sports during childhood with respect to the development of general creativity. In this study, 99 upper-division undergraduate and graduate students completed a comprehensive childhood leisure activities questionnaire and the Abbreviated Torrance Test for Adults. According to the results of the joint generalized least-squares regression analysis, hours spent in organized sport settings was negatively related to creativity as an adult; time spent in unstructured sport settings was found to be positively related to adult creativity. The findings also point to the importance of balancing participation across organized and unstructured settings. The most creative individuals in the sample were those who spent roughly half of their sport participation time in each setting, as opposed to individuals with below-average creativity, who spent upwards of 3/4 of their sport participation time in organized settings. Therefore, fostering creative development through sport may not require a dramatic reorientation from current youth sport development models, but only a shift toward a more balanced distribution of time spent playing in both organized and unstructured settings. Future experiments are needed to test this relationship.     

Building bridges for disengagement: The transition process for individuals and teams

Abstract

A general dircwion for understanding the process and impact of disengagement and uansition on individual athletes and teams is presented. Disengagement is presented as a process within athlete and team development. The disengagement of athletes from a team and the impact on the team ue examined. Two models of change are described as is a model of group development. Examples of a team in transition are provided and suggestions for sports psychologists' work with athletes and teams in transition an offered. The focus of these suggestions is on work with teams.     

Shaping Medical Students' Attitudes Toward Ethically Important Aspects of Clinical Research: Results of a Randomized,Controlled Educational Intervention

The effects of research ethics training on medical students' attitudes about clinical research are examined. A preliminary randomized controlled trial evaluated 2 didactic approaches to ethics training compared to a no-intervention control. The participant-oriented intervention emphasized subjective experiences of research participants (empathy focused). The criteria-oriented intervention emphasized specific ethical criteria for analyzing protocols (analytic focused). Compared to controls, those in the participant-oriented intervention group exhibited greater attunement to research participants' attitudes related to altruism, trust, quality of relationships with researchers, desire for information, hopes about participation and possible therapeutic misconception, importance of consent forms, and deciding quickly about participation. The participant-oriented group also agreed more strongly that seriously ill people are capable of making their own research participation decisions. The criteria-oriented intervention did not affect learners' attitudes about clinical research, ethical duties of investigators, or research participants' decision making. An empathy-focused approach affected medical students' attunement to research volunteer perspectives, preferences, and attributes, but an analytically oriented approach had no influence. These findings underscore the need to further examine the differential effects of empathy-versus analytic-focused approaches to the teaching of ethics.