Distilling Heterogeneity among Children with Disruptive Behavior: Associations between Symptom Patterns and Social Functioning

Children with disruptive behavior (DB) are a heterogeneous group who exhibit several characteristics that may contribute to poor social functioning. The present study identified profiles of reactive aggression, proactive aggression, callous-unemotional (CU) traits, and prosocial behavior in a sample of children with DB. Associations with social functioning (social interaction, social status) were then examined, along with sex differences in profile membership. Parent ratings of 304 clinic-referred children ages 6–12 years with DB were analyzed using latent profile analysis. Five profiles were identified: 1) Moderate prosocial behavior, reactive aggression, and CU, and low proactive aggression (labelled Moderate); 2) Relatively high prosocial behavior and low reactive and proactive aggression and CU traits (Prosocial); 3) High prosocial behavior and reactive aggression, moderate proactive aggression, and low-moderate CU (Reactive-Prosocial); 4) Low prosocial behavior, high CU, high-moderate reactive aggression, and low-moderate proactive aggression (Reactive-CU); and 5) Low prosocial behavior and high reactive and proactive aggression and CU (Aggressive-CU). Profiles characterized by CU traits, reactive aggression, and low prosocial behavior were associated with the most problematic parent-rated social interaction and social status. The results highlight the need to differentiate profiles of psychopathology in children with DB to better address factors most associated with social functioning.     

Suppression of emotional and nonemotional content in memory: effects of repetition on cognitive control

Two experiments utilized a think/no-think paradigm to examine whether cognitive control of memories differs depending on whether they contain information with negative or neutral emotional content. During a training phase, participants learned face-word pairs (Experiment 1) or face-picture pairs (Experiment 2). In a subsequent experimental phase, participants were shown faces and told to think of the items paired with some of the faces and to try not to think of the items paired with other faces. Finally, in a test phase, participants were again shown each face and asked to recall the item with which it had been paired previously. Results for both verbal (Experiment 1) and nonverbal (Experiment 2) items indicated that the facilitatory and inhibitory influences of cognitive control were larger for negative than neutral items.     

Episodic chasing in pathological gamblers using the Iowa gambling task

"Chasing ones losses" is a key symptom among pathological gamblers (PGs). This study focuses on quantitative differences in episodic chasing (i.e., sequences of disadvantageous decisions within a single gambling session) between PGs and non-pathological gamblers (NPGs). We compared 61 PGs and 39 NPGs on the Iowa Gambling Task (IGT) and the Zuckerman Sensation Seeking Scale (SSS). The PGs showed significantly more chasing and had significantly poorer decision-making strategies than NPGs, particularly among males (F = 4.52, p < 0.05). Random players were significantly less sensation seeking than advantageous and disadvantageous (i.e., chasing) players, but there was no interaction with group or gender. The results suggest that quantifiable within-session gambling behavior holds important implications for detecting underlying vulnerabilities to gambling pathology.     

Examination stress as an ecological inducer of cortisol and psychological responses to stress in undergraduate students

The purpose of the present study was to investigate basic methodological issues related to the usage of an examination stress protocol in studies of psychoneuroendocrinology. In the present study, 57 undergraduate students served as participants. All subjects provided salivary samples and completed psychological inventories during a low examination stress period and again during a high examination stress period. Salivary samples were analyzed for cortisol. Three major findings were observed. First, the examination stress protocol proved to be an effective trigger of elevations in both psychological measures of stress and in cortisol levels. Second, sex differences were observed in cortisol levels, such that males showed an elevation in cortisol during the high examination stress session whereas females did not. Finally, no significant correlations were observed between elevations in psychological measures of stress and elevations in cortisol levels. These findings suggest that the examination stress protocol used in the present study effectively elevated both psychological stress and cortisol levels. Furthermore, these findings suggest that there are biological differences in how males and females respond to stress. Finally, no evidence was found to suggest a relationship between psychological and hormonal levels of stress. Together, these findings suggest the need to better define and consider the implications of both the specific measures of stress being used and individual differences in the subject samples in psychoendocrine studies.     

Retrieval practice benefits memory precision

ABSTRACT

Although previous research on retrieval practice (RP) has predominantly featured stimuli with discrete right-or-wrong answers, continuous measures offer potentially greater sensitivity in assessing the effects of RP on memory precision. The present study used a colour gradient (125 points ranging from magenta to yellow) as a continuous response variable. The colours of different images were learned through either RP or restudy and either one or three cycles of practice after initial study. On a delayed final test, participants’ memory was assessed for each item’s colour. Participants also created per-item intervals representing the region where they believed the correct colour most likely to have been. We found that repeated rounds of RP enhanced the correspondence between responses and the correct colour. In addition, RP led to participants creating more accurate (correct answers were more likely to be within the participant-specified intervals) and more precise (narrower) intervals relative to restudy, suggesting that RP enhances the precision of memories.     

Pedagogy for Inter‐Religious Education

Inter‐religious education has become a major concern as globalization proceeds. To develop a satisfactory model for it remains a challenge. This article proposes a paradigm based on the notion of self‐transcendence as articulated by the philosopher‐theologian, Bernard Lonergan. The approach provides a standpoint where the learner achieves a level of freedom by which he/she is enabled to decide responsibly what religious or non‐religious viewpoint to adopt.     

The Group Psychotherapy Literature: 1976

This paper reviews and critiques the literature on countertransference (CT) in group psychotherapy. The literature review is organized within a framework that calls attention to the origins, triggers, manifestations, and effects of CT in groups, as well as CT management factors. An overriding critique is that the present literature lacks a research foundation of any kind. An argument is made for beginning research in this domain, and guidelines for doing so are presented.