Problems of symptomatology and epidemiology of early-summer meningoencephalitis (tick borne encephalitis)

Three forms related to different age groups are discussed. Special attention is devoted to laboratory analyses in support of clinical diagnosis. A representative sample of sera from the healthy population of Thuringia showed 6.97 per cent positive sera. The difference between the exposed agricultural and forestry workers and industrial workers is significant. Moreover, there is a relationship between the extent of wooded country and the presence of microfoci.     

The TECO theory and lawful dependency in successive episodic memory tests.

A large number of experiments in successive tests of episodic memory have focused on an experimental paradigm called recognition failure of recallable words. In this paradigm, a cued recall test follows a recognition test. Large amounts of data have revealed a lawful moderate dependence between recognition and cued recall. TECO (Sikstr?m, 1996b), a general connectionist theory of memory, has been applied for the phenomenon of recognition failure. This paper makes a strong claim that all possible pairwise combinations of successive tests between recognition, cued recognition, cued recall, and free recall follow a lawful relationship. The quantitative degree of the dependency predicted between these tests can be summarized in one function. Four experiments were conducted to test this claim. In line with the predictions, the results show that all pairwise combinations of these tests fit reasonably well with the proposed function. The TECO theory suggests theoretical insights into how recognition and recall may be divided into a recollection component, a familiarity component, and a cue-target integration component.     

The body in analysis: authentic movement and witnessing in analytic practice

This paper will describe a form of active imagination called authentic movement, in which attention is given to the somatic unconscious. In authentic movement, patients are encouraged to focus inward and attend to any bodily sensations, images and feelings which may arise. In the process of focusing inward on one's bodily-felt experience, images, somatic memory and the accompanying feelings which arise are then available to be explored as a communication from the patient's unconscious. Authentic movement supports the individual in linking image with affect in that the individual re-experiences the somatic aspect of symbolization. What was previously conserved on the somatic level as unmentalized experience, can now begin to be taken up into the mind, thought about, and made available for analysis. In authentic movement, the analyst acts as a silent witness to the patient's explorations. The quiet focused attention of the witness helps to create a secure containing environment in which the person moving can experience a sense of feeling held and seen. The function of the witness is to hold the patient's experience in his own mind, particularly what is not yet mentalized. The witness utilizes his somatic countertransference, including any images, feelings and bodily responses which are generated by what is being communicated non-verbally, as a means of understanding and responding to the patient's material.     

When to Self-Correct?: A Comparison of Two Procedures on Spelling Performance

We compared the effects of two self-correction procedures on the spelling performance of 5 elementary school students with learning disabilities. Previous studies consistently have demonstrated self-correction to be more effective than traditional approaches to spelling instruction. However, we could find no single-subject design experiments analyzing the procedural details of how or when self-correction should be conducted to be most effective. For 4 days each week students practiced a list of 20 spelling words by listening to an audiotape on which the weekly list was dictated and writing the words. For half of each week's words, students checked and self-corrected after attempting each word; for the other half of the list, the students self-corrected after attempting all 10 words. An alternating treatments design showed self-correction after each word to be more effective for acquisition of new spelling words as measured by end-of-the-week tests for all 5 students, and maintenance of previously studied spelling words as measured by 1-week maintenance tests for 4 of the 5 students.