Evolutionary psychology and rational-emotive theory: Time to open the floodgates

Main tenets, issues, and controversies for evolutionary psychology (EP), particularly its cognitive aspects, are introduced, clarified, and applied to the theory and philosophy of rational-emotive therapy (RET). Specifically, key concepts in EP are applied to Ellis' genetic postulate for cognitive demandingness and grandiosity, and are incorporated into Ruth's (1992) RET evolutionary proposal. The following issues are examined for demanding and grandiose thinking: nature (genetic) vs. nurture (learned), plasticity vs. unmodifiability, acquisition ease and modification-elimination difficulty, natural inseparability of cognition and emotion, natural inseparability of cognitive content and process, social selection pressures and the human psyche, competitive individualism vs. natural self-interest, evolutionary counter-balancing and false mutually exclusive dichotomies, epigenetic rules and Darwinian algorithms, current adaptions vs. ancestral remnants, child and adult adaption, Darwinism vs. Lamarckism, and ethical considerations.William J. Ruth, Ph.D., Staff Psychologist and Practicum Supervisor. School PsychologistPrivate Practice and Independent Research, Hartsdale, NY.     

Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities

An alternating treatments design was used to compare the effects of Active Student Response (ASR) error correction and No Response (NR) error correction during instruction of the capitals of states and countries. Three students with learning disabilities were provided one-to-one daily instruction on four sets of 14 unknown capitals (7 ASR capitals and 7 NR capitals). Student errors during instruction on ASR capitals were immediately followed by the teacher stating the capital and the student repeating it (an active student response). Errors on NR capitals were immediately followed by the teacher stating the capital while the student visually attended to a geography card with the correct capital handwritten on it (an on-task response). During instruction each of the three students correctly stated more capitals taught with ASR instruction than he or she stated with NR error correction. Results of same-day and next-day tests show that all three students learned more capitals with ASR error correction than with NR error correction The students also correctly stated more ASR error correction capitals on 1-week maintenance tests.     

Transitional phenomena as evidenced in prayer

In this paper, we demonstrate that the study of prayer facilitates understanding of the deeply personal object related nature of religious experience. Within prayer, individuals enter the transitional sphere and meet their God representation. Both conscious and unconscious aspects of prayer can be made available through the use of a projective test developed by the authors, known as STARR: Spiritual Themes and Religious Responses test. The data obtained suggest the usefulness of Winnicottian concepts of transitional phenomena, playing, communicating, and capacity to be alone as a contemporary psychoanalytic framework for interpreting religious experience.     

The use of subtle items in detecting deception

When subjects attempt to fake psychopathology on the MMPI, scores on subtle subscales tend to be lower than those of nonfaking subjects. Our study hypothesized that this paradox comes about because the subtle subscales have no predictive validity, but their face validity for psychopathology is the opposite of the keyed direction for psychopathology. Subjects who attempt to fake psychopathology do so on the basis of item content and thus achieve lower rather than higher scores. Three groups of 80 undergraduates took the MMPI under regular, faking-good, or faking-bad instructions. As expected, faking-bad subjects scored significantly lower than regular subjects on the 100 most subtle items, and this was due to their responses to those. 73 of the items whose face validity was misleading. The results are consistent with other work showing valid uses of subtle items in detecting deception.     

Social reactions to depictions of casual and steady acquaintance rape: The impact of AIDS exposure and stereotypic beliefs about women

While much of the early research on the social perception of sexual assault focused on instances of stranger rape, recent work has indicated that acquaintance rape occurs much more frequently. The purpose of the present investigation was to examine a gender role socialization analysis of acquaintance rape. The subjects in the present investigation, predominately Caucasian-American females (i.e., over 90% were nonminority), were first preclassified as either traditional or nontraditional in their gender role views about women. We then examined their perception of rape victims and rape perpetrators as a function of whether the rape occurred between casual dating partners vs. long-term steady daters, and also as a function of whether the assailant exposed the rape victim to the disease AIDS (vs. no exposure to AIDS). The results indicated that individuals who varied in their stereotypic views about women differed in their reactions, with more traditional subjects being more likely to negatively evaluate the rape victim and less likely to evaluate the rapist in an unfavorable manner. In addition, it was found that when rape victims were exposed to AIDS, the social perceptions of others were strongly influenced, with casual-dating rape acquaintances being more likely to bear the onus of a negative reaction from others.     

Reasons for Living Following Success and Failure in Suicidal and Nonsuicidal College Students1

To see if suicide ideators responded differently than nonideators after success or failure experiences, 61 college students who were relatively high or low ideators participated in a computer task on which half got bogus success feedback, the other half got bogus failure feedback. Both groups then completed the Reasons for Living Inventory (RFL). Two (High versus Low Suicide) X 2 (Success or Failure) analyses indicated main effects for suicide on overall RFL and four of the six RFL subscales. Although there were no main effects for success versus failure, an interaction indicated that, in the failure condition, low suicidal subjects were significantly higher than high suicidal subjects in overall reasons for living. Results suggest that suicidal individuals may be vulnerable to failure, and may need interventions to help them avoid potential failure or to bolster their coping mechanisms.     

Clinical multiplicity of cerebrovascular disorders in childhood

A group of 107 children with vascular diseases of the nervous system aged 3-14 years have been studied. In 100 children of the study group acute disturbances of the brain blood circulation have been found, out of which 37 children were with transitory ischemic attacks; 29 were found to be with brain ischaemia; 22-with haemorrhages (7 cases with subarchnoidal, 9 cases with intracerebral and 6 cases with subarachnoidal-parenchimatose); 5 children had wenous thromboses; 7 children were with spinal strokes. In other 7 children we found the presence of Sturge-Weber syndrome. Congenital vascular malformations have been found in 32 children (30%), out of which 16 children (15%) with loops and stenosis of the extracranial segments of the internal carotid artery, and another 16 children (15%) with AV-malformations. Congenital and acquired heart diseases are found to be primary cause for the strokes in 12 children (11%). Considerable is the rate of the epileptic seizures in the acute stage of the strokes as well as of the residual epileptic syndromes.     

Birth order and fear of success among midadolescents

While among 194 high school students 79 first-borns showed less fear of negative consequences of academic success than 78 last-borns and 37 middle-borns, no differences were observed on fear of increased positive attention or of increased responsibility.     

Smiling of preschool children in performance-oriented situations: assessment of the emotional significance in relation to other facial expressions

The goal of the reported experiment was to study how adults judge the meaning of different kinds of smiling and laughing by preschool children, and the role played by other facial movements in determining this meaning. Videotapes and photographs of spontaneous facial expressions of children in a play situation served as stimuli. The results show that different kinds of smiling were judged by the adult subjects as being significantly different from each other. In order to find subgroups within the stimuli, cluster analyses were performed, and the resulting clusters indicated different mixtures of positive and negative emotions contained within the pictures. Regression analyses showed that the adults' judgements were dependent on the number of indicators for positive and negative emotions which could be seen in the pictures. The most important indicator movement for the judged strength of the positive emotion expressed in the smile was the raising of the cheeks and, for negative emotions, the lowering of the lip corners. The significance of the components of the expressions as well as the strength of the expressed emotion were, however, dependent on the mode of presentation (video/photo).     

Bilingual language processing after a lesion in the left thalamic and temporal regions. A case report with early childhood onset.

This case study concerns an 18-year-old bilingual girl who suffered a radiation lesion in the left (dominant) thalamic and temporal region when she was 4 years old. Language and memory assessment revealed deficits in auditory short-term memory, auditory word comprehension, nonword repetition, syntactic processing, word fluency, and confrontation naming tasks. Both languages (English and Dutch) were found to be affected in a similar manner, despite the fact that one language (English) was acquired before and the other (Dutch) after the period of lesion onset. Most of the deficits appear to be related to verbal (short-term) memory dysfunction. Several hypotheses of subcortical involvement in memory processes are discussed with reference to existing theories in this area.