Effects of the School-to-Work Group Method among young people

This study examines effects of the School-to-Work Group Method among 17-25-year-old young people facing the transition from vocational college to work. After baseline measurement (N = 416) participants were randomized into experimental and control groups. The results of ten month follow-up (N = 334) showed notable beneficial impacts of the group method on both employment itself and on how well it matched participants’ education and personal career plans. The group method also had a significant preventive effect on psychological distress and depression symptoms among those initially at risk of suffering from mental disorder. Moreover, it considerably increased participants’ personal work life, finances and property goals.     

Excessive self-focused attention and defensiveness among psychiatric patients: a vicious cycle?

The contribution of defensive coping to the phenomenon of excessive self-focused attention was studied in 20 depressed or anxious psychiatric outpatients comprising the negative affect group, 20 patients with psychotic disorders, and a control group of 21 patients of an orthopaedic clinic. Self-focused attention was assessed using the Self-reflectiveness and Internal State Awareness subfactors of the Private Self-consciousness Scale. In accordance with other research on self-focused attention, the negative affect group obtained higher scores on the Self-reflectiveness scale than the control group (t39=2.40, p<.03). To examine the relationship between self-focus and defensiveness, Weinberger, Schwartz, and Davidson's approach was employed, using median splits of short forms of the Taylor Manifest Anxiety Scale and the Marlowe-Crowne scale to differentiate among four groups of subjects. The highest self-reflectiveness was found for those participants who were high in both defensiveness and anxiety. This group scored higher than the nondefensive high anxious group (t30= -2.31, p<.03). The heightened self-focused attention might result from automatically instigated states of self-focused attention and paradoxical effects of defensive efforts to avoid self-focus.     

Effectiveness of an empirically supported treatment for social phobia in the field

This study examined the effectiveness of individual exposure combined with cognitive restructuring for social phobia in a clinical setting as well as the influence of sample restriction criteria on the effect size. Participants were 217 unselected patients with a primary diagnosis of social phobia who were treated by 57 therapists in four outpatient clinics of the Christoph-Dornier-Foundation of Clinical Psychology in Germany. Results 6 weeks after the end of therapy showed highly significant reductions in social phobic fears and avoidance as well as in general anxiety and symptoms of depression. However, patients who dropped out during therapy reported a significantly higher degree of depression. Results did not differ between the four outpatient clinics and are comparable with the average effect-sizes reported by meta-analytic studies of controlled efficacy research, using selected patients. Also, restricting the sample according to the selection criteria often applied in research settings did not result in higher effect sizes for the applied outcome measures. We conclude that individual cognitive behavioural therapy for social phobia can be transported from research settings to the field of mental health.     

Communication of emotions in vocal expression and music performance: different channels,same code?

Many authors have speculated about a close relationship between vocal expression of emotions and musical expression of emotions. but evidence bearing on this relationship has unfortunately been lacking. This review of 104 studies of vocal expression and 41 studies of music performance reveals similarities between the 2 channels concerning (a) the accuracy with which discrete emotions were communicated to listeners and (b) the emotion-specific patterns of acoustic cues used to communicate each emotion. The patterns are generally consistent with K. R. Scherer's (1986) theoretical predictions. The results can explain why music is perceived as expressive of emotion, and they are consistent with an evolutionary perspective on vocal expression of emotions. Discussion focuses on theoretical accounts and directions for future research.     

Measuring and modeling real-time responses to music: the dynamics of tonality induction

We examined a variety of real-time responses evoked by a single piece of music, the organ Duetto BWV 805 by J S Bach. The primary data came from a concurrent probe-tone method in which the probe tone is sounded continuously with the music. Listeners judged how well the probe tone fit with the music at each point in time. The process was repeated for all probe tones of the chromatic scale. A self-organizing map (SOM) [Kohonen 1997 Self-organizing Maps (Berlin: Springer)] was used to represent the developing and changing sense of key reflected in these judgments. The SOM was trained on the probe-tone profiles for 24 major and minor keys (Krumhansl and Kessler 1982 Psychological Review 89 334-368). Projecting the concurrent probe-tone data onto the map showed changes both in the perceived keys and in their strengths. Two dynamic models of tonality induction were tested. Model 1 is based on pitch class distributions. Model 2 is based on the tone-transition distributions; it tested the idea that the order of tones might provide additional information about tonality. Both models contained dynamic components for characterizing pitch strength and creating pitch memory representations. Both models produced results closely matching those of the concurrent probe-tone data. Finally real-time judgments of tension were measured. Tension correlated with distance away from the predominant key in the direction of keys built on the dominant and supertonic tones, and also correlated with dissonance.     

Time-dependent modulation of inhibitory avoidance memory by spermidine in rats

The polyamines, spermine, spermidine, and putrescine, are a group of aliphatic amines that may act as physiological modulators of N-methyl-D-aspartate (NMDA) receptors. Although the modulatory role of polyamines in NMDA receptor function has long been known, the effects of polyamines on learning and memory only recently began to be unraveled. In the present study, we investigated the effect of bilateral infusions of spermidine (0.02-2 nmol), a polyamine agonist, into the CA1 region of the rat dorsal hippocampus on inhibitory avoidance learning 30 min pre-training, immediately post-training, 6 h post-training, or 10 min pre-test. Bilateral microinjections of 0.2 nmol spermidine prolonged step-down latencies compared to the respective control group when administered 30 min pre-training or immediately post-training. These results provide evidence that the modulatory effects of spermidine on the acquisition and/or early consolidation of memory of inhibitory avoidance tasks in the hippocampus occur within a limited time window.     

Coherence in Substructural Categories

It is proved that MacLane's coherence results for monoidal and symmetric monoidal categories can be extended to some other categories with multiplication; namely, to relevant, affine and cartesian categories. All results are formulated in terms of natural transformations equipped with graphs (g-natural transformations) and corresponding morphism theorems are given as consequences. Using these results, some basic relations between the free categories of these classes are obtained.     

A room with a view and a polarizing cue: individual differences in the stimulus control of place navigation and passive latent learning in the water maze

We investigated individual differences in the stimulus control of navigational behavior in the water maze by comparing measures of place learning in one environment to measures of latent learning (via passive placement on the goal platform) in a novel environment. In the first experiment, 12 rats were trained to find a slightly submerged hidden platform at a fixed location in room A for 10 days (4 trials/day). Fast and slow place learners were identified by their mean escape latency and cumulative distance to the goal during acquisition. The same animals were then given a 2-min passive placement on the submerged platform in room B. Latent learning was assessed by the animal's escape latency on a single swim trial immediately following the placement in room B. The results showed that the good latent learners in room B were not necessarily the fast place learners in room A. This weak correlation may be related to the fact that some rats swam near the area in room B that corresponded to the former goal location in room A relative to a common polarizing cue (i.e., the door/entrance to both rooms). When the view of the door was blocked in a second experiment a significant positive correlation between place acquisition and the latent learning test was obtained, although escape performance following passive placement was not improved. These findings suggest that while place navigation and latent learning via passive placement may involve some common cognitive-spatial function, other associative (S-S and/or S-R) processes that occur during place navigation/active movement may be required for animals to exhibit truly accurate navigational behavior characteristic of asymptotic escape performance in the water maze. Additional implications for neurobiological studies using a procedural pretraining design are discussed.     

Controlling reactive aggression through cognitive evaluation of proactive aggression cues

The authors investigated how the relationship between the acts of proactive and reactive aggression was moderated by the individual differences in cognitive regulation of emotion. An aggression paradigm, a electrocardiogram recording, a cognitive assessment battery, and a short form IQ test were completed by 109 children, aged 8 to 13 years (Juujärvi, Kaartinen, Laitinen, Vanninen, & Pulkkinen, 2006 Juujärvi, P., Kaartinen, J., Laitinen, T., Vanninen, E. and Pulkkinen, L. 2006. Effects of physical provocations on heart rate reactivity, and reactive aggression in children. Aggressive Behavior, 32: 99–109. [Crossref], [Web of Science ®] , [Google Scholar]; Juujärvi, Kooistra, Kaartinen, & Pulkkinen, 2001 Juujärvi, P., Kooistra, L., Kaartinen, J. and Pulkkinen, L. 2001. An aggression machine: V. Determinants of reactive aggression revisited. Aggressive Behavior, 27: 430–445. [Crossref], [Web of Science ®] , [Google Scholar]; Lehto, Juujärvi, Kooistra, & Pulkkinen, 2003 Lehto, J. E., Juujärvi, P., Kooistra, L. and Pulkkinen, L. 2003. Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21: 59–80. [Crossref], [Web of Science ®] , [Google Scholar]). The less the children subdued the intensity of their defence to the attacks in the aggression paradigm, the poorer they performed in the cognitive assessment battery tasks measuring Working memory capacity and in the task assessing crystallised intelligence. The mean cardiovascular reactivity during the aggression paradigm was neither associated with the performances in either the cognitive assessment battery nor the intelligence tasks. Both information processing and knowledge dimensions of cognition contributed to regulation of emotion, but the respective effects of the processes cannot be inferred from the mean cardiovascular reactivity.