Differentiation of 13 positive emotions by appraisals

This research examined how strongly appraisals can differentiate positive emotions and how they differentiate positive emotions. Thirteen positive emotions were examined, namely, amusement, awe, challenge, compassion, contentment, gratitude, hope, interest, joy, pride, relief, romantic love and serenity. Participants from Singapore and the USA recalled an experience of each emotion and thereafter rated their appraisals of the experience. In general, the appraisals accurately classified the positive emotions at rates above chance levels, and the appraisal–emotion relationships conformed to predictions. Also, the appraisals were largely judged by participants as relevant to their positive emotion experiences, and the appraisal–emotion relationships were largely consistent across the two countries.     

Central executive involvement in children's spatial memory

Previous research with adults found that spatial short-term and working memory tasks impose similar demands on executive resources. We administered spatial short-term and working memory tasks to 8- and 11-year-olds in three separate experiments. In Experiments 1 and 2 an executive suppression task (random number generation) was found to impair performances on a short-term memory task (Corsi blocks), a working memory task (letter rotation), and a spatial visualisation task (paper folding). In Experiment 3 an articulatory suppression task only impaired performance on the working memory task. These results suggest that short-term and working memory performances are dependent on executive resources. The degree to which the short-term memory task was dependent on executive resources was expected to be related to the amount of experience children have had with such tasks. Yet we found no significant age-related suppression effects. This was attributed to differences in employment of cognitive strategies by the older children.     

Must coping options be severely limited during stressful events: Testing the interaction between primary and secondary appraisals

Abstract

It is assumed that psychological stress develops in personally relevant events when situational demands tax or exceed coping resources (i.e., when coping options are severely limited). Despite the central role of this proposition in defining stress, it has been little investigated due to conceptual overlap in definitions of primary and secondary appraisals. In the present work, the interaction between primary and secondary appraisals was used in order to test this proposition, employing non-overlapping definitions of appraisal components. Appraisals were manipulated independently, using written scenarios of stressful occupational episodes, each with three levels of personal stakes and three levels of coping options. Results indicated that the appraisal factors exerted main, but not interaction, effects on negative and positive moods. This means that emotional response increases in proportion to the level of personal stakes in the encounter, with coping potential acting as independent predictor, rather than moderator variable. Contrary to expectations, therefore, emotional distress might develop under conditions where situational demands fall short of exerting all the available resources for coping. The theoretical implications of these results are discussed.     

Brief communications from the edge: psychotherapy with challenging adolescents

Issues of technique in work with adolescents who, if adult, would attract a forensic label, are discussed with especial focus on interpretation and countertransference in the light of primitive anxieties and body-based mechanisms of defence. The therapist as 'new object' and 'developmental object' is explored. The case study of Matthew - a mid-adolescent who has abused a younger child, is delinquent, seeks violent and dangerous situations and experiences outbursts of aggression - is used as illustration throughout.     

Some Oedipal problems in work with adopted children and their parents

This paper has two main theses. Firstly that Oedipal material is a particular feature of clinical work with adopted children; secondly, that the concept of developmental deficit, and not only that of psychic defence, is essential to an understanding of this aspect of the work with adopted children and their families. Three levels are distinguished at which Oedipal difficulties are manifest: the first two within the individual child and the third within the triangle formed by the child, his adoptive parents and the child psychotherapist. Some consideration is given to the limitations of a conventional treatment framework for containing the powerful Oedipal dynamic forces at play when an adopted child is a patient in individual psychotherapy. Dieser Artikel hat zwei Hauptthesen. Erstens, dass ödipales Material ein besonderes Merkmal der klinischen Arbeit mit adoptierten Kindern ist; zweitens dass das Konzept eines Entwicklungsdefizit, und nicht nur das eines psychischen Abwehrmechanismus, für das Verstehen dieses Aspekts der Arbeit mit adoptierten Kindern und ihren Familien unerlässlich ist. Es werden drei Stufen differenziert, in denen sich ödipale Schwierigkeiten manifestieren: die ersten zwei innerhalb des Kindes und die dritte innerhalb des Dreiecks, das vom Kind, seinen Adoptiveltern und dem Kindertherapeuten gebildet wird. Es werden überlegungen bezüglich der Grenzen des konventionellen Behandlungsrahmens angestellt, inwieweit er die mächtigen ödipalen dynamischen Kräfte, die im Spiel sind, 'containen' kann, wenn ein adoptiertes Kind Patient in individueller Psychotherapie ist. Dans son texte, l'auteur développe deux thèses principales: d'abord, que le matériel ?dipien est d'une importance particulière dans le traitement d'enfants adoptés; et, ensuite, que le concept de trouble déficitaire du développement, en plus de celui de défense psychique, est essentiel pour comprendre cet aspect de la prise en charge d'enfants adoptés et de leur famille. L'auteur distingue trois niveaux auxquels se manifestent la problématique ?dipienne?:?les deux premiers concernent l'enfant lui-même en tant qu'individu, le troisième renvoie au triangle composé de l'enfant, de ses parents adoptifs et du psychothérapeute. Certaines limitations imposées par le cadre thérapeutique traditionnel sont ensuite explorées, notamment par rapport à la possibilité de contenir la puissante dynamique ?dipienne évoquée dès qu'un enfant adopté est pris en psychothérapie individuelle. Questo articolo sostiene due tesi principali. La prima e' che il materiale edipico e' una caratteristica particolare del lavoro clinico con bambini adottati; la seconda e' che il concetto di deficit evolutivo, e non solo quello di difesa psichica, e' essenziale per capire questo aspetto del lavoro con bambini adottati e le loro famiglie. Vengono distinti tre livelli in cui si manifestano le difficolta' edipiche: i primi due all'interno del singolo bambino, il terzo all'interno del triangolo formato dal bambino, dai suoi genitori adottivi e dallo psicoterapeuta infantile. Vengono fatte alcune considerazioni sulle limitazioni che il contesto terapeutico convenzionale ha nel contenere le potenti forze dinamiche edipiche in gioco quando un bambino adottato diventa paziente in terapia individuale.     

Is the impaired N170 print tuning specific to developmental dyslexia? A matched reading-level study with poor readers and dyslexics

Left N170 print tuning has been associated with visual expertise for print and has been reported to be impaired in dyslexics, using age matched designs. This is the first time N170 print tuning has been compared in adult dyslexics and adult poor readers, matched in reading level. Participants performed a lexical decision task using both word-like stimuli and symbol strings. In contrast to dyslexics, poor readers displayed similar N170 tuning to control expert readers, suggesting that impaired N170 specialization is a hallmark of developmental dyslexia. Our findings provide electrophysiological support for dyslexia being the result of abnormal specialization of the left occipito-temporal areas involved in the expert processing of print. Furthermore, as shown by correlations data and in accordance with the phonological mapping deficit theory, the impaired visual expertise for print described in dyslexics may have been caused by their core phonological deficits.     

Mental rotation performance and the effect of gender in fourth graders and adults

The DSM-IV implicitly assumes that development is uniform across ability domains, which implies that relationships between ability measures do not differ across development. We assessed whether correlations between measures of nine ability constructs differed across samples of children aged 3 – 5 (n = 117), 6 – 8 (n = 116), 9 – 11 (n = 124) and 12 – 14 years (n = 92). LISREL analyses show that correlations in each age group differ from those of each other age group. Parallel analyses indicate that the latent structure of ability differs across age groups. We conclude that shared maturational processes, including changes in the connectivity of neural systems, are responsible for decreasingly and increasingly strong relationships between some ability measures.     

Developmental trajectory of intersubjectivity in the second and third year of life: Study of fixed-population and random-individual effects

Colwyn Trevarthen claimed that babies have an intrinsic motivation to communicate and engage with others that he called intersubjectivity. Around the ninth month of life, this motivation changes and passes from person-to-person dyadic (primary intersubjectivity) to triangulate a person–person–object relationship (secondary intersubjectivity). Despite the scientific consensus on this developmental leap, few empirical studies explore the trajectory of this more complex form of intersubjectivity between the second and third year of life. One hundred and fifteen free play sessions from 27 mother–child dyads (13 girls and 14 boys) between 9 and 37 months were filmed and were categorized based on the Level of Intersubjective Attunement Scale. The data were analysed using a linear mixed-effects model. Results show both a population trajectory of the levels of intersubjective attunement and random individual differences. We discuss these results in relation to the binomial typical developmental route and interindividual variability.     

‘Theory of mind’ development of Pakistani children: Do preschoolers acquire an understanding of desire,pretence and belief in a universal sequence?

Research on “theory of mind” (TOM) suggests that a grasp of the mind develops universally and sequentially, but both these claims require testing in different cultural groups. Study 1, involving 72 preschoolers, showed the expected developmental transition on false belief tasks; 3 year olds were below statistical chance, while 4 year olds were at chance, representing a lag behind Western children. The same pattern of at chance (pretence, desire and belief) and below chance performance (false belief) was replicated in study 2 with 77 preschoolers (3–5 years) and corroborated the lag identified for some Asian countries. This deficient and varied timing of TOM performance is consistent with theories (social constructivist) supporting the role of social factors in TOM development. Moreover, significant inter-task correlations corroborate the need to broaden the research focus beyond false belief tasks.     

发展性计算障碍的最新研究进展

发展性计算障碍是一种影响算术技能获得的特定的学习障碍。截至目前,有关发展性计算障碍的认知与神经机制的理论尚存分歧,有关诊断与鉴别标准也未统一。近年来,对于发展性计算障碍的理论假设有从一般认知因素取向到数学特定因素取向发展的趋势。而随着脑成像技术的不断发展,对于发展性计算障碍神经机制的研究也从针对单个脑区的特异性功能发展到从功能连接网络角度进行研究。并且研究者们开始尝试开发基于数学认知基本理论的干预方法,并采用了利用生物技术手段的新方法。基因-脑-行为的整合研究将有助于全面揭示发展性计算障碍的发生机制,而建立在系统理论基础上经过科学评估的干预手段将可能有效促进障碍者的计算能力。