教养方式的母子感知差异与儿童抑郁的关系：母子依恋的中介作用

本研究以300个三至六年级双亲家庭中的儿童和母亲为研究对象,采用儿童版和家长版教养方式问卷、父母与同伴依恋问卷、流调中心抑郁量表,通过响应面分析法探讨了母子感知到的教养方式差异与儿童抑郁的关系,并使用标准分差法计算感知差异,通过结构方程模型分析了母子依恋是否在其中起到中介作用。研究发现:(1)母亲感知到的权威型、独裁型教养方式显著高于儿童感知,而纵容型教养方式则显著低于儿童;(2)权威型教养方式的母子感知差异正向线性预测儿童抑郁,独裁型教养方式的母子感知差异负向线性预测儿童抑郁,纵容型教养方式的感知差异对儿童抑郁没有显著预测作用;(3)母子依恋质量在权威型教养方式的母子感知差异和儿童抑郁之间起完全中介作用,但在独裁型教养方式的母子感知差异对儿童抑郁的预测中没有起到中介作用。     

高职院校教师职业压力的初步研究

本研究采用自编压力问卷和SCL-90问卷对397名高职院校教师进行测验,发现高职院校男女教师在总体职业压力方面并无显著差异,中青年组教师压力最大,各项压力因子与心理健康状况存在显著相关。根据调查结果,本文探讨了高职院校教师压力的原因与对策。     

The heart of the matter: a proposal for placing the self of the therapist at the center of family therapy research and training

As it faces the transition marked by the death or retirement of most of its first-generation founders, the field of family therapy finds itself still unable to answer the critical question of what it is that makes family therapy work. The two dominant approaches to answering this question, the common-factors perspective and the model-specific factors perspective, remain divided at this juncture by a fundamental difference of emphasis between the two. This article proposes a way of integrating the two perspectives via the hypothesis that therapists achieve maximum effectiveness by committing themselves to a family therapy model of proven efficacy whose underlying worldview closely matches their own personal worldview. The implications of this hypothesis for the training of family therapists are examined.     

Quantifier comprehension in corticobasal degeneration

In this study, we investigated patients with focal neurodegenerative diseases to examine a formal linguistic distinction between classes of generalized quantifiers, like "some X" and "less than half of X." Our model of quantifier comprehension proposes that number knowledge is required to understand both first-order and higher-order quantifiers. The present results demonstrate that corticobasal degeneration (CBD) patients, who have number knowledge impairments but little evidence for a deficit understanding other aspects of language, are impaired in their comprehension of quantifiers relative to healthy seniors, Alzheimer's disease (AD) and frontotemporal dementia (FTD) patients [F(3,77)=4.98; p<.005]. Moreover, our model attempts to honor a distinction in complexity between classes of quantifiers such that working memory is required to comprehend higher-order quantifiers. Our results support this distinction by demonstrating that FTD and AD patients, who have working memory limitations, have greater difficulty understanding higher-order quantifiers relative to first-order quantifiers [F(1,77)=124.29; p<.001]. An important implication of these findings is that the meaning of generalized quantifiers appears to involve two dissociable components, number knowledge and working memory, which are supported by distinct brain regions.     

Out of nothingness: rhythm and the making of words

Abstract: This contribution describes some aspects of the work with a four‐year‐old autistic child who was treated for many years with four times weekly sessions of psychotherapy. The fluctuations between the symbolic and non‐symbolic use of external objects are described, as well as the ever changing quality of the child's object relations. The rhythmical element in the analysand‐analyst interplay is of great importance: the construction of the temporal shapes (Alvarez) and the modulation of presence and absence are relevant as regards the progressive capacity to name aspects of external reality and subjective experience. From a theoretical point of view, the contributions of both the post‐Jungian, including Michael Fordham, and the post‐Kleinian traditions are outlined. The notions of pre‐conception (Bion) and of archetype (Jung) are immensely helpful in working with autistic children as they actually help the analyst in assuming that some proto‐trace of representational potential is always present in the individual.     

Torture and judgments of guilt

Although torture can establish guilt through confession, how are judgments of guilt made when tortured suspects do not confess? We suggest that perceived guilt is based inappropriately upon how much pain suspects appear to suffer during torture. Two psychological theories provide competing predictions about the link between pain and perceived blame: cognitive dissonance, which links pain to blame, and moral typecasting, which links pain to innocence. We hypothesized that dissonance might characterize the relationship between torture and blame for those close to the torture, while moral typecasting might characterize this relationship for those more distant from it. Accordingly, this experiment placed participants into one of two different roles in which people may be exposed to torture. Participants in the proximal role of prison staffer saw suffering torture victims as relatively more guilty, while participants in the relatively distant role of a radio listener saw suffering victims as more innocent.     

Children’s eyewitness memory: A comparison of two interviewing strategies as realized by forensic professionals

A critical issue for developmental psychology is how to obtain accurate and complete eyewitness memory reports from preschoolers without offering suggestions that might result in false allegations. We examined effects of two interviewing strategies (police/verbal interviews and clinician/prop-assisted interviews) on young children’s reports about a medical examination. A total of 58 4-year-olds participated in the study, which conformed to a 2 (Interview Type) × 2 (Number of Interviews) factorial design. Analyses revealed that interviewers spent less time off topic and asked more free recall questions in the police/verbal interviews than in the clinician/prop-assisted interviews. Compared with police/verbal interviews, clinician/prop-assisted interviews resulted in significantly more correct rejections and commission errors in children’s memory reports. However, on a final free recall test, error rates were comparable across conditions. Higher child verbal intelligence predicted memory accuracy in police/verbal interviews, and greater parental attachment anxiety predicted children being asked a higher number of misleading questions. The study provides new insights into interview techniques that promote preschoolers’ accurate eyewitness reports.     

Une redéfinition des relations entre la personnalité « Ouverte à l’expérience » et l’intelligence

Previous investigations of the relations between the Big Five personality traits and cognitive abilities have consistently supported that higher levels of openness to experience are associated with higher levels of crystallized abilities or knowledge. However, consistent with the idea that crystallized abilities are the product of the exercise of fluid abilities in the past, a moderately strong correlation between both types of abilities is generally found. Then, the first purpose of the current project was to examine the role of fluid abilities in the relation between openness to experience and crystallized abilities. It aimed at determining whether the relation of openness to crystallized abilities was still significant after controlling for the specific contribution of fluid intelligence to crystallized abilities; or conversely, whether this relation was explained by the relation of openness to fluid intelligence. The second purpose was to determine if the relation of openness to experience to both fluid and crystallized abilities varied as a function of age. The possibility that openness to experience differentially contributes to the variance in fluid and crystallized abilities as a function of age was examined. One hundred and sixty-four participants, aged 18 to 96, completed the openness to experience scale (French version of the IPIP, Goldberg, 1999. Personality psychology in Europe), in addition to several tests of fluid and crystallized abilities. After controlling for the variance associated with fluid abilities in crystallized abilities, Openness to experience was not related to crystallized abilities anymore. Moreover, the contribution of the personality trait of Openness to the variation in fluid and crystallized intelligences was similar at different ages in adulthood. Several possible interpretations and their respective implications are discussed. First, people more open may exercise fluid abilities more than people who are less open, and then increase the efficiency of these abilities. Second, fluid abilities may influence the development of the personality trait of openness to experience, that is people's tendency to seek out for novelty and curiosity. And third, the openness to experience scale may only reflect people's self-assessments of their abilities, such as a self-assessed intelligence construct. In any case, our results strongly suggest that the openness-cognition relation reflects something different from a relation between activity and knowledge acquisition.