Rééducation des compétences socio-émotionnelles pour des adultes présentant une déficience intellectuelle

IntroductionThe aim of the present study was to improve socio-emotional skills in adults with intellectual disability (ID) in order to remediate their social behavior difficulties.MethodThe socio-emotional skills reeducation program (Barisnikov, 2007) was proposed to 17 ID adults. Participants’ socio-emotional skills were assessed in pre- and post-reeducation period using tasks from the “Socio-Cognitive and Emotional Battery” (Barisnikov & Hippolyte, 2011).ResultsPost-reeducation assessment showed that the performance of participants was significantly improved on both “Emotion Attribution Task” and “Social Resolution task”. The significant reduction in their behavioral problems was also observed. These results demonstrated that the improvements were not limited to participants’ socio-emotional processing abilities but were also generalized to their daily functioning.ConclusionThe program provides an interesting tool to improve socio-emotional processing abilities and social behavior in adults with ID.     

Effects of personality and threat of evaluation on divergent and convergent thinking

This study explores the effects of the Big Five personality traits and threat of evaluation on divergent and convergent thinking in a sample of 82 UK students. Results showed that Openness and Extraversion predicted divergent thinking under both threat of evaluation and no evaluation, whilst Neuroticism correlated significantly with divergent thinking (negatively) only under threat of evaluation. However, mediational analysis showed that the effects of Neuroticism on divergent thinking under threat of evaluation were fully accounted for by Extraversion. Thus neurotics’ divergent thinking was significantly more impaired because they were more introverted. Theoretical and practical implications are discussed.     

The Expansion and Restructuring of Intellectual Property and Its Implications for the Developing World

In this paper we begin with a reference to the work of Hernando de Soto The Mystery of Capital: Why Capitalism Triumphs in the West and Fails Everywhere Else, and his characterization of the Western institution of formal property . We note the linkages that he sees between the institution and successful capitalist enterprise. Therefore, given the appropriateness of his analysis, it would appear to be worthwhile for developing and less developed countries to adjust their systems of ownership to conform more closely to the Western system of formal property. However, we go on to point out that property relationships within the Western system have become subject to redefinition through the expansion of Intellectual Property (IP) rights in ways that ultimately work to the disadvantage of the developing and less developed countries. We point out that this restructuring has been given global application through the implementation of the TRIPS agreement by the WTO. In the final section of the paper I suggest ways in which IP rights and relevant institutions can be reformed in order to avoid the disadvantages to the developing and less developed countries.

Intellectual arrogance and intellectual humility: correlational evidence for an evolutionary-embodied-epistemological account

Abstract

We outline an evolutionary-embodied-epistemological (EEE) account of intellectual arrogance (IA), proposing that people psychologically experience their important beliefs as valued possessions – mental materialism – that they must fight to keep – ideological territoriality – thereby disposing them toward IA. Nonetheless, IA should still vary, being higher among people taking a hostile and domineering epistemic stance (rejecting reality, resisting evidence) than among those taking an open and deferential one (embracing reality, respecting evidence). Such variations can be predicted from people’s standing on the communion-agency circumplex at multiple levels of analysis (i.e. from their social inclusion and status; dispositional warmth and competence; and behavioral amiability and assertiveness). Using pre-validated indices of mental materialism and ideological territoriality, and an argument evaluation task permitting the quantification of rational objectivity and egotistical bias, we obtained consistent correlational evidence that, as hypothesized, IA is the highest when agency is high and communion low, validating the EEE account.     

Do Raven's Colored Progressive Matrices function in the same way in typical and clinical populations? Insights from the intellectual disability field

Standardized tests are used widely in comparative studies of clinical populations, either as dependent or control variables. Yet, one cannot always be sure that the test items measure the same constructs in the groups under study. In the present work, 460 participants with intellectual disability of undifferentiated etiology and 488 typical children were tested using Raven's Colored Progressive Matrices (RCPM). Data were analyzed using binomial logistic regression modeling designed to detect differential item functioning (DIF). Results showed that 12 items out of 36 function differentially between the two groups, but only 2 items exhibit at least moderate DIF. Thus, a very large majority of the items have identical discriminative power and difficulty levels across the two groups. It is concluded that RCPM can be used with confidence in studies comparing participants with and without intellectual disability. In addition, it is suggested that methods for investigating internal bias of tests used in cross-cultural, cross-linguistic or cross-gender comparisons should also be regularly employed in studies of clinical populations, particularly in the field of developmental disability, to show the absence of systematic measurement error (i.e. DIF) affecting item responses.     

Flexibilité catégorielle chez des enfants scolarisés en ULIS : les effets d’un étayage métacognitif

Categorization is an essential cognitive process, but it seems deficient in children with intellectual disability. This study aimed to assess the improvement of categorization performances in children with intellectual disability by a metacognitive training. The specificity of the metacognitive training was tested by assessing two types of training, one metacognitive and the other not. The performances of categorical flexibility, that is to say, flexible use of categorization in 34 children with intellectual disability schooled in a special school (ULIS) were first evaluated. An intervention (metacognitive training, or training without metacognitive orientation, or no training) was then proposed one week later, followed by a second evaluation of the categorical flexibility performances. Furthermore, two versions of the categorical flexibility task were proposed so allowing the comparison of the use of perceptive categorization (shape and color) and semantic categorization (taxonomic and thematic). The results show that when the categorization requested are perceptive children with intellectual disability achieve performances at the ceiling level, contrary to the case of semantic categorization. Only children having benefited from a metacognitive training significantly increased their performances in semantic categorical flexibility task. These results show the possibility of training the semantic categorical flexibility in children with intellectual disability and suggest a possibility of transferring learning.     

Beery VMI performance in autism spectrum disorder

Few studies have examined the visuomotor integration (VMI) abilities of individuals with autism spectrum disorder (ASD). An all-male sample consisting of 56 ASD participants (ages 3–23 years) and 36 typically developing (TD) participants (ages 4–26 years) completed the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI) as part of a larger neuropsychological battery. Participants were also administered standardized measures of intellectual functioning and the Social Responsiveness Scale (SRS), which assesses autism and autism-like traits. The ASD group performed significantly lower on the Beery VMI and on all IQ measures compared to the TD group. VMI performance was significantly correlated with full scale IQ (FSIQ), performance IQ (PIQ), and verbal IQ (VIQ) in the TD group only. However, when FSIQ was taken into account, no significant Beery VMI differences between groups were observed. Only one TD participant scored 1.5 standard deviations (SDs) below the Beery VMI normative sample mean, in comparison to 21% of the ASD sample. As expected, the ASD group was rated as having significantly higher levels of social impairment on the SRS compared to the TD group across all major domains. However, level of functioning on the SRS was not associated with Berry VMI performance. These findings demonstrate that a substantial number of individuals with ASD experience difficulties compared to TD in performing VMI-related tasks, and that VMI is likely affected by general cognitive ability. The fact that lowered Beery VMI performance occurred only within a subset of individuals with ASD and did not correlate with SRS would indicate that visuomotor deficits are not a core feature of ASD, even though they present at a higher rate of impairment than observed in TD participants.     

MORAL REFORM,MORAL DISAGREEMENT,AND ABORTION

Abstract: Bernard Gert argues that legitimate moral disagreement calls for tolerance and moral humility; when there is more than one morally acceptable course of action, then intolerance and what Gert calls “moral arrogance” would be objectionable. This article identifies some possible difficulties in distinguishing moral arrogance from moral reform and then examines Gert's treatment of abortion as a contemporary example of moral disagreement that he characterizes as irresolvable.     

Psychological testing for Hispanic Americans

The need for culturally responsive mental health services for Hispanic Americans has never been greater. This population will soon become the largest of all U.S. ethnic minority groups, and recent epidemiologic studies suggest that Hispanics have rates of mental health need that are similar to those found in the general population. Developing culturally relevant mental health services, including diagnostic and assessment procedures, for this population is essential. A synthesis of extant literature pertaining to psychological testing for Hispanics is presented. It is limited to the adult literature and discusses issues related to personality, neuropsychological, and intellectual assessment. The importance of language as it influences the assessment process has also been discussed. Based on clinical and research experiences and the results of the literature review, a set of general guidelines is proposed for those working with this population.