Assessing body image in patients with systemic sclerosis (scleroderma): validation of the adapted Satisfaction with Appearance Scale

People with scleroderma often experience disfiguring appearance-related changes in socially visible and interpersonally salient areas. Although disfigurement can lead to body image dissatisfaction, this phenomenon has not been well investigated due to the lack of a disfigurement-specific measure. The Satisfaction With Appearance (SWAP) scale, previously developed in burn survivors, was adapted and administered to 254 participants with scleroderma to evaluate its psychometric integrity and its validity for use in a different medical population that experiences changes in appearance. Principal component analysis revealed two factors – Subjective Dissatisfaction and Perceived Social Impact – rather than the four found in burn victims. Excellent estimates of internal consistency and temporal stability and strong evidence for the reliability of the two-factor solution were found. The resulting factor structure in a scleroderma population suggests that differing medical conditions may create alternate constellations of BID, reflects the need for body image researchers to assess psychometrics across medical populations and may have clinical implications for BID interventions.     

Sense-of-the-Other: At the Core of Interpersonal Theory and Practice

All psychotherapy is interpersonal. The sense-of-the-other is at the core of the interpersonal approach. More than empathic regard or unconditional understanding, the sense-of-the-other involves the engagement of a person in the other’s life. The degree to which two people resonate with each other provides an estimate of this sense. The contributions of those who have laid the foundations for interpersonal theory, including Sullivan, Buber, Kaiser, and Vigotsky are presented. Then the applications of sense-of-the-other to several scenarios illustrate the power of this concept. Finally, a method for the psychotherapist and other human beings is provided by which people can recognize their impact on others and learn to use it benevolently.     

Paired associate learning in Chinese children with dyslexia

A total of 82 Chinese 11- and 12-year-olds with and without dyslexia were tested on four paired associate learning (PAL) tasks, phonological awareness, morphological awareness, rapid naming, and verbal short-term memory in three different experiments. Experiment 1 demonstrated that children with dyslexia were significantly poorer in visual-verbal PAL than nondyslexic children but that these groups did not differ in visual-visual PAL performance. In Experiment 2, children with dyslexia had more difficulties in transferring rules to new stimuli in a rule-based visual-verbal PAL task as compared with children without dyslexia. Long-term retention of PAL was not impaired in dyslexic children across either experiment. In Experiment 3, rates of visual-verbal PAL deficits among children with dyslexia were all at or above 39%, the highest among all cognitive deficits tested. Moreover, rule-based visual-verbal PAL, in addition to morphological awareness and rapid naming ability, uniquely distinguished children with and without dyslexia even with other metalinguistic skills statistically controlled. Results underscore the importance of visual-verbal PAL for understanding reading impairment in Chinese children.     

Author gender differences in psychology citation impact 1996–2018

Academic psychology in the USA is a gender success story in terms of overturning its early male dominance but there are still relatively few senior female psychology researchers. To assess whether there are gender differences in citation impact that might help to explain either of these trends, this study investigates psychology articles since 1996. Seven out of eight Scopus psychology categories had a majority of female first-authored journal articles by 2018. From regression analyses of first and last author gender and team size, female first authors associate with a slightly higher average citation impact, but extra authors have a 10 times stronger association with higher average citation impact. Last author gender has little association with citation impact. Female first authors are more likely to be in larger teams and if team size is attributed to the first author's work, then their apparent influence of female first authors on citation impact doubles. While gender differences in average citation impact are too small to account for gender-related trends in academic psychology, they warn that male-dominated citation-based ranking lists of psychologists do not reflect the state of psychology research today.     

Remembering personal change for better or worse: Retrieval context matters

We investigated how focusing on the details (experience focus) versus self-narrative significance (coherence focus) of valenced transitions informs appraisals and emotions at recall. Participants (N = 302) selected a negative or positive transition and rated their emotion. Two weeks later, they described their event using an experience or coherence focus, then rated emotion, event impact, self-relevance, and memory characteristics. A coherence (vs. experience) focus produced lower negative affect and greater psychological impact, particularly for negative transitions. The negative-coherence group showed the largest decrease in negation emotion over time. A coherence (vs. experience) focus resulted in less perceptual detail, reactivity, and re-experiencing. Positive (vs. negative) events were deemed more central to identity and connected to other events. Mental focus informed psychological impact and negative affect, while event valence influenced self-relevance. These findings remained when event type (interpersonal) was matched across groups. Motives for framing autobiographical memories and implications for adaptive self-reflection are discussed.     

Effects of nitric oxide inhibition on avoidance learning in the chick are lateralized and localized

Bilateral administration of nitric oxide synthase inhibitors into the intermediate medial hyperstriatal (IMHV) region of the chick brain impairs memory formation for an avoidance task. The aim of the current study was to determine whether this effect was restricted to a particular location in the brain, and whether inhibition was equally effective in both hemispheres. White Leghorn x black Australorp chicks were administered 0.5 mM N(omega)-Nitro-L-arginine methyl ester bilaterally into the lobus parolfactorius (LPO), or unilaterally into the IMHV. Injections into the LPO between 5 min pre-training and 40 min post-training had no effect on retention. In contrast, unilateral injections into the IMHV impaired retention and memory loss occurred from 40 min post-training. The effective administration time was hemisphere-dependent, requiring left hemisphere administration around the time of training and right hemisphere administration between 15 and 25 min post-training. These data suggest that localized nitric oxide activity in each hemisphere of the chick brain is necessary for the consolidation of memory for this task.     

The Treatment of Children Impacted by the World Trade Center Attack

Abstract

This article presents, from a developmental perspective, the authors' experiences treating children and families who were traumatized by and who lost relatives in the World Trade Center attack. The treatments took place within the Trauma Treatment Development Center, National Child Traumatic Stress Network (NCTSN) of the Division of Child and Adolescent Psychiatry, North Shore University Hospital, Manhasset, New York, of the North Shore-Long Island Jewish Health System. Case vignettes address treatments for toddlers, preschool, and school-age children and adolescents. Family, individual cognitive-behavioral, school, social, and parenting treatment strategies utilized are discussed.     

Influence of multiple-day temporal distribution of repetitions on memory: A comparison of uniform,expanding, and contracting schedules

Very few studies have examined the influence of schedules of repetitions across multiple days (e.g., Tsai, 1927 Tsai, L.-S. 1927. The relation of retention to the distribution of relearning. Journal of Experimental Psychology, 10: 30–39. [Crossref] , [Google Scholar]). Three temporal schedules of four presentations of pseudoword/word pairs over a 7-day learning period were compared: a uniform (presentations on Days 1, 3, 5, and 7), an expanding (1, 2, 3, 7), and a contracting (1, 5, 6, 7) schedule. Schedule was a within-subjects variable. Experiment 1 was performed on the Internet and showed that cued recall on Day 9 led to higher scores for the stimuli of the expanding schedule. Experiment 2 was performed in the laboratory and showed that the expanding and the uniform schedules led to the highest scores on Day 9. A recognition task performed during the learning phase revealed that stimuli recognized at the time of their repetition were more likely to be retrieved later than the others. Our results are discussed within the framework of the study-phase retrieval and encoding variability theories.     

Feasibility and preliminary outcomes for Move-Into-Learning: An arts-based mindfulness classroom intervention

This feasibility study investigated teachers’ assessment of Move-Into-Learning (MIL), an eight-week school-based Mindfulness-based intervention (MBI), designed to reduce stress and improve behavior in at-risk elementary students. MIL was implemented with two classrooms of third-grade students (n?=?41) in a low income, urban neighborhood using a pretest to posttest single group design. One of the two classrooms (n?=?20) completed a two-month follow-up measure examining sustainability of results. The program included mindfulness meditation, yoga movement with breathing exercises, and Appreciative Inquiry (AI) exercises that invited students to express themselves in the written and visual arts. MIL was evaluated via semi-structured teacher interviews and the Connors’ Behavior Rating Scale. Pre/post intervention showed significant improvement in behaviors, such as hyperactivity (t[1,39?=?3.1; p?=?0.002), and highly significant differences in the attention-deficit/hyperactivity disorder index (t[1,39]?=?5.42; p?<?0.001) and cognitive/inattentiveness (t[1,39]?=?5.56; p?<?0.001) subscales. Teacher interview data supported these findings suggesting MIL as a feasible and acceptable MBI that can be implemented in a third-grade classroom.