Distinct Expressions of Vital Spirituality

As the interest in non-institutional spirituality increases, it is unclear which aspects of the multidimensional construct are vital. We thus developed an open 40-item questionnaire to measure distinct expressions of spirituality and tested it in 488 healthy individuals. Reliability and factor analysis resulted in an instrument with seven factors (Cronbach’s α = 0.942): “Prayer, trust in God and shelter”, “Insight, awareness and wisdom”, “Transcendence conviction”, “Compassion, generosity and patience”, “Conscious interactions”, “Gratitude, reverence and respect” and “Equanimity”. This explorative research tool may give relevant information for health cares and chaplains, and provides insights in distinct aspects of vital spirituality.     

The role of multiple-exemplar training and naming in establishing derived equivalence in an infant

The conditions under which symmetry and equivalence relations develop are still controversial. This paper reports three experiments that attempt to analyze the impact of multiple-exemplar training (MET) in receptive symmetry on the emergence of visual-visual equivalence relations with a very young child, Gloria. At the age of 15 months 24 days (15m24d), Gloria was tested for receptive symmetry and naming and showed no evidence of either repertoire. In the first experiment, MET in immediate and delayed receptive symmetrical responding or listener behavior (from object-sound to immediate and delayed sound-object selection) proceeded for one month with 10 different objects. This was followed, at 16m25d, by a second test conducted with six new objects. Gloria showed generalized receptive symmetry with a 3-hr delay; however no evidence of naming with new objects was found. Experiment 2 began at 17m with the aim of establishing derived visual-visual equivalence relations using a matching-to-sample format with two comparisons. Visual-visual equivalence responding emerged at 19m, although Gloria still had not shown evidence of naming. Experiment 3 (22m to 23m25d) used a three-comparison matching-to-sample procedure to establish visual-visual equivalence. Equivalence responding emerged as in Experiment 2, and naming emerged by the end of Experiment 3. Results are discussed in terms of the history of training in bidirectional relations responsible for the emergence of visual-visual equivalence relations and of their implications for current theories of stimulus equivalence.     

Timing, remembering, and discrimination

Four pigeons were first trained in a timing procedure. In one condition, each trial began with the presentation of an X on the center key, followed by a delay (short or long), after which two side keys were lit. If the delay was short, pecks to the red side key were reinforced. If the delay was long, pecks to the green side key were reinforced. In a second condition, the opposite contingencies applied following presentation of a square on the center key. Choice responses were then tested at 10 time intervals ranging from short to long (1 to 4 s and 4 to 7 s in different conditions). The two timing conditions were combined to create a remembering condition in which correct responding depended upon discrimination of both the sample stimulus (X or square) and the delay interval (short or long). Choices varied systematically across delay in timing conditions, but in remembering conditions, accurate choice at the training delays did not initially generalize to intermediate delays. However, with prolonged training in the remembering task, the response pattern began to resemble that of the timing conditions. Generalization gradients were asymmetrical, in accordance with Weber's Law, in that greater generalization occurred with longer delays than with shorter delays.     

A theory of attending, remembering, and reinforcement in delayed matching to sample

A theory of attending and reinforcement in conditional discriminations is extended to working memory in delayed matching to sample by adding terms for disruption of attending during the retention interval. Like its predecessor, the theory assumes that reinforcers and disruptors affect the independent probabilities of attending to sample and comparison stimuli in the same way as the rate of overt free-operant responding as suggested by Nevin and Grace, and that attending is translated into discriminative performance by the model of Davison and Nevin. The theory accounts for the effects of sample-stimulus discriminability and retention-interval disruption on the levels and slopes of forgetting functions, and for the diverse relations between accuracy and sensitivity to reinforcement reported in the literature. It also accounts for the effects of reinforcer probability in multiple schedules on the levels and resistance to change of forgetting functions; for the effects of reinforcer probabilities signaled within delayed-matching trials; and for the effects of reinforcer delay, sample duration, and intertrial-interval duration. The model accounts for some data that have been problematic for previous theories, and makes testably different predictions of the effects of reinforcer probabilities and disruptors on forgetting functions in multiple schedules and signaled trials.     

Cancer Family History Reporting: Impact of Method and Psychosocial Factors

Family history is one the greatest risk factors for disease and one of the most important informational tools in medical genetics for the purpose of diagnosis, risk assessment, prevention and treatment. However, research is needed on the comparability of different methods of cancer family history assessment and the influence of psychosocial factors in family history reports. The purpose of this study was to determine if individuals had discrepancies between written and interview reports of cancer family history and the role of psychosocial factors in these discrepancies. Oncology patients (n=104) were administered a survey to assess psychosocial factors (i.e., information-seeking, worry, perceived risk, and health literacy) and were asked to provide family history in a written and an interview form. Randomization determined which form individuals received first. No differences in the amount of missing data or the amount of unspecified data were noted between the written and interview method. Psychosocial factors did not differentiate between those who had discrepancies in family history reports and those who did not have discrepancies in family history reports; although there was a trend for those with lower literacy and those who were blunters to be more discrepant on type of cancer diagnosis. In sum, this preliminary study indicates that written and interview methods of family history assessment for first degree relatives may be used interchangeably. The ability to use written methods will facilitate collection of basic family history information in the oncology clinic.     

Risk Assessment and Genetic Counseling for Hereditary Breast and Ovarian Cancer: Recommendations of the National Society of Genetic Counselors

These cancer genetic counseling recommendations describe the medical, psychosocial and ethical implications of identifying at-risk individuals for hereditary breast and ovarian cancer (HBOC) through cancer risk assessment, with or without genetic susceptibility testing. They were developed by members of the Practice Issues Subcommittee of the National Society of Genetic Counselors’ Familial Cancer Risk Counseling Special Interest Group. The information contained in this document is derived from extensive review of the current literature on cancer genetic risk assessment as well as the professional expertise of genetic counselors with significant experience in education and counseling regarding hereditary breast and ovarian cancer. Critical components of the process include the ascertainment of medical and family histories, determination and communication of cancer risk, assessment of risk perception, education regarding the genetics of HBOC, discussion of molecular testing for HBOC if appropriate (including benefits, risks and limitations) and any necessary follow-up. These recommendations do not dictate an exclusive course of management or guarantee a specific outcome. Moreover, they do not replace the professional judgment of a health care provider based on the clinical situation of a client.     

Westernalization in the Mirror: On the Cultural Reception of Western Psychology

Miki Takasuna’s paper on “Proliferation of Western Methodological Thought in Psychology in Japan: Ways of Objectification” offers many significant clues for reconsidering the history and unity of psychology. Its treatment of the reception of psychology in Japan hints at the relevance of the models of the subject for psychology—including the allegedly “official” psychology. The aim of this paper is to suggest such reconsideration, on the basis of a distinction between psychology-importing and psychology-exporting countries, and provide a reflection on the cultural problems of assimilation by the latter of a discipline advanced by the former. This perspective leads us to acknowledge the existence of a variety of psychological programs corresponding to the transformation and modernization of different social realities. Also, an indication is offered of several possible levels of analysis of such programs, which are seen to be related with the emergence of psychology as the science of modernity.

Development of historical understanding among 9- to 14-year old children

The study attempted an understanding of the cognitive process involved in appreciation of history and the developmental pattern of the same. A test of Historical Understanding (HU) was constructed consisting of items which were similar to historical situations, but real historical episodes were not included in order to avoid any effect of prior knowledge and memory of historical facts. The test items were pilot tested and refined. A random sample of 15 children, 9–14 years of age (Grades 4, 6 and 8), was administered the test with clinical probing followed by an interview to assess children’s idea of past and history. The findings revealed that appreciation of the difference between past and history, chronology, and historical imagination emerged early by 9 years of age developing further with age/Grade. Development of some dimensions such as empathy and critical analysis appeared late by 13–14 years.     

当代客观化人格测验的技术—— 基于实验的行为评估:维也纳研究小组开发的多种计算机化测验介绍

目前多数人格测验(特别是在中国使用的人格测验)基本上都是人格问卷, 基于实验的行为评估类客观化人格测验应用很少; 而后者近来在德语圈国家中则有复苏的迹象。因此, 本文综述了此类客观测验相对于人格问卷来说所具有的特点和优势, 如, 被试很难在这类客观化人格测验中作伪。本文介绍了维也纳研究小组所做的几个测验, 并讨论了这些测验的心理测量学性质和缺点。最后, 还列举了这些测验的实际应用。     

Multi(ple) cultural voices speaking “Outside the Sentence” of counselling and psychotherapy

This paper examines the notion that marginalized clients through their socio-cultural and geo-political histories are positioned “outside” the masculine cultural metaphors and conventional theoretical epistemologies of counselling, psychology and psychotherapy. In other words, these minoritized clients are “outside the sentence” of the texts and contexts of therapy. The discursive practice of therapeutic reconstitution and restoration produces a particular set of vocabularies and sentences that facilitate transformation and psychic equilibrium consistent with the process of individuation and self actualization. However, for marginalized groups, such as black and other visible minority, women, deaf, gay and lesbian clients the hegemonic masculine narratives of counselling psychology and psychotherapy only make it possible for these clients to be “outside the sentence”, not just grammatically and metaphorically of the therapeutic project, but in the external reality of how the practice is clinically governed. In other words, the social and cultural marginalization outside the clinic room is in a dialectical relationship with the therapy dyad. For the minoritized client being “outside the sentence” produces the effect of being “inside” another process, i.e., the history of subjugation, domination, diaspora, and displacement. This paper explores this issue and argues that the only way for counselling, psychology and psychotherapy to bring the diversity client “within the sentence” of therapy is to assign and re-inscribe the history, memory and pain of “the Other” voices to the “inside” of the therapeutic space, to interrupt and disrupt the hegemonic masculine narratives, thus transforming “non-sentences” into sentences and paragraphs, and eventually into essays of the discursive subject.