On matters of mind and body: regarding Descartes

In this paper the author considers Descartes’ place in current thinking about the mind‐body dilemma. The premise here is that in the history of ideas, the questions posed can be as significant as the answers acquired. Descartes’ paramount question was ‘How do we determine certainty?’ and his pursuit of an answer led to cogito ergo sum. His discovery simultaneously raised the question whether mind is separate from or unified with the body. Some who currently hold that brain and subjectivity are unified contend that the philosopher ‘split’ mind from body and refer to ‘Descartes’ error’. This paper puts forward that Descartes’ detractors fail to recognise Descartes’ contribution to Western thought, which was to introduce the Enlightenment and to give a place to human subjectivity. Added to this, evidence from Descartes’ correspondence with Princess Elisabeth of Bohemia supports the conclusion that Descartes did in fact believe in the unity of mind and body although he could not reconcile this rationally with the certainty from personal experience that they were separate substances. In this Descartes was engaged in just the same dilemma as that of current thinkers and researchers, a conflict which still is yet to be resolved.     

Couple‐based Intervention for Depression: An Effectiveness Study in the National Health Service in England

This study represents an effectiveness study and service evaluation of a cognitive behavioral, couple‐based treatment for depression (BCT‐D) provided in London services that are part of the “Improving Access to Psychological Therapies” (IAPT) program in England. Twenty‐three therapists in community clinics were trained in BCT‐D during a 5‐day workshop, followed by monthly group supervision for 1 year. The BCT‐D treatment outcome findings are based on 63 couples in which at least one partner was depressed and elected to receive BCT‐D. Eighty‐five percent of couples also demonstrated relationship distress, and 49% of the nonclient partners also met caseness for depression or anxiety. Findings demonstrated a recovery rate of 57% with BCT‐D, compared to 41% for all IAPT treatments for depression in London. Nonclient partners who met caseness demonstrated a 48% recovery rate with BCT‐D, although they were not the focus of treatment. BCT‐D was equally effective for clients regardless of the clinical status of the nonclient partner, suggesting its effectiveness in assisting both members of the couple simultaneously. Likewise, treatment was equally effective whether or not both partners reported relationship distress. The findings are promising regarding the successful application of BCT‐D in routine clinical settings.     

An Examination of the Effectiveness of Dialectical Behavior Therapy Skills Groups

This study implemented a multiple‐phase, contrast, single‐case research design to examine the effectiveness of the 4 core dialectical behavior therapy skills group modules in reducing emotion dysregulation. Three participants completed four 6‐week skills modules over 9 months. Examination of calculated estimates of treatment effect indicated that 2 out of the 3 participants experienced meaningful changes in their degree of emotion dysregulation over the course of treatment. Implications for counseling practice are discussed.     

Integrating Hip‐Hop Culture and Rap Music Into Social Justice Counseling With Black Males

In this article, the author suggests that Hip‐Hop culture and rap music, in particular, can be integrated into individual counseling interactions with Black male clients to discuss the social injustices (e.g., hypercriminalization) they face. Literature examining the history of Hip‐Hop culture and how rap music has been used therapeutically with Black males is presented. The article concludes with a vignette illustrating how Elligan's ( 2000 ) rap therapy framework can help explore experiences Black male clients encounter.     

Found in Translation: Late Bilinguals Do Automatically Activate Their Native Language When They Are Not Using It

In their paper “Do Bilinguals Automatically Activate Their Native Language When They Are Not Using it?”, Costa, Pannunzi, Deco, and Pickering (Cognitive Science, 2017) proposed a reinterpretation of Thierry and Wu's (2004, 2007) finding of native language‐based (Chinese, L1) ERP effects when they tested Chinese–English late bilinguals exclusively in their second language (English, L2). Using simulations in a six‐node Hebbian learning model (three L1 nodes, three L2 nodes), Costa et al. suggested that form overlaps in L1 between otherwise unrelated words create a persistent relationship between their L2 translations. In this scenario, words in the nascent L2 lexicon overlapping in their L1 translations would become linked during learning because of the form overlap in L1; once the L2 words are learned, the direct link between them would be sufficient to generate robust, apparently “L1‐mediated” priming without requiring any activation of L1 translations. Costa et al. contend that links between L2 words remain beyond the learning phase, even after links to L1 representations have been severed, and thus that their model affords an alternative account to (but not a rebuttal of) Thierry and Wu's claim of language non‐selective activation—or automatic activation of translation equivalents—in late bilinguals. In this response, we build on Costa et al.'s original simulation code, showing that it can only reproduce L1‐independent priming when implementing the L1 disconnection in their particular way. By contrast, when severing inter‐language connections bidirectionally, their model fails to retain any sizeable influence of L1 form overlap on L2 activations. The model is not the theory, however, and we discuss several issues that would need to be addressed in further attempts to model language non‐selective activation in late bilinguals.     

Translating the ICAP Theory of Cognitive Engagement Into Practice

ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement.     

Cultural Effects Rather Than a Bilingual Advantage in Cognition: A Review and an Empirical Study

The bilingual advantage hypothesis contends that the management of two languages in the brain is carried out through domain‐general mechanisms, and that bilinguals possess a performance advantage over monolinguals on (nonlinguistic) tasks that tap these processes. Presently, there is evidence both for and against such an advantage. Interestingly, the evidence in favor has been thought strongest in children and older adults, leading some researchers to argue that young adults might be at peak performance levels, and therefore bilingualism is unable to confer an improvement. We conducted a large‐scale review of the extant literature and found that the weight of research pointed to an absence of positive evidence for a bilingual advantage at any age. We next gave a large number of young adult participants a task designed to test the bilingual advantage hypothesis. Reasoning from the literature that young adults from an East Asian (Korean) culture would likely outperform those from a Western (British) culture, we also compared participants on this factor. We found no evidence for a bilingual advantage but did find evidence for enhanced performance in the Korean group. We interpret these results as further evidence against the bilingual advantage hypotheses.     

Evaluation of a Health Careers Program for Asian American and Pacific Islander High School Students

The authors evaluated a health careers program in a U.S. urban public high school. After small subgroups of the original sample were removed, participants included 162 Asian American and Pacific Islander students. Analyses of covariance indicated that, compared with the comparison group, the treatment group reported significantly higher levels of social support, school engagement, interest in learning, vocational expectations, and ethnic identity. Implications for multicultural counseling in schools are discussed. Los autores evaluaron un programa de carreras sanitarias en una escuela secundaria pública de Estados Unidos. Tras la eliminación de pequeños subgrupos de la muestra original, los participantes incluyeron 162 estudiantes Asiático‐Americanos e Isleños del Pacífico. Los análisis de covarianza indicaron que, comparado con el grupo de comparación, el grupo de tratamiento expresó unos niveles significativamente mayores de apoyo social, participación escolar, interés en el aprendizaje, expectativas vocacionales e identidad étnica. Se discuten las implicaciones para la consejería multicultural en escuelas.     

Risk and Prisoner's Dilemma: A Reinterpretation of Coombs' Re‐parameterization

We propose a model to measure risk in a prisoner's dilemma based on Coombs' (1973) re‐parameterization of the game as an individual risk decision‐making task that chooses between a gamble of cooperation and another gamble of defection. Specifically, we propose an index, r, to represent the risk associated with cooperation relative to defection. In conjunction with Rapoport's (1967) index of cooperation (K), our formulation of risk allows us to construct games that vary in risk (as indexed by r) while controlling for cooperativeness (as indexed by K). Following utility analysis that models risk seeking as a convex utility function and risk averse as a concave function, we predict that risk‐seeking people cooperate more in games that the cooperation choice is more risky, whereas risk‐averse people cooperate more in games that the cooperation choice is less risky. In the three studies that we varied game parameters, used different measures of risk orientation and prosocial orientation and used different experimental procedures, we found robust results supporting our predictions. Theoretical analysis of our formulation further suggests that risk and cooperativeness of a prisoner's dilemma game is not entirely independent. Games that have a higher cooperativeness index are necessarily more risky. Copyright © 2011 John Wiley & Sons, Ltd.