Who are maximizers? Future oriented and highly numerate individuals

Two studies investigated cognitive mechanisms that may be associated with people's tendency to maximize. Maximizers are individuals who are spending a great amount of effort in order to find the very best option in a decision situation, rather than stopping the decision process when they encounter a satisfying option. These studies show that maximizers are more future oriented than other people, which may motivate them to invest the extra energy into optimal choices. Maximizers also have higher numerical skills, possibly facilitating the cognitive processes involved with decision trade‐offs.     

Evaluation of Symptoms and Alexithymia in Psychiatric Patients: A Naturalistic Longitudinal Study in a Day Hospital

This study aimed to examine the effectiveness of a time-limited (10 months), combined individual and group treatment in a Day Hospital (DH) setting. Participants (N = 73) completed measures of general symptoms and alexithymia. We hypothesized improvements in these symptoms at the end of the overall therapeutic treatment. Results showed significant improvement in ability to identify and describe emotions and feelings, and in general symptoms. Differences in age and personality disorders were found at the end of the treatment: younger patients had less difficulty in identifying emotions, and psychotic patients have higher difficulty to describe feelings compared to patients with personality disorders. Furthermore, patients with schizophrenia had lower pathological symptoms compared to patients with mood disorders. This naturalistic longitudinal study demonstrates that DH treatments in group setting increase the patient‘s ability to symbolize and to connect their symptoms to thought and emotions.     

Observer-Rated Measures of Defense Mechanisms

Observer-rated measures of defense mechanisms are the direct lineal descendants of Freud's clinical proposition that an observer can reasonably infer defensive operations in an individual of which the individual himself or herself is unaware. Assessment methods of defenses have used both projective testing and clinical interview data. Recent Rorschach test methods have focused on borderline and neurotic-level defenses used to discriminate diagnostic groups and predict other aspects of functioning. A TAT method has demonstrated some evidence for age progression in the development of defensive functioning and for regression in defensive functioning following psychological stress. While interrater reliability is generally good, the methods are limited by the availability of the testing situation and the need to demonstrate generalization to external situations.
Following the early introduction of systematic methods by Haan and Vaillant, a number of methods use clinical interview data to assess specific defenses and overall defensive functioning. These methods identify defenses either as qualitative categories, rank-ordered scores by Q-sort, or actual counts of each instance a defense is used. Summary scores are generally of good reliability, with wider variation for individual defenses. There is wide variation on training required, ease of use, and levels of validation.
A review of some correlates of each method suggests that the instruments have a robust potential for use in fundamental and applied clinical research. While each method has some clear applications, the quantitative clinical interview methods appear best adapted to microanalytic process research on issues of defensive change in treatment.     

Learning by observation and learning by doing in Down and Williams syndromes

New skills may be learned by active experience (experiential learning or learning by doing) or by observation of others’ experience (learning by observation). In general, learning by observation reduces the time and the attempts needed to learn complex actions and behaviors. The present research aimed to compare learning by observation and learning by doing in two clinical populations with different etiology of intellectual disability (ID), as individuals with Down syndrome (DS) and individuals with Williams syndrome (WS), with the hypothesis that specific profiles of learning may be found in each syndrome. To this end, we used a mixture of new and existing data to compare the performances of 24 individuals with DS, 24 individuals with WS and 24 typically developing children on computerized tasks of learning by observation or learning by doing. The main result was that the two groups with ID exhibited distinct patterns of learning by observation. Thus, individuals with DS were impaired in reproducing the previously observed visuo‐motor sequence, while they were as efficient as TD children in the experiential learning task. On the other hand, individuals with WS benefited from the observational training while they were severely impaired in detecting the visuo‐motor sequence in the experiential learning task (when presented first). The present findings reinforce the syndrome‐specific hypothesis and the view of ID as a variety of conditions in which some cognitive functions are more disrupted than others because of the differences in genetic profile and brain morphology and functionality. These findings have important implications for clinicians, who should take into account the genetic etiology of ID in developing learning programs for treatment and education.     

Recognition memory and prefrontal cortex: dissociating recollection and familiarity processes using rTMS

Recognition memory can be supported by both the assessment of the familiarity of an item and by the recollection of the context in which an item was encountered. The neural substrates of these memory processes are controversial. To address these issues we applied repetitive transcranial magnetic stimulation (rTMS) over the right and left dorsolateral prefrontal cortex (DLPFC) of healthy subjects performing a remember/know task. rTMS disrupted familiarity judgments when applied before encoding of stimuli over both right and left DLPFC. rTMS disrupted recollection when applied before encoding of stimuli over the right DLPFC. These findings suggest that the DLPFC plays a critical role in recognition memory based on familiarity as well as recollection.