A Meta-Analysis of Cognitive Deficits in Adults with a Diagnosis of Schizophrenia

This review identified 1275 studies examining cognitive deficits in people with schizophrenia, published between 1990 and 2003. Data from 113 studies (4365 patients and 3429 controls) were combined in a meta-analysis carried out on the five cognitive domains of IQ, memory, language, executive function, and attention. Studies were excluded where they lacked a suitable control group or failed to present complete information. In all five cognitive domains, analysis indicated a consistent trend for patients to perform more poorly than healthy controls, with significant heterogeneity across studies. Sources of heterogeneity were analyzed and a need to ensure more appropriate composition of patient and control groups and to adopt a more refined and methodologically correct, hypothesis-driven approach was identified.     

The body, adolescence, and psychosis

This article explores aspects of the clinical development of a male 17 year-old patient who had four weekly sessions of psychoanalysis during an acute psychotic crisis. In the context of arrested adolescent development, a psychotic crisis can present an opportunity to set the process of maturation in motion again. Adolescent psychosis is examined in the light of Bion's theories of catastrophic change - in which the container/contained relationship becomes explosive and overwhelming - as well as of Ferrari's and Matte Blanco's hypotheses on the mind-body relationship. The authors emphasize the role of denial of the body and its changes in the genesis of adolescent psychotic conflict, and show how the analytic relationship can offer crucial reverie conditions for promoting recognition of the body, bodily sensations and affects, as a prerequisite for the activation of an autonomous mental system. This clinical approach entails recognizing the urgent need to make room for the elaboration of intrasubjective relationships and for mind-body dialogue, transference interpretations being postponed. Clinical material and fragments of analytic dialogue illustrate the authors' hypotheses and demonstrate the patient's development towards recognition of his body and an incipient capacity to think associated with the perception of the limits set by time and reality.     

Sensitivity of Fit Indices to Fake Perturbation of Ordinal Data: A Sample by Replacement Approach

In many psychological questionnaires the need to analyze empirical data raises the fundamental problem of possible fake or fraudulent observations in the data. This aspect is particularly relevant for researchers working on sensitive topics such as, for example, risky sexual behaviors and drug addictions. Our contribution presents a new probabilistic approach, called Sample Generation by Replacement (SGR), to address the problem of evaluating the sensitivity of 8 commonly used SEM-based fit indices (Goodness of Fit Index, GFI; Adjusted Goodness of Fit Index, AGFI; Expected Cross Validation Index, ECVI; Standardized Root-Mean-Square Residual Index, SRMR; Root-Mean-Square Error of Approximation, RMSEA; Comparative Fit Index, CFI; Nonnormed Fit Index, NNFI; and Normed Fit Index, NFI) to fake-good ordinal data. We used SGR to perform a simulation study involving 3 different SEM models, 2 sample size conditions, and 2 estimation methods: maximum likelihood (ML) and weighted least squares (WLS). Our results show that the incremental fit indices (CFI, NNFI, and NFI) are clearly more sensitive to fake perturbation than the absolute fit indices (GFI, AGFI, and ECVI). Overall, NFI turned out to be the best and most reliable fit index. We also applied SGR to real behavioral data on (non)compliance in liver transplant patients.     

Longitudinal Analysis of Associations between 3-D Mental Rotation and Mathematics Reasoning Skills during Middle School: Across and within Genders

ABSTRACT

The development of math reasoning and 3-d mental rotation skills are intertwined. However, it is currently not understood how these cognitive processes develop and interact longitudinally at the within-person level – either within or across genders. In this study, 553 students (52% girls) were assessed from fifth to seventh grades on 3-d mental rotation spatial skills (assessed each fall) and numerical and algebraic math reasoning skills (assessed each spring). Boys outperformed girls on mental rotation tests across all three grades, and on fifth and seventh grade math reasoning tests. Consistent with the literature on between-person comparisons, there was a positive correlation between mental rotation and math reasoning skills in the full sample and for both genders. A random intercept cross-lagged panel model was used to control for these confounding group-level differences in order to isolate within-person associations between earlier and later performance. Initially in fifth grade, math reasoning predicted subsequent sixth grade mental rotation skills. By seventh grade, more advanced mental rotation skills were associated with subsequent math reasoning skills while math reasoning skills were no longer predictive of mental rotation skills. An examination of gender differences revealed that this pattern was driven by boys while girls experienced less within-person change. These findings suggest that boys may initially rely in part on their math reasoning skills to solve 3-d mental rotation tasks. However, as their 3-d mental rotation skills mature, they begin to primarily depend upon these developing spatial skills to solve math reasoning problems rather than the reverse.     

Efficacy of the program "Testas's (mis)adventures" to promote the deep approach to learning

This paper provides information about the efficacy of a tutorial training program intended to enhance elementary fifth graders' study processes and foster their deep approaches to learning. The program "Testas's (mis)adventures" consists of a set of books in which Testas, a typical student, reveals and reflects upon his life experiences during school years. These life stories are nothing but an opportunity to present and train a wide range of learning strategies and self-regulatory processes, designed to insure students' deeper preparation for present and future learning challenges. The program has been developed along a school year, in a one hour weekly tutorial sessions. The training program had a semi-experimental design, included an experimental group (n=50) and a control one (n=50), and used pre- and posttest measures (learning strategies' declarative knowledge, learning approaches and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge of learning strategies and in their deep approach to learning, consequently lowering their use of a surface approach. In spite of this, in what concerns to academic achievement, no statistically significant differences have been found.     

The relationship between contrast sensitivity, gait, and reading speed in Parkinson's disease

Parkinson's disease (PD) results in reduced walking speed and visual difficulties, including difficulty reading (Davidsdottir, Cronin-Golomb, & Lee, 2005). PD is characterized by a reduction in dopamine, which is instrumental in determining a person's contrast sensitivity (CS). This study assessed the relationship between CS, gait (step length and walking speed), and reading speed in 18 non-demented PD volunteers with normal acuity. We found that CS correlated with walking speed (r = .57, p = .01), step length (r = .53, p = .02), and reading speed (r = .54, p = .02). Visual acuity (which has not been tied to dopamine in the same way) correlated with reading speed (r(s) = -.65, p = .004), but not with gait measures. We also assessed the contribution of age, education, and cognitive status (Shipley Institute of Living Scale) to these variables. We conclude that CS and age both play an important role in determining gait in PD, while reading speed is related to both acuity and CS, but not age.