Sentence comprehension and working memory limitation in aphasia: a dissociation between semantic-syntactic and phonological reactivation

The relation between working memory (WM) limitation and sentence comprehension was assessed in Hebrew-speaking aphasics, three conduction aphasics and three agrammatics. The study compared sentences that required different types of reactivation-syntactic-semantic reactivation, in relative clauses, and word form/phonological reactivation, in sentences with reanalysis of lexical ambiguity. The effect of phonological memory load, manipulated by number of words intervening between the activation and the reactivation, on comprehension of the two sentence types was examined. The findings were that agrammatic aphasics failed in the comprehension of object relatives but not on subject relatives irrespective of their antecedent-gap distance. Conduction aphasics, on the other hand, who showed severe WM limitation, comprehended well all types of relative clauses and were unaffected by antecedent-gap distance. The conduction aphasics failed to understand the sentences that required phonological reactivation when the phonological distance was long. These results suggest that the type of reactivation required by the sentence, as well as the type of memory overload are crucial in determining the effect of WM limitation on sentence comprehension.     

When Suicide Is at Stake: Some Thoughts on the Therapeutic Space between Therapists and Adolescents

Looking at adolescence as a period of turmoil as well as abrupt physical and mental changes, it is not surprising that in western countries suicide is the primary cause of death in adolescents and young adults ages 15–24. Most therapists treating adolescents encounter patients who frequently engage in suicidal behavior. This significantly challenges the therapeutic bond and influences the therapeutic space in a unique way. In this article, we address the challenges specific to the therapeutic alliance in treating adolescents presenting suicidal behaviors. While literature on the nature of the therapeutic bond with adult suicide attempters is available, literature on the distinguishing characteristics of the therapeutic bond with adolescent attempters is lacking. Two vignettes are presented to illustrate this distinctive alliance.     

Patterns of visual dyslexia

This study reports two Hebrew-speaking individuals with acquired visual dyslexia. They made predominantly visual errors in reading, in all positions of the target words. Although both of them produced visual errors, their reading patterns crucially differed in three respects. KD had almost exclusively letter substitutions, and SF also made letter omissions, additions, letter position errors, and between-word migrations. KD had difficulties accessing abstract letter identity in single-letter tasks, and in letter naming, unlike SF, who named letters well. KD did not show lexical effects such as frequency and orthographic neighbourhood effects and produced nonword responses, whereas SF showed lexical effects, with a strong tendency to produce word responses. We suggest that these two patterns stem from two different deficits - KD has letter identity visual dyslexia, which results from a deficit in abstract letter identification in the orthographic-visual analysis system, yielding erroneous letter identities, whereas SF has visual-output dyslexia, which results from a deficit at a later stage, a stage that combines the outputs of the various functions of the orthographic-visual analyzer.     

Sliding doors: some reflections on the parent–child–therapist triangle in parent work–child psychotherapy

The parental presence as therapy agents, namely as a medium and support for the therapeutic process, is one of the paradoxical parameters of working with children. Parental presence serves as a reminder of the need to find a balance between inner and outer reality. The door that is closed in the therapy room leaves a parent on the other side but at the same time provides the child’s inner world with more latitude to reveal itself. This paper examines the fabric of relations created in the therapeutic parent–child–therapist triangle (analogous to Britton’s conceptualisation of the parent–parent–child link). How does this triangular connection affect the ability to be with the silent self (Winnicott) when the parent remains (tangibly and symbolically) on the other side of the therapy door? This paper presents two clinical examples to illustrate the complex fabric of relations created in the therapeutic parent–child–therapist triangle and the interactions between the internal and external reality of the parent–child relationship.     

Contingencies of Exogenous Reward and Task Performance: On the “Minimax” Strategy in instrumental Behavior1

Subjects performed a task in return for monetary payment. In one experimental condition, the subject's pay was contingent on his working at the task for at least the time specified, in another condition, the pay was contingent on the subject's completion of at least the specified output standard; in a third condition, the amount of pay was contingent on the quantity of output. It was found that subjects in the time-contingent condition adhered most closely to the task's time specification, subjects in the standard-contingent condition adhered most closely to the standard specification, and subjects in the output-contingent condition produced the highest quantities of output. The results are discussed in reference to the idea that extrinsically motivated workers act in accordance with a “minimax” strategy: They attempt to perform the bare minimum of work sufficient for the achievement of maximal rewards.     

Letter form as a constraint for errors in neglect dyslexia and letter position dyslexia

Does letter-form constrain errors in peripheral dyslexia? In Hebrew, 5 of the 22 letters have two different letter forms, one is used only when the letter occurs in word-final position, the other form is used in initial and middle positions. Is the information on final-forms encoded in the letter identity information and used for word identification, or is it discarded? The current research explored this question through the effect of final vs. non final letter form on the error pattern in neglect dyslexia (neglexia) and letter position dyslexia (LPD). Left word-based neglexia results in errors of omission, substitution and addition of letters in the left side of words, which in Hebrew is the end of the word. We examined whether final letter form blocks the addition of letters to the end of the word and whether omissions of letters after letters in non-final form are avoided. The predominant error type in LPD is migration of letters within words. We tested whether migrations also occur when they cause form change of either final-form letters that move to middle position or middle-form letters that move to final position. These questions were assessed in both acquired and developmental neglexia and LPD. The results indicated a strong effect of final letter-form on acquired neglexia and on acquired and developmental LPD, which almost completely prevented form-changing errors. This effect was not found in developmental neglexia, where words that end in final-form letters were actually more impaired than other words, probably because final-form letters appear only on the neglected side of the word for Hebrew-reading children with left developmental neglexia. These data show that early visuo-orthographic analysis is sensitive to final letter form and that final letter form constrains errors in peripheral dyslexia.     

Attachment Patterns in Medically Serious Suicide Attempts: The Mediating Role of Self‐Disclosure and Loneliness

Although the study of medically serious suicide behavior is an important strategy for understanding the nature of suicide, little is known about its underlying psychological mechanisms. This gap is addressed here by applying insights from attachment theory to severe suicidal behavior. The results show that both anxious and avoidant attachment patterns predict medical lethality. Path analysis indicated that interpersonal difficulties mediated the paths between insecure attachment patterns and lethality of suicide attempts. These results suggest that the psychological mechanisms of medically serious suicide behavior involve high levels of mental pain amplified by insecure attachment patterns and interpersonal difficulties. Implications for prevention and therapeutic intervention strategies are discussed.