Review of Loneliness: A Sourcebook of Current Theory, Research and Therapy.

Reviews the book, Loneliness: A Sourcebook of Current Theory, Research and Therapy edited by Letitia Anne Peplau and Daniel Perlman (1982). In 1979, a conference was held at UCLA on the topic "loneliness." The papers presented there formed a nucleus for the volume edited by Peplau and Perlman, although a considerable amount of new material has been added. The book is divided into six sections, each preceded by an introductory chapter by the co-editors. Various definitions of loneliness and different approaches to studying it are surveyed, and a brief history of academic interest in this topic is provided. The editors should be commended for their thoroughness in covering this young, developing field of investigation, which already abounds with an almost bewildering variety of approaches and "schools of thought." It is clearly too early to write a conclusive chapter about the essence of loneliness or the likely path that research on this topic will take in the future. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From Theory to Application and Back Again: Implications of Research on Medical Expertise for Psychological Theory.

Research directed at an understanding of medical expertise is about 30 years old, and many developments in this literature parallel progress in cognitive psychology. Over the past 15 years or so, this research became much more closely identified with particular psychological theories. Initial forays into medicine were essentially direct applications of methods developed in the psychology lab to the more natural domain of medicine, with varying degrees of success. These attempts were followed by a second wave that took the psychological theories themselves more seriously in a more thoughtful application of psychological methods to the medical domain. I will argue in the present paper that the methods and theories used in the study of medical expertise have advanced to the point that there is some reverse flow and they are providing a unique and valuable perspective on the nature of thinking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Emergence of Autobiographical Memory: A Social Cultural Developmental Theory.

The authors present a multicomponent dynamic developmental theory of human autobiographical memory that emerges gradually across the preschool years. The components that contribute to the process of emergence include basic memory abilities, language and narrative, adult memory talk, temporal understanding, and understanding of self and others. The authors review the empirical developmental evidence within each of these components to show how each contributes to the timing, quantity, and quality of personal memories from the early years of life. The authors then consider the relevance of the theory to explanations of childhood amnesia and how the theory accounts for and predicts the complex findings on adults' earliest memories, including individual, gender, and cultural differences. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

An integrative conceptual framework of disability: New directions for research.

Advances in research on disability and rehabilitation are essential to creating equal opportunity, economic self-sufficiency, and full participation for persons with disabilities. Historically, such initiatives have focused on separate and specific areas, including neuroscience, molecular biology and genetics, gerontology, engineering and physical sciences, and social and behavioral sciences. Research on persons with disabilities should examine the broader context and trends of society that affect the total environment of persons with disabilities. This article examines the various disability paradigms across time, assessing the relative contribution of the socioecological perspective in guiding research designed to improve the lives of persons with disabilities. The authors recommend new research directions that include a focus on life span issues, biomedicine, biotechnology, the efficacy and effectiveness of current interventions, an emphasis on consumer-driven investigations within a socioecological perspective of disability, and the implications for research and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-system therapy as an intervention for self-regulatory dysfunction in depression: A randomized comparison with cognitive therapy.

Self-system therapy (SST) is a new therapy based on regulatory focus theory (E. T. Higgins, 1997) for depressed individuals unable to pursue promotion goals effectively. The authors conducted a randomized trial comparing SST with cognitive therapy (CT) in a sample of 45 patients with a range of depressive symptoms to test 2 hypotheses: that SST would be more efficacious for depressed individuals characterized by inadequate socialization toward pursuing promotion goals and that SST would lead to greater reduction in dysphoric responses to priming of promotion goals. There was no overall difference in efficacy between treatments, but patients whose socialization history lacked an emphasis on promotion goals showed significantly greater improvement with SST. In addition, SST patients showed a greater reduction in dysphoric responses to promotion goal priming than did CT patients. The results illustrate the value of a theory-based translational approach to treatment design and selection. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gestalt therapy and cognitive therapy—Contrasts or complementarities?

The article investigates the relationship between crucial concepts and understandings in gestalt therapy and cognitive therapy aiming at discussing if and how they can be mutually enriching when considered as complementary parts in a more encompassing integrative therapeutic approach. It is argued that gestalt therapy, defined as a field-theoretical approach to the study of gestalt formation process, can complement the schema-based understanding and practice in cognitive therapy. The clinical benefits from a complementary view of the two approaches will be a wider scope of awareness toward individual and contextual aspects of therapeutic change processes, toward different levels of memory involved in these processes, and toward the relationship between basic needs, sensation and cognition in therapeutic work. Further, a dialogue between the two approaches will pave the way for addressing the connection between fundamental awareness work in gestalt therapy and the tendency within cognitive therapy toward incorporating mindfulness as a therapeutic tool. In the conclusion of the article, additional complementary points between the two approaches are outlined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinctiveness and Correlation in Conceptual Structure: Behavioral and Computational Studies.

Patients with category-specific deficits have motivated a range of hypotheses about the structure of the conceptual system. One class of models claims that apparent category dissociations emerge from the internal structure of concepts rather than fractionation of the system into separate substores. This account claims that distinctive properties of concepts in the living domain are vulnerable because of their weak correlation with other features. Given the assumption that mutual activation among correlated properties produces faster activation in the normal system, the authors predicted a disadvantage for the distinctive features of living things for unimpaired adults. Results of a speeded feature verification study supported this prediction, as did a computational simulation in which networks mapped from orthography to semantics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychoanalysis as a natural science.

Despite Freud's unwavering intention that psychoanalysis should conform to the requirements of a natural science, this aim has not been realized. Some analysts hold the aim to have been mistaken. Others believe it can and should be achieved, proposing that traditional metapsychology be replaced by a new conceptual framework utilizing modern concepts not available to Freud. Utilizing data obtained from current findings in developmental psychology based on direct observation of parent-child interaction as well as from therapeutic sessions, a possible framework is sketched using principles derived from ethology, control theory, and human information processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Margaret Mahler: A biography of the psychoanalyst.

Reviews the book, Margaret Mahler: A biography of the psychoanalyst by Alma Halbert Bond (see record 2008-07778-000). This psychobiography tells an evocative tale of the late Margaret Mahler’s embattled, difficult, yet highly productive life. Mahler was a developmental researcher and a psychoanalyst. Her delineation of the separation–individuation process dramatically shifted psychoanalytic developmental theory, altering psychoanalytic understanding of pathogenesis and treatment. Her understanding of the mother–child matrix, as well as her approach to studying it, directly affected psychoanalytic child therapy as well, focusing clinical attention on the moment-by-moment vicissitudes of early development and also upon the possibility of altering its course through therapeutic intervention in the mother–child relationship. The book suffers from a number of problems: the narrative is sloppy, marred by numerous jarring, obvious, even surprising flaws. There is tremendous repetitiveness—sentences and whole passages are repeated verbatim within several pages. There are multiple errors, inconsistencies, and contradictions, including in the chapter notes and bibliography. Along with this shoddiness, there is reliance upon antiquated, sometimes simply inaccurate, conceptualizations and definitions of psychoanalytic and psychological ideas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Links between theory of mind and executive function in young children with autism: Clues to developmental primacy.

There has been much theoretical discussion of a functional link between theory of mind (ToM) and executive function (EF) in autism. This study sought to establish the relationship between ToM and EF in young children with autism (M = 5 years, 6 months) and to examine issues of developmental primacy. Thirty children with autism and 40 typically developing children, matched on age and ability, were assessed on a battery of tasks measuring ToM (1st- and 2nd-order false belief) and components of EF (planning, set shifting, inhibition). A significant correlation emerged between ToM and EF variables in the autism group, independent of age and ability, while ToM and higher order planning ability remained significantly related in the comparison group. Examination of the pattern of ToM-EF impairments in the autism group revealed dissociations in 1 direction only: impaired ToM with intact EF. These findings support the view that EF may be 1 important factor in the advancement of ToM understanding in autism. The theoretical implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clients' emotional processing in psychotherapy: A comparison between cognitive-behavioral and process-experiential therapies.

The authors compared clients' emotional processing in good and bad outcome cases in cognitive behavioral therapy (CBT) and process-experiential therapy (PET) and investigated whether clients' emotional processing increases over the course of therapy. Twenty minutes from each of 3 sessions from 40 clients were rated on the Experiencing Scale. A 2 × 2 × 3 analysis of variance showed a significant difference between outcome and therapy groups, with clients in the good outcome and PET groups showing significantly higher levels of emotional processing than those in the poor outcome and CBT groups, respectively. Clients' level of emotional processing significantly increased from the beginning to the midpoint of therapy. The results indicate that CBT clients are more distant and disengaged from their emotional experience than clients in PET. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developing conceptual understanding and procedural skill in mathematics: An iterative process.

The authors propose that conceptual and procedural knowledge develop in an iterative fashion and that improved problem representation is 1 mechanism underlying the relations between them. Two experiments were conducted with 5th- and 6th-grade students learning about decimal fractions. In Experiment 1, children's initial conceptual knowledge predicted gains in procedural knowledge, and gains in procedural knowledge predicted improvements in conceptual knowledge. Correct problem representations mediated the relation between initial conceptual knowledge and improved procedural knowledge. In Experiment 2, amount of support for correct problem representation was experimentally manipulated, and the manipulations led to gains in procedural knowledge. Thus, conceptual and procedural knowledge develop iteratively, and improved problem representation is 1 mechanism in this process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Color Vision Research and the Trichromatic Theory: A Historical Review": Erratum.

Reports an error in the original article by Shakuntala Balaraman (Psychological Bulletin, 1962, 59[4], 434-448). Line 21 on page 435 should read: Manchester Literary and Philosophical Society. (The following abstract of this article appeared in record 1963-06015-001.) After more than a century of scientific research in color vision the trichromatic theory continues to face theoretical contradictions and unexplained facts. Trichromatic theories everywhere should rigorously examine the theory's basic assumptions, provide much more experimental data on the basic visual functions, and honestly ask themselves the question: should the theory be subject to drastic revision or should it be replaced by some other theory? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental reversals in false memory: A review of data and theory.

Can susceptibility to false memory and suggestion increase dramatically with age? The authors review the theoretical and empirical literatures on this counterintuitive possibility. Until recently, the well-documented pattern was that susceptibility to memory distortion had been found to decline between early childhood and young adulthood. That pattern is the centerpiece of much expert testimony in legal cases involving child witnesses and victims. During the past 5 years, however, several experiments have been published that test fuzzy-trace theory's prediction that some of the most powerful forms of false memory in adults will be greatly attenuated in children. Those experiments show that in some common domains of experience, in which false memories are rooted in meaning connections among events, age increases in false memory are the rule and are sometimes accompanied by net declines in the accuracy of memory. As these experiments are strongly theory-driven, they have established that developmental improvements in the formation of meaning connections are necessary and sufficient to produce age increases in false memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Brain and cognitive evolution: Forms of modularity and functions of mind.

Genetic and neurobiological research is reviewed as related to controversy over the extent to which neocortical organization and associated cognitive functions are genetically constrained or emerge through patterns of developmental experience. An evolutionary framework that accommodates genetic constraint and experiential modification of brain organization and cognitive function is then proposed. The authors argue that 4 forms of modularity and 3 forms of neural and cognitive plasticity define the relation between genetic constraint and the influence of developmental experience. For humans, the result is the ontogenetic emergence of functional modules in the domains of folk psychology, folk biology, and folk physics. The authors present a taxonomy of these modules and review associated research relating to brain and cognitive plasticity in these domains. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Causal-Model Theory of Conceptual Representation and Categorization.

This article presents a theory of categorization that accounts for the effects of causal knowledge that relates the features of categories. According to causal-model theory, people explicitly represent the probabilistic causal mechanisms that link category features and classify objects by evaluating whether they were likely to have been generated by those mechanisms. In 3 experiments, participants were taught causal knowledge that related the features of a novel category. Causal-model theory provided a good quantitative account of the effect of this knowledge on the importance of both individual features and interfeature correlations to classification. By enabling precise model fits and interpretable parameter estimates, causal-model theory helps place the theory-based approach to conceptual representation on equal footing with the well-known similarity-based approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Intellectual development: Birth to adulthood.

Reviews the book, Intellectual development: Birth to adulthood by Robbie Case (1985). One method for making tractable the complexities of human cognitive growth is to impose organization via a bold and expansive theory. Piaget's theory is exemplary. Robbie Case, in Intellectual Development: Birth to Adulthood, has improved and extended the approach. In Case's work, stages of cognitive development are revealed by the integration of structural and process analyses. Structural analysis is the use of a formalism or interpretive grid to describe the organization of intellectual operations required by a task. The formalism is Case's theory is the executive control structure, consisting of three lists: a representation of the problem situation, a representation of desired objectives, and cognitive and behavioural strategies. The process analysis provides an account of the integration of executive control structures and information processing capacities that are unique to each of four stages from birth to adulthood. The book succeeds as macrotheory. The issues that must be addressed by a complete account of human cognitive development are clearly summarized. Throughout the book there is considered review of advances in cognitive developmental inquiry. Workable tenets are borrowed, inadequacies are highlighted, and alternatives are put forward. There is a deliberate resolve to repair and continue to build stage theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinctive features hold a privileged status in the computation of word meaning: Implications for theories of semantic memory.

The authors present data from 2 feature verification experiments designed to determine whether distinctive features have a privileged status in the computation of word meaning. They use an attractor-based connectionist model of semantic memory to derive predictions for the experiments. Contrary to central predictions of the conceptual structure account, but consistent with their own model, the authors present empirical evidence that distinctive features of both living and nonliving things do indeed have a privileged role in the computation of word meaning. The authors explain the mechanism through which these effects are produced in their model by presenting an analysis of the weight structure developed in the network during training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Personality: Current Theory and Research.

Reviews the book, Personality: Current Theory and Research by Janet Beavin Bavelas (1978). Personality is not the easiest topic to teach well. Even the question of what content to include and emphasize is problematic. The majority of introductory texts adopt a stance whereby the study of personality largely becomes identified with the study of personality theories. A problem with the theory based approach to personality is that many such theories are of declining importance in contemporary psychology. In this text, Janet Bavelas adopts a theory oriented perspective. However, she is not content merely to describe and evaluate the various theories selected for inclusion. She places the theories within a historical context and attempts to show how critical and empirical appraisal led to the decline of one class of theory and the elevation of another class. The book possesses many positive features. Introductory students find personality theories interesting and the historical context adds to the interest. The coverage is broad and zeros in on many central issues that preoccupy the present generation of personologists. Whether or not to adopt the Bavelas book for an introductory personality course would depend on the orientation of the instructor. For those who teach a traditional course, which emphasizes balanced evaluation and/or comparative analysis of the major theories, other texts might serve better. But for instructors concerned primarily with developments on the level of metatheory, the text probably has no equal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)