Thinking

Self-harm is a risk factor for further episodes of self-harm and suicide. The most common service used by self-injurers is the emergency department. However, very often, nurses have received no special training to identify and address the needs of these patients. In addition this care context is typically bio-medical and without psychosocial skills, nurses can tend to feel unprepared and lacking in confidence, particularly on the issue of selfharm. In a study that aimed to improve understanding and teach solution-focused skills to emergency nurses so that they may be more helpful with patients who self-harm, several outcome measures were considered, including knowledge, professional identity and clinical reasoning. The think-aloud procedure was used as a way of exploring and improving the solution-focused nature of nurses" clinical reasoning in a range of self-harm scenarios. A total of 28 emergency nurses completed the activity. Data were audiotaped, transcribed, and analyzed. The results indicated that significant improvements were noted in nurses" ability to consider the patients" psychosocial needs following the intervention. Thus this study has shown that interactive education not only improves attitude and confidence but enlarges nurses" reasoning skills to include psychosocial needs. This is likely to improve the quality of care provided to patients with mental health problems who present to emergency settings, reducing stigma for patients and providing the important first steps to enduring changeacknowledgement and respect.

. Reasoning about the height and location of a hidden object in 4.5 and 6.5month-old infants. Cognition, 38: 13-42. ' TkYis rescaxb was supported by a gram irom the Nationai institute of Child iieaith and Human Development (HD-21104). I thank Judy DeLoache and Usha Goswami for their careful reading of the manuscript: OOlO-0277/91/$9.50 0 1991 -Elsevier Science Publishers B.V. 14 R. Baillargeon improvement in performance brought about by the second box disappeared when this box was no longer in the same fronto-parallel plane as the box behind the screen. Different models are considered to describe the impressive quantitative and qualitative physical reasoning abilities revealed by these findings.

Understanding young adults' anxiety requires applying a multidimensional approach to assess the psychosocial, behavioral, and cognitive aspects of this phenomenon. A hypothesized model of the relationships among coping style, thinking style, life satisfaction, social support, and selected demographics and anxiety among college students was tested using path analysis. A total of 257 undergraduate students aged 18-24 years completed an online survey. The independent variables were measured using the Multidimensional Scale of Perceived Social Support, the Brief Students' Multidimensional Life Satisfaction Scale, the Brief COPE Inventory, the Positive Automatic Thoughts Questionnaire, and the Cognition Checklist-Anxiety. The outcome, anxiety, was measured using the Anxiety subscale of the 21-item Depression Anxiety and Stress Scale. Only negative thinking and maladaptive coping had a direct relationship with anxiety. Negative thinking was the strongest predictor of both maladapt...

With medical education transitioning from knowledge-based curricula to competency-based curricula, critical thinking skills have emerged as a major competency. While there are validated external instruments for assessing critical thinking, many educators have created their own custom assessments of critical thinking. However, the face validity of these assessments has not been challenged. The purpose of this study was to compare results from a custom assessment of critical thinking with the results from a validated external instrument of critical thinking. Students from the College of Veterinary Medicine at Western University of Health Sciences were administered a custom assessment of critical thinking (ACT) examination and the externally validated instrument, California Critical Thinking Skills Test (CCTST), in the spring of 2011. Total scores and sub-scores from each exam were analyzed for significant correlations using Pearson correlation coefficients. Significant correlations between ACT Blooms 2 and deductive reasoning and total ACT score and deductive reasoning were demonstrated with correlation coefficients of 0.24 and 0.22, respectively. No other statistically significant correlations were found. The lack of significant correlation between the two examinations illustrates the need in medical education to externally validate internal custom assessments. Ultimately, the development and validation of custom assessments of non-knowledge-based competencies will produce higher quality medical professionals.

While performing a visuo-motor task under incrementally-varied levels of difficulty, individuals were probed with a variety of novel, task-irrelevant, auditory stimuli. To determine the effect of task load on cerebralcortical processing of these stimuli, event-related potentials were recorded while participants performed the task. We found that N1, P2, P3 and late positive potential (LPP) component amplitudes were inversely related to task-difficulty. This suggests that a variant of the oddball paradigmin which the stimulus stream comprises novel soundsis capable of providing a reliable index of mental workload.

Expressive writing, which involves disclosing one's deepest thoughts and feelings about a stressful life event by using a first-person perspective, has been linked to gains in health and well-being, though effect sizes range widely. Assuming a third-person perspective is a natural and effective way of coping with highly distressing events. Therefore, the current study examined whether a distanced, third-person approach to expressive writing might be more beneficial than a traditional, first-person intervention for high baseline levels of event-linked intrusive thinking. Randomly assigned participants wrote expressively about traumatic life events by using a first-person or third-person-singular perspective. Linguistic analyses showed that assuming a first-person perspective is linked to higher levels of in-text cognitive engagement, whereas a third-person perspective is linked to lower cognitive engagement. However, in a context of higher levels of intrusive thinking, third-pers...

Pairs of young and elderly Ss participated in a short play and were then instructed to talk about factual or affective aspects of the play or to talk about the play without any particular focus suggested. In both the affective and control condition, older adults' ability to discriminate what they had said from what the other person had said was poorer than that of young adults. In contrast, when induced to focus on the factual content of the events, older Ss' source monitoring improved, and the age difference was reduced. The pattern was similar when Ss' ability to discriminate what they had said from what they had thought was examined. Furthermore, affective focus lowered the overall level of recall for both young and older Ss and led older Ss, in particular, to introduce more elaborations into their recall. The possibility that age difference in remembering content and source are related to type of focus is discussed.

Discussing Faiciuc's paper, I first tackle the problem of fallacies in deductive reasoning showing how, in a possible world theory, non correct forms of reasoning can be useful strategies for discovery, providing these strategies remain at a hypothesis level. Secondly, everyday reasoning and its specificity in comparison to logical-normative one are analyzed. This topic stresses the notion of interpretation and, in this context, the role of the community and of cultural canons shared by the subject. From this point of view, reasoning does not occur, only, in the brain of a person but in everyday exchanges occurring between individuals and the history of their community.

While neuroimaging studies implicate medial rostral prefrontal cortex (mrPFC) in self-referential processing, simulation accounts of social cognition suggest that this region also supports thinking about other people. This study tested the prediction that mrPFC might be involved in appraising the personality traits of another person to the degree that this person is perceived as similar to oneself. We also examined whether recruiting common processes for thinking about oneself and others might impact on subsequent memory for those judgments. Functional MRI was used while two factors were crossed: (i) the requirement to engage in personality trait or episodic source memory judgments and (ii) the reference for these judgments (i.e., oneself or a friend). The results link haemodynamic changes in mrPFC to both personality judgments about oneself and subsequent episodic memory retrieval of these judgments. The degree to which BOLD signal in this region was also associated with thinking about others correlated with perceived similarity in both tasks, thus corroborating simulation accounts. Moreover, participants who perceived themselves as having similar traits to their friends tended to be poorer at remembering whether they had made trait judgments in reference to themselves or their friend. This behavioral effect was reflected in the BOLD signal in mrPFC: there was a positive correlation between signal change for self versus friend judgments and subsequent memory for the reference of such judgments. The results suggest that investigations of mrPFC activity in the context of self/other judgments should take into account this psychological similarity effect.

Social communication requires shared representations as well as a cognitive¯exibility for successful interactions between self and other. What neural mechanisms underlie the ability to distinguish between our own perspective vs. the perspective of others at a conceptual level? In this PET study subjects who were medical students were asked according to the experimental conditions to respond to a list of health-related questions, taking either their own perspective or the perspective of a`lay person'. Third-person perspective as compared to ®rst-person perspective was associated with activation in the medial part of the superior frontal gyrus, in the left superior temporal sulcus, in the left temporal pole and in the right inferior parietal lobe. The reverse comparison revealed a speci®c activation in the postcentral gyrus for the ®rst-person conceptual perspective. This study provides congruent results at the conceptual level with previous studies investigating the neural correlates of self/other distinction at the motor level, and opens a new area of research in which conceptual cognition can be viewed in the continuity of motor cognition.

Introduction Although the fear of cancer recurrence (FCR) is to varying degrees almost universal in cancer survivors, few studies have been carried out specifically on this issue partly because of the complexity and the heterogeneity of the phenomenon. Purpose To explore the presence of specific profiles of FCR and to describe the nature of intrusive thoughts associated with FCR.

Objective. The Health Sciences Reasoning Test (HSRT) is a validated instrument to assess critical-thinking skills. The objective of this study was to determine if HSRT results improved in second-year student pharmacists after exposure to an explicit curriculum designed to develop critical-thinking skills. Methods. In December 2012, the HSRT was administered to students who were in their first year of pharmacy school. Starting in August 2013, students attended a 16-week laboratory curriculum using simulation, formative feedback, and clinical reasoning to teach critical-thinking skills. Following completion of this course, the HSRT was readministered to the same cohort of students. Results. All students enrolled in the course (83) took the HSRT, and following exclusion criteria, 90% of the scores were included in the statistical analysis. Exclusion criteria included students who did not finish more than 60% of the questions or who took less than 15 minutes to complete the test. Signif...

Building on the work of Lavy and van den Hout (Lavy, E. H., & van den Hout, M. A. (1994a). Cognitive avoidance and attentional bias: Causal relationships. Cognitive Therapy and Research, 18 (2) 179-191; Lavy, E. H., & van den Hout, M. A. (1994b). Cognitive avoidance and attentional bias: Causal relationships. Behavior Therapy, 24, 645-657), the purpose of the present study was to examine a functional relationship between thought suppression and attentional bias for snake-related thoughts. It was hypothesized that thought suppression is causally involved in the emergence of attentional bias. An experiment was conducted with 71 snake-fearful and non-snake-fearful participants to investigate whether instructions for suppression were sufficient to induce an attentional bias toward snake-related words.

In his seminal paper, Donders proposed that Choice reaction time (RT) tasks differ from Go/No-go RT tasks only by the insertion of a response decision operation. We evaluated this possibility by comparing the time course of Laplacian-transformed ERPs, recorded over the primary (M1s) and supplementary motor areas (SMAs) in a Choice and in a Go/No-go task. Laplacian-transformed ERPs showed that a component that develops over the SMAs during the RTof Choice tasks vanishes in our Go/No-go task. This indicates that a process, absent in the Go/No-go task, was ''inserted'' in the Choice task. The Choice versus Go/No-go manipulation also modified the motor command: the activity recorded over M1s and the delay separating EMG onset from response completion depended on the nature of the task. This indicates that, although a process was inserted in the Choice task, it was not ''purely'' inserted, contrary to Donders' initial assumption.

In two experiments, unusual phenomena (spontaneous destruction of objects in an empty wooden box) were demonstrated to adult participants living in rural communities in Mexico. These were accompanied by actions which had no physical link to the destroyed object but could suggest either scienti cally based (the effect of an unknown physical device) or non-scienti cally based (the effect of a 'magic spell') causal explanations of the event. The results were compared to the results of the matching two experiments from the earlier study made in Britain. The expectation that scienti cally based explanations would prevail in British participants' judgments and behaviours, whereas Mexican participants would be more tolerant toward magical explanations, received only partial support. The prevalence of scienti c explanations over magical explanations was evident in British participants' verbal judgments but not in Mexican participants' judgments. In their behavioural responses under the low-risk condition, British participants rejected magical explanations more frequently than did Mexican participants. However, when the risk of disregarding the possible causal effect of magic was increased, participants in both samples showed an equal degree of credulity in the possible effect of magic. The data are interpreted in terms of the relationships between scienti c and 'folk' representations of causality and object permanence.

We charted daily variations in intrusive thoughts to gain access to adult age differences in affective reactivity to daily stressors. On 100 days, 101 younger and 103 older adults reported stressors, intrusive thoughts, and negative affect. Although increments in intrusive thoughts were similar in both age groups on days with stressors, older adults' negative affect increased less than younger adults' on such days. In addition, (a) levels of intrusive thoughts and negative affect across study time were positively associated; (b) days with increased thoughts were days with increased negative affect; and (c) experiencing above-average intrusive thoughts about stressors strengthened affective reactions to stress. Relative to younger adults, all three associations were reduced in older adults. We tentatively conclude that normal aging dampens the stress-induced link between intrusive thoughts and affect. This dampening may contribute to preserved affective well-being and reduced affective reactivity to daily stress in old age.

The prefrontal cortex (PFC) subserves reasoning in the service of adaptive behavior. Little is known, however, about the architecture of reasoning processes in the PFC. Using computational modeling and neuroimaging, we show here that the human PFC has two concurrent inferential tracks: (i) one from ventromedial to dorsomedial PFC regions that makes probabilistic inferences about the reliability of the ongoing behavioral strategy and arbitrates between adjusting this strategy versus exploring new ones from long-term memory, and (ii) another from polar to lateral PFC regions that makes probabilistic inferences about the reliability of two or three alternative strategies and arbitrates between exploring new strategies versus exploiting these alternative ones. The two tracks interact and, along with the striatum, realize hypothesis testing for accepting versus rejecting newly created strategies.

Responsible Research and Innovation (RRI) is a science policy concept that gained traction from 2000 onwards in the EU and US, in which alignment on purposes and values between different stakeholders is a key aspect. This thought experiment problematizes this particular notion: ethically acceptable and societally desirable outcomes are not necessarily achieved when alignment is a consequence of early closure. To argue this point, we took the example of the potential development of scanning technology for the detection of paedophilia among job applicants, for which indicators of broad societal support were found in an RRI project on neuroimaging. We analysed this case by looking through several lenses, obtained by structured and non-structured literature searches. We explored how facts and values are masked when a taboo topic is considered. This results in the black boxing of the problem definition, potential solutions and development trajectories. Complex unstructured problems can t...

Lanin-Kettering and Harrow (1985) argue the traditional position that schizophrenia is a thought disorder. Chaika and Lambe (1985) counter that it is a speech disorder at the syntactic-discursive level, and not a thought disorder. On the basis of state-of-the-art research in linguistics, it is suggested that the symptoms of schizophrenia are evidence of neither a thought disorder nor a syntactic-discursive

Title. Creating context for critical thinking in practice: the role of the preceptor. Aim. This paper is a report of a study to determine the impact of the preceptor coaching component of a reflective contextual learning intervention on novice nurses' critical thinking skills during the first 6 months of their practice. Background. The use of preceptors to develop novice nurses' clinical skills has been well documented in the literature. However, there is little literature focused on preceptor involvement to develop novice nurses' critical thinking. Method. This small case study was conducted in the United States of America in 2004 with six nurse/preceptor dyads. Stake's qualitative instrumental case study design was used to evaluate the preceptor component of the contextual learning intervention. Stories of preceptor experiences were analyzed using Stake's phases of data analysis (i.e. description, categorical aggregation, establishing patterns, naturalistic generalizations). Specific questions (e.g. nature of coaching used by the preceptor) guided the analysis. Repeating patterns were coded and isolated and later collapsed as the analysis moved forward. Findings. Preceptors use of the contextual learning intervention created a context that stimulated novice nurses' critical thinking. Two main themes describe the novice nurses' critical thinking skills relative to the preceptor coaching: 1) critical thinking as organizing and carrying out tasks; and 2) critical thinking as intentional, reflective thinking. Conclusion. Preceptor education should incorporate the following components: understanding the impact of power and anxiety on critical thinking of novice nurses transitioning into practice; creating dialogue that invites questions in a reflective and critical manner; and challenging thinking through sharing of perspectives.

Leadership behaviors are an important aspect of athletic training and are needed within all allied health care disciples. A two-phase, exploratory, non-experimental research study using a Delphi technique and a randomly selected sample of athletic trainers (n = 161) was conducted to determine leadership competencies perceived to be important for athletic training practice and education. The Delphi technique (phase one) resulted in the Leadership Development in Athletic Training instrument (LDAT). In the national survey (phase two), respondents used the LDAT to rate the importance of leadership competencies for athletic training practice and for athletic training education. Coefficient alphas ranged from α = 0.83 to 0.97 and provided satisfactory estimates of internal consistency. Concurrent, construct, and convergent validity were established. Forty-nine leadership competencies were rated important for practice and 48 for education (M = 1.5, p ≤ 0.001). Exploratory factor analysis r...

Correlations of age, gender, and psychosocial variables with ratings of current homicidal ideation and in tent were investigated among psychiatric facility clients with schizophrenia. Multiple regression analyses revealed, irrespective of age or gender, significantly positive correlations of three psychosocial variablesmanic symptoms, psychotic symptoms, and impaired global functioningwith homicidal ideation and intent. Implications for research are discussed.

During adolescence, rates of depression dramatically increase and girls become twice as likely as boys to develop depression. Research suggests that overgeneral autobiographical memory and rumination are vulnerability factors for depressive symptoms in adolescence that may be triggered by stressful life events. The current longitudinal study included 160 early adolescents (M age = 12.44 years, 60.0 % African American, 40.0 % Caucasian, and 56.2 % female). At baseline, adolescents completed measures of current depressive symptoms, rumination, and specificity of autobiographical memories. Approximately 9 months later, the adolescents completed measures of current depressive symptoms and stressful life events that had occurred between baseline and follow-up. Analyses indicated that girls with more overgeneral autobiographical memories in combination with higher levels of rumination were most vulnerable to experiencing increases in depressive symptoms following stressful life events. Additionally, retrieving more specific autobiographical memories appeared to buffer against the impact of negative life events on depressive symptoms among both boys and girls. Memory specificity may play a protective role in depression risk, suggesting that memory specificity training interventions may prove beneficial for adolescents.

Erythropoietin (Epo) has neuroprotective and neurotrophic eVects and improves cognitive function in animal models of neurodegenerative and neuropsychiatric illness. In humans, weekly Epo administration over 3 months improves cognitive function in schizophrenia. The neural underpinnings and time-course of this eVect of Epo are currently unknown. It is also unclear whether the cognitive improvement reXects direct neurobiological actions or is secondary to hematological eVects. We therefore assessed the actions of single administration of Epo (40,000 IU) vs. saline to healthy volunteers on cognitive and neural measures of executive function using a verbal Xuency task and N-back working memory (WM) paradigm during functional magnetic resonance imaging (fMRI) on day 3 and 7 after administration in two separate cohorts of subjects. Epo modulated neuronal response in a fronto-parietal network during WM performance at both time points; on day 3 after administration, activation was increased in lefthemisphere frontal and cingulate cortex and reduced in the right parietal cortex; in contrast, neural response was enhanced in a right-lateralized fronto-parietal network and reduced in left-side regions 1 week post-administration. In addition, Epo-treated volunteers displayed improved verbal Xuency performance 1 week post-administration. These eVects occurred in the absence of changes in hematological measures suggesting that they reXect direct neurobiological actions of Epo. The Wndings are co nsistent with enduring eVects of Epo on neurotrophic signaling and induction of neurochemical changes over time in neural networks typically aVected in neuropsychiatric illness. The present study supports the notion that Epo may have clinical applications in the treatment of psychiatric disorder characterized by cognitive dysfunction.

Narrative reasoning is a central mode of clinical reasoning in occupational therapy. Therapists reason narratively when they are concerned with disability as an illness experience, that is, with how a physiological condition is affecting a person’s life. In this paper, narrative reasoning is contrasted with propositional reasoning, and two kinds of narrative thinking are examined. The first is the use of narrative as a mode of speech that can be contrasted with biomedical discourse, in which disability is framed as physical pathology. The second involves the creation rather than the telling of stories. Therapists try to “emplot” therapeutic encounters with patients, that is, to help create a therapeutic story that becomes a meaningful short story in the larger life story of the patient.

Promoting clinical reasoning in undergraduate nursing students through application of the Outcome Present State Test (OPT) Model of Clinical Reasoning, is a challenge that can be successfully managed through effective teaching-learning strategies. Empirical evidence to support teaching strategies that foster both cognitive and metacognitive skill acquisition is limited. The purpose of this research was to evaluate the development of clinical reasoning skills among nursing students through the application and evaluation of teaching-learning strategies associated with self-regulated learning and the OPT model (Pesut & Herman, 1998; 1999; Pesut, 2004). The model and self-regulated learning prompts were used to structure learning with junior level baccalaureate nursing students during a ten-week, medical-surgical clinical experience in acute care telemetry units. Data analysis revealed students effectively made gains in learning associated with the OPT model. Qualitative analysis of self-regulated learning prompt journal data revealed students made significant gains in self-observation, self-judgment, knowledge work and use of health care personnel resources during clinical experiences. Results indicated the intentional use of guided reflection coupled with structure and learning tools of the OPT model significantly enhanced clinical reasoning skill acquisition, and provided evidence for the effectiveness of structured teaching learning strategies.

Background: Previous studies suggest that people attempt suicide because they are cognitively inflexible, but past research suggesting a link between cognitive inflexibility and suicidal thoughts and behavior has been limited by crosssectional designs. This study examined whether cognitive inflexibility differentially and prospectively predicted suicidal ideation among young adults with and without a history of a suicide attempt. Methods: A sample of 45 young adults with (n 5 13) or without (n 5 32) a suicide attempt history completed the Wisconsin Card Sorting Test (WCST), a diagnostic interview, and self-report measures of hopelessness, depressive symptoms, and suicidal ideation, and were followed up 6 months later to reassess suicidal ideation. Results: Cognitive inflexibility, as measured by perseverative errors on the WCST, predicted suicidal ideation at 6-month follow-up, among suicide attempters, but not among nonattempters, adjusting for the presence of a baseline mood or anxiety diagnosis, hopelessness, and baseline suicidal ideation. Conclusions: Cognitive inflexibility may increase vulnerability to suicidal ideation over time among individuals with a previous suicide attempt history. Implications for interventions with suicide attempters are discussed. Depression and Anxiety r r r r 2011 Wiley Periodicals, Inc.

The behaviors of other people are often central to envisioning the future. The ability to accurately predict the thoughts and actions of others is essential for successful social interactions, with farreaching consequences. Despite its importance, little is known about how the brain represents people in order to predict behavior. In this functional magnetic resonance imaging study, participants learned the unique personality of 4 protagonists and imagined how each would behave in different scenarios. The protagonists' personalities were composed of 2 traits: Agreeableness and Extraversion. Which protagonist was being imagined was accurately inferred based solely on activity patterns in the medial prefrontal cortex using multivariate pattern classification, providing novel evidence that brain activity can reveal whom someone is thinking about. Lateral temporal and posterior cingulate cortex discriminated between different degrees of agreeableness and extraversion, respectively. Functional connectivity analysis confirmed that regions associated with trait-processing and individual identities were functionally coupled. Activity during the imagination task, and revealed by functional connectivity, was consistent with the default network. Our results suggest that distinct regions code for personality traits, and that the brain combines these traits to represent individuals. The brain then uses this "personality model" to predict the behavior of others in novel situations.

Magnetic resonance imaging (MRI) requires patient immobility and children generally need to be sedated. The ideal sedative agent for functional MRI (fMRI) should only minimally hamper the neurophysiologic effect of the administered sensorial stimulation. This study compares the effect of propofol and midazolam on the fMRI auditory activation pattern in children. Fourteen children in the 3 to 7 year age group without neurologic or auditory deficits were randomly assigned to receive propofol or midazolam for sedation during auditory fMRI. Two patients in the midazolam group were excluded due to positive baseline MRIs. The children were stimulated using a passive listening task. The fMRI signal was modeled using various functions (hemodynamic response function, temporal derivative, and dispersion derivative) to check for the differing temporal characteristics of the signal between the groups. Patients in the propofol group showed activation only in the primary auditory cortex and exhibited a pattern more similar to that of nonsedated adults. Patients in the midazolam group exhibited a more complex pattern, presenting activation areas other than the primary auditory cortex; a delay in the functional response and higher duration variability were also observed. Our sample sizes are too small to derive a conclusive inference. Our preliminary study encourages the hypothesis that propofol is preferable to midazolam to maintain sedation in 3 to 7-yearold children during auditory fMRI because it facilitates the elicitation of a more focused auditory cortical activation pattern with less temporal and spatial dispersion.

Successful learning requires that individuals integrate information from the external environment with their own internal representations. In this article, we consider the role that mind wandering plays in education. Mind wandering represents a state of decoupled attention because, instead of processing information from the external environment, our attention is directed toward our own private thoughts and feelings. In principle, because mind wandering is a state of decoupled attention, it represents a fundamental breakdown in the individual’s ability to attend (and therefore integrate) information from the external environment. We consider evidence that mind wandering impairs the encoding of information, leading to failures in building a propositional model of a sentence and, ultimately, impairing the building of a narrative model with sufficient detail to allow generating inferences. Next, because recognizing and correcting for mind wandering is a metacognitive skill, certain client groups, such as those suffering from dysphoria or attention deficit disorder, may be unable to correct for the deficits associated with mind wandering, and so may suffer greater negative consequences during education. Finally, we consider how to apply this research to educational settings.

significantly lower rCBF in Sz relative to the controls (Z threshold = 2,80; corrected p =0.05; region size= 360 (k) voxels, P(l1max>k)=0.015), presumed to represent diminished tertiary olfactory processing. Importantly, controls (but not Sz), had significantly increas~d rCB~in ,olf~ctory activation than in baseline task condition. This activation 10 only controls, was shown in Talairach Atlas to include Rt hippocampus, Rt medial temporal/lateral, Left occi~i~" and left .me~al te',llporallobe. By region of interest ana~ysls It included inf~~or/nuddle temporal gyrus, fusiform and lingual gyrus o~occ~plto-te~poral, I~be, posterior parahippocampal gy~s, and~e~or medial occl~ltal. This study data identified deficient activation of the (tertiary) cortical and medial temporal lobe (secondary) structures involved in olfactory processing. Data suggests that the abnor-:nality underlying deficient olfactory discrimination in patients may originate from MTL lobe abn?rmalities.

Aim To develop a model of change during and following professional treatment for drinking problems, grounded in clients' accounts. Participants Subsets of consecutively selected clients of the UK Alcohol Treatment Trial (UKATT), followed-up at 3 months ( n = 211) and 12 months ( n = 198) after randomization. Location Five statutory and non-statutory alcohol problems treatment agencies in three areas of England and Wales. Data Open-ended interviews conducted according to a brief interview guide, leading to 400-800-word post-interview reports used for analysis (tape-recordings used for auditing purposes). Analysis Reports analysed by a team according to grounded theory principles, involving an iterative process with successive refinement of interviewing and analysis with each successive batch of data. Findings A model of change from the clients' perspective was developed. Treatment was seen by clients as facilitating various changes in ways of thinking and/or increased support of various kinds from family and friends, along with new ways of acting in relation to drinking or more generally. For many those changes had led to an appreciation of the benefits accruing to them. Treatment was seen as part of a broader treatment system which included pretreatment assessment, forms of help additional to the trial treatment, plus an element of self-directed change during and following treatment. Taken with awareness of worsening alcohol-related harms, triggering events and external influence to seek treatment (the catalyst system), to which clients continued to refer following treatment, the change process is depicted as a complex, ongoing set of systems in which a trial treatment is embedded. Conclusions Models of change should be broadened so that treatment is seen as a complex system of parts, facilitating a nexus of cognitive, social and behavioural changes, embedded within a broader system of events and processes catalysing change. Such a model helps explain the relative absence of between-treatments outcome differences in UKATT and in the alcohol problems treatment and more general psychotherapy research literatures.

Teams are the fundamental element of work in the contemporary clinical setting. As interdisciplinary teams become an essential component of the evidence-based framework for clinical practice, their formalization, integration, and synthesis within the practice framework will become increasingly mandatory. Outlined here is a contextual model for team action that is formalized as the organizational leadership continuously addresses the structural and process components of team dynamics in a continuous and cybernetic frame that assures all of the elements of effective teamwork. The theoretical foundations for team modeling are explicated, the elements of the systems approach to team process are outlined, and a necessary synthesis of team processes is described and established as a foundation for evidence-based clinical practice.

At the close of the Society for the Advancement of Biology Education Research conference in July 2012, one of the organizers made the comment: “Misconceptions are so yesterday.” Within the community of learning sciences, misconceptions are yesterday's news, because the term has been aligned with eradication and/or replacement of conceptions, and our knowledge about how people learn has progressed past this idea. This essay provides an overview of the discussion within the learning sciences community surrounding the term “misconceptions” and how the education community's thinking has evolved with respect to students’ conceptions. Using examples of students’ incorrect ideas about evolution and ecology, we show that students’ naïve ideas can provide the resources from which to build scientific understanding. We conclude by advocating that biology education researchers use one or more appropriate alternatives in place of the term misconception whenever possible.

This study presents a conceptual framework for clinical reasoning by dental students. Using a think-aloud method with six vignettes, the researchers interviewed eighteen dental students from two stages of training about oral health-related problems influenced by biopsychosocial factors. Verbatim transcripts of the interviews were analyzed to identify the processes and strategies of clinical reasoning used by the students to produce treatment plans. The process included 1) rituals to collect information; 2) forward and backward reasoning to generate and test clinical hypotheses; 3) pattern recognition from integrated scripts of knowledge and experience; and 4) decision trees to assess options and outcomes. The process was supplemented by scientific, conditional, collaborative, narrative, ethical, pragmatic, and part-whole reasoning strategies. Senior students showed a keen awareness of the contextual determinants of care and emphasized patients' motivations for treatment. In contrast, junior students focused more on problems associated with individual teeth as they struggled to integrate the information within each vignette. In this article, the processes and strategies for reasoning used by both groups of dental students are abstracted and then illustrated by a model of clinical reasoning that accommodates the complicated contexts in which clinical problems usually arise.

This Monograph aims to contribute to the information processing, the differential, and the developmental modeling of the mind, and to work these into an integrated theory. Toward this aim, a longitudinal study is presented that investigates the relations between processing efficiency, working memory, and problem solving from the age of 8 years to to the age of 16 years. The study involved 113 participants, about equally drawn among 8-, 10-, 12-, and 14-year-olds at the first testing; these participants were tested two more times spaced one year apart. Participants were tested with a large array of tasks addressed to processing efficiency (i.e., speed of processing and inhibition), working memory (in terms of Baddeley's model, phonological storage, visual storage, and the central executive of working memory), and problem solving (quantitative, spatial, and verbal reasoning). Confirmatory factor analysis validated the presence of each of the above dimensions and indicated that the...

Background: The purpose of this research was to translate into Spanish and examine the psychometric properties of the Spanish version of the Controlling Coach Behaviors Scale (CCBS) in male soccer players. The CCBS is a questionnaire designed to assess athletes' perceptions of sports coaches' controlling interpersonal style from the perspective of the selfdetermination theory. Method: Study 1 tested the factorial structure of the translated scale using confi rmatory factor analysis (CFA) and provided evidence of discriminant validity. Studies 2 and 3 examined the invariance across time and across competitive level via multi-sample CFA. Reliability analyses were also conducted. Results: The CFA results revealed that a four-factor model was acceptable, indicating that a controlling interpersonal style is a multidimensional construct represented by four separate and related controlling coaching strategies. Further, results supported the invariance of the CCBS factor structure across time and competitive level and provided support for the internal consistency of the scale. Conclusions: Overall, the CCBS demonstrated adequate internal consistency, as well as good factorial validity. The Spanish version of the CCBS represents a valid and reliable adaptation of the instrument, which can be confi dently used to measure soccer players' perceptions of their coaches' controlling interpersonal style.

The substantial health burden associated with major depressive disorder (MDD) is a product of both its high prevalence and the significant risk of relapse, recurrence, and chronicity. Establishing recurrence vulnerability factors (VFs) could improve the long-term management of MDD by identifying the need for further intervention in seemingly recovered patients. We present a model of sensitization in depression vulnerability, with an emphasis on the integration of behavioral and neural systems accounts. Evidence suggests that VFs fall into 2 categories: dysphoric attention and dysphoric elaboration. Dysphoric attention is driven by fixation on negative life events, and is characterized behaviorally by reduced executive control, and neurally by elevated activity in the brain's salience network. Dysphoric elaboration is driven by rumination that promotes overgeneral self-and contextual appraisals, and is characterized behaviorally by dysfunctional attitudes, and neurally by elevated connectivity within normally distinct prefrontal brain networks. Although few prospective VF studies exist from which to catalogue a definitive neurobehavioral account, extant data support the value of the proposed 2-factor model. Measuring the continued presence of these 2 VFs during recovery may more accurately identify remitted patients who would benefit from targeted prophylactic intervention.

Public health strategies have placed increasing emphasis on psychosocial and arts-based strategies for promoting well-being. This study presents preliminary findings for a specific literary-based intervention, Shared Reading, which provides community-based spaces in which individuals can relate with both literature and one another. A 12-week crossover design was conducted with 16 participants to compare benefits associated with six sessions of Shared Reading versus a comparison social activity, Built Environment workshops. Data collected included quantitative self-report measures of psychological well-being, as well as transcript analysis of session recordings and individual video-assisted interviews. Qualitative findings indicated five intrinsic benefits associated with Shared Reading: liveness, creative inarticulacy, the emotional, the personal and the group (or collective identity construction). Quantitative data additionally showed that the intervention is associated with enhanc...

Two experiments employed experience sampling to examine the factors associated with a prospective and retrospective focus during mind wandering. Experiment One explored the contribution of working memory and indicated that participants generally prospect when the task does not require continuous monitoring. Experiment Two demonstrated that in the context of reading, interest in what was read suppressed both past and future-related task-unrelated-thought. Moreover, in disinterested individuals the temporal focus during mind wandering depended on the amount of experience with the topic matter-less experienced individuals tended to prospect, while more experienced individuals tended to retrospect. Together these results suggest that during mind wandering participants' are inclined to prospect as long as the task does not require their undivided attention and raise the intriguing possibility that autobiographical associations with the current task environment have the potential to cue the disinterested mind.