<p> Despite their widespread use, controversy remains about how to best interpret norm-referenced tests of cognitive ability. Due to the fact that contemporary cognitive measures appraise performance at multiple levels (e.g., subtest, factor, full-scale), a multitude of inferences about individual functioning are possible. Because school psychologists primarily utilize intelligence tests for predicting achievement outcomes, the cognitive variables that provide the most optimal weighting for prediction are of greatest importance. This study examined the predictive validity of the Cattell-Horn-Carroll (CHC) factor structure from the Woodcock-Johnson III Tests of Cognitive Abilities (WJ-COG; Woodcock, McGrew, &amp; Mather, 2011c). Specifically, the incremental achievement variance accounted for by the CHC broad factors, after controlling for the effects of the General Intellectual Ability (GIA) composite, was assessed across reading, mathematics, writing, and oral language variables from the Woodcock-Johnson III Tests of Achievement (WJ-ACH; Woodcock, McGrew, &amp; Mather, 2001b). Hierarchical regression was used to assess predictive relationships between the cognitive-achievement variables on the Woodcock-Johnson III assessment battery (WJ-III; Woodcock, McGrew, &amp; Mather, 2001a). This study utilized archived standard score data from individuals (<i>N</i> = 4,722) who participated in the original WJ-III standardization project. Results showed that the GIA accounted for the largest portions of achievement for all but one of the regression models that were assessed. Across the models, the GIA variance coefficients represented moderate to large effects whereas the CHC factors accounted for non-significant incremental effects in most of the models. Nevertheless, the WJ-COG factor scores did account for meaningful portions of achievement variance in several situations: (a) in predicting oral expression scores; (b) in the presence of significant inter-factor variability; and (c) when the effects of Spearman's law of diminishing returns (SLODR) was accounted for in reading, mathematics, and written language regression models. Additionally, the chi-square goodness of fit test was utilized to assess model invariance across several moderating variables. Results suggest that incremental validity is not a unitary construct and is not invariant across samples on the WJ-COG. Additionally, simultaneous interpretation of both the GIA and CHC factor scores on the WJ-COG may be useful within specific clinical contexts.</p>

<p> Objective: While brief bouts of exercise improve cognitive function, more prolonged exercise can suppress attention and executive function. Dehydration and heat exposure are known contributors to these deficits, though the role of blood sugar changes during exercise in cognitive dysfunction is less understood at this time. The current study sought to clarify the independent contribution of blood glucose levels to cognitive function following demanding exercise. </p><p> Method: Healthy adult males (N= 10, age= 21.9 +/- 1.97 years) presented for two counterbalanced experimental trials in a 100 degrees F heated chamber. Each experimental trial consisted of BASELINE glucose and cognitive function assessments, as measured by the Logical Relations (LR) and Running Memory Continuous Performance Task (RMCPT) subtests of the Automated Neuropsychological Assessment Metrics- 4th Edition (ANAM4). Participants then completed 120 minutes of exercise on a cycle ergometer, with glucose and cognitive function measured POST-EXERCISE. Next, participants rehydrated with a zero-sugar or full-sugar sports beverage, with measures of glucose and cognitive function repeated immediately POST-REHYDRATION. Finally, after a 15-minute recovery period during which the participants rested while not permitted to drink, they completed experimental measures an additional time, at POST-RECOVERY. </p><p> Results: Physiological response to the experimental trials was similar across conditions. Participants demonstrated significantly reduced blood glucose levels (F(1,9)=16.93, p&lt;0.01) and lost an average of 2.57% of their body weight following exercise. Contrary to hypotheses, repeated measures ANOVA showed performance on LR did not change from BASELINE to POST-EXERCISE and actually declined from POST-EXERCISE to POST-REHYDRATION (F(1,9)=9.44, p=0.01). Performance on RMCPT improved from BASELINE to POST-EXERCISE (F(19)=5.43, p&lt;0.05) and the zero-sugar condition produced gains from POST-REHYDRATION to POST-RECOVERY (F(1,9)=6.45, p=0.03) relative to the full-sugar condition. </p><p> Conclusion: Contrary to past studies, cognitive function did not universally decline with strenuous exercise, despite reduced blood glucose levels. Performances on an attention measure increased following exercise and were unexpectedly better at POST-RECOVERY for the zero- versus the full-sugar condition. However, executive functioning was stable to POST-EXERCISE and declined following rehydration. The exact mechanisms responsible for this pattern of findings are unclear, but likely involve a combination of limited core temperature increase and dehydration level, reactivity to blood sugar fluctuations, and multiple possible variables not assessed in the current study such as neurotransmitter and blood lactate levels, brain temperature, physiological arousal, and task engagement. Future studies are needed to better understand the inconsistent findings across the literature, as a significant number of individuals engage in strenuous and prolonged exercise regularly, including those involved in service positions (i.e., military personnel and firefighters). Articulating the mechanisms at play in this phenomenon may increase safety and improve performance. </p>

<p> The central topic of this research is an examination of the philosophical assumptions of depth psychology as they relate to splitting in depth psychology. The intention of the researcher was to examine this topic from multiple perspectives. The researcher utilized a qualitative methodology, dialogical hermeneutics, to compare the influences and assumptions of the differing schools of depth psychology. </p><p> Depth psychology is the study of mental functioning that includes and values unconscious mental processes. Over the past 100 years, numerous splits, dissensions, and modifications have occurred. Splits have occurred between individuals and between factions within institutes, resulting in an ever-increasing plurality of depth psychological training schools. Such infighting has resulted in an erosion of prestige, which has left the discipline in danger of dissolution. </p><p> The primary questions of this research were these: What are the fundamental philosophical assumptions underlying depth psychology in general and do these philosophical assumptions contribute to splitting within the field of depth psychology? </p><p> One of the most basic assumptions of depth psychology held that nature is dualistic and that human beings are divided within and amongst themselves, which led to a belief in the reality of opposites, an ever-present ontological struggle between polar forces. This assumption was consistently maintained in Jung's psychological system and present but inconsistently held by Freud. Jung believed that there was a fundamental unity in nature that was divided. Freud did not. Jung believed that the problem of the opposites could be transcended, leading to a higher level of integration and assimilation. Freud did not. Freud's influences flowed from objective, deterministic, and rational, materialistic assumptions, whereas Jung's epistemology was more influenced by the idealistic and romantic traditions, which emphasized a subjective, irrational, and teleological approach to knowledge. Freud understood splitting as simply conflictual, whereas Jung saw splitting as conflictual but also purposive, leading towards wholeness. Their positions reflected a philosophical split in the culture that has persisted since classical times, between objective and subjective approaches to understanding reality. Their respective personalities pulled them toward opposing sides of this classic ontological divide. </p><p> The researcher concluded that knowledge inevitably and necessarily develops through conflict, best approached with awareness and tempered with tolerance. </p>

Psychological mindedness refers to a person's ability to perceive relationships among thoughts, feelings, and action with the goal of learning the meanings and causes of his/her experiences and behavior. Psychological mindedness is clinically important because it influences the patient selection for and the efficacy of psychotherapy. Individuals who have difficulty symbolizing and resolving emotional conflict, and verbally expressing their emotions, are considered to lack psychological mindedness and are sometimes labelled "alexithymic." Culture also influences individual styles of emotional expression and the manner and extent to which feelings are labelled as such. Such cultural differences may be interpreted as differences in psychological mindedness. / The present study examined cultural differences in styles of emotional expression and psychological mindedness by comparing two groups: Euro-Canadians and Cree Amerindians--a group that has been characterized as less verbally expressive or taciturn. / In this study, 36 Cree and 36 Euro-Canadian subjects were given a verbal measure of alexithymia, the Toronto Alexithymia Scale (TAS) and a pictorial measure, the Scored Archetypal Test-9 (SAT9), and measures of depressive and somatic symptomatology (the CES-D and SCL-90 Somatization Scale). Twelve subjects also received a standardized, qualitative art therapy measure, the Ulman Personality Assessment Procedure (UPAP). (Abstract shortened by UMI.)

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1994. / Source: Dissertation Abstracts International, Volume: 55-05, Section: B, page: 2015. Chair: Frances Campbell-LaVoie.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1995. / Source: Dissertation Abstracts International, Volume: 57-04, Section: B, page: 2888. Chair: Frances Campbell-LaVoie.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1996. / Source: Dissertation Abstracts International, Volume: 57-08, Section: B, page: 5383. Chairman: Roger L. Greene.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1997. / Source: Dissertation Abstracts International, Volume: 58-02, Section: B, page: 0991.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1997. / Source: Dissertation Abstracts International, Volume: 58-02, Section: B, page: 0998.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1997. / Source: Dissertation Abstracts International, Volume: 58-08, Section: B, page: 4514. Chairman: Christine Zalewski.