Previous research suggests that children's understanding that television is fictional may be dependent on various factors inherent in televised events. 36 children, 4- to 6-yr.-old, were asked to judge the reality of specific televised events shown via videotape. The events varied in aggressiveness, format, and type of character shown. While age and sex differences were absent, children's judgments were dependent on the format of the televised events (cartoon versus noncartoon) rather than other variables. Implications for research on children's learning of televised aggression and prosocial behaviors are discussed.

Children's Judgments of Televised Events: The Real versus Pretend Distinction:

Results from studies of reality testing in schizophrenic and other persons are presented and discussed. For two reasons such results are important. First, it is nowadays realized how important educational rehabilitation is, and such work implies precise knowledge of the patients' cognitive functioning. Second, the biological research methods have been refined to a degree which makes it important to have clear psychological concepts in the biological psychopathological research. Eight experienced reality qualities are operationally definable: qualitites of 1) sensation, 2) behavioral relevance, 3) publicness, 4) objectivity, 5) existence, 6) independence, 7) involuntarity of the experience, and 8) involuntarity of the experienced item are defined. The normal structure of positive and negative qualities 1 through 8 is described for a) sensory experiences, b) thinking of existing things or properties in persons, and for c) fantasy experiences. In 60 schizophrenic patients it was found that they experienced a...

Reality testing in schizophrenia

Eight experienced qulities of reality were examined in relation to five sorts of experience in 15 demented patients in clear states of consciousness (the CSC group), and in 15 patients in disturbed states of consciousness (the DSC group), Many more abnormal reality qualities appeared in the DSC than in the CSC group In the DSC patients the tendency to experiencel non-existent fantasy items as being real was so much greater than in the CSC patients that it will be of value in differential diagnosis if it is confirmed in other patient materials In DSC patients, furthermore, positive qualities of sensation were found attached to many experiences of items which were not present in the actual stimulus field- even in patients who were not clinically hallucinated



The reliability of the results was controlled by having each patient evaluated by two psychiatrists

Experienced reality in somatic patients more that 65 years old. A comparative study of disturbed and clear, but demented states of consciousness.

The present article is a theoretical contribution suggesting a simple model of the dynamics involved in the development of neurodevelopmental disorders and the phenomenon of autism offering an explanation of why different individuals have different onset of manifest disease. The model relates to present genetic and epigenetic evidence and previous theoretical models. The dynamic model applies an individualized transdiagnostic and dimensional approach integrating several levels of influence involved in the dynamic interaction between an individual and their environment across time. The dynamic model illustrates the interaction between a basic neurobiological susceptibility, compensating mechanisms, and stress-related releasing mechanisms involved in the development of manifest clinical illness. The model has a particular focus on the dynamics of neurocognitive processes and their relationship to more basic information, psychological and social processes. A basic assumption guiding the model is that even quite normal events related to typical development may increase the risk of enduring stress in cognitively vulnerable individuals, further increasing their risk of developing manifest clinical illness. The model suggests that genetic variation, endogenous epigenetic processes of development, and epigenetic changes influenced by physical/chemical and social environmental risk and resilience factors all may contribute to phenotypical expression. A genetic susceptibility may translate into a biological susceptibility reflected in cognitive impairments. A cognitively vulnerable individual may be at increased risk of misinterpreting sensory inputs, potentially resulting in psychopathological expressions, e.g., autistic symptoms, observed across several neurodevelopmental disorders. The genetically influenced experience of an individual relates to cognitive phenomena occurring at the interfaces between the brain, mind, and society. The severity of clinical illness may differ from the severity of a disorder of reasoning. The dynamic model may help guide future development of personalized medicine in psychiatry and identify relevant points of intervention. A discussion of the implications of the model relating to epigenetic evidence and to previous theoretical models is included at the end of the paper.

Suggestion of a dynamic model of the development of neurodevelopmental disorders and the phenomenon of autism

Prior experiences and delusion content The Italian pilot study by Catone and colleagues (2) in this issue focuses on the relationship between stressful experiences and delusion content in adolescents with psychotic disorders. The authors hypothesize that a biographic continuity or “thematic link” can develop between the themes of previous life experiences and the content of a patient’s delusions. They examine the relationship between the prior experiences and delusions of a sample of 16 patients experiencing their first psychotic episodes. The researchers expected to find a statistically significant association between past experiences and psychotic symptom content, and they did discover a significant association between humiliating experiences and persecutory delusions. The authors suggest that the thematic link concept may provide clinicians with a greater awareness of the patient’s thoughts and emotions and that addressing past experiences and linking them to emerging or consolidated delusions may make experiences like bullying less frightening for the patient.

/pdf/rethinking-the-concept-of-psychosis-and-the-link-between-4vr82um4nu.pdf

Rethinking the Concept of Psychosis and the Link Between Autism and Schizophrenia

SUMMARY

Seven reality qualities, representing different aspects of experienced reality, are defined. Examples are given of questions which arc useful in evaluation of these qualities connected to everyday experiences, such as sensory perceptions, thoughts of imaginary items, and thoughts of real objects or real abilities in others or in oneself. A study of 48 preschool children indicates that such children understand the questions used, so that an investigational technique using the defined qualities can provide a simple, direct, and reasonably reliable evaluation of reality testing, Some marked differences are found in reality testing between non-psychotic adults and 3-yr-old normal children.

Experienced reality in three to six year-old children: a study of direct reality testing.

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Experienced reality in three to six year-old children: a study of direct reality testing.