Previous research conducted in 1999 highlighted ethical concerns behind challenge studies inducing psychosis with ketamine and made recommendations to enhance ethical standards. Recently, a plethora of clinical trials have evaluated the efficacy of ketamine to treat mood disorders, which lead to complex ethical issues. Pharmaceutical companies and researchers hope to profit by developing patentable variations on ketamine for treating depression. Media have labeled ketamine as a “miracle” antidepressant. Some clinics offer expensive off-label use of ketamine to treat mood disorders. This (...) article examines the ecological validity of ketamine trials, measures to protect patients, informed consent procedures, financial inducements to participants and conflict of interest of researchers, therapeutic misconception, concealment, and deception. Further recommendations are purposed to improve ethical standard of clinical research involving ketamine. (shrink)

ObjectiveThe goal of the study was to explore the relationship between parent–children relationships related to using the internet among kids and potentially associated factors.Materials and MethodsA sample of 1.216 Vietnamese students between the ages of 12 and 18 agreed to participate in the cross-sectional online survey. Data collected included socioeconomic characteristics and internet use status of participants, their perceived changes in relationship and communication between parents and children since using the internet, and parental control toward the child’s internet use. An (...) Ordered Logistic Regression was carried out to determine factors associated with parent–children relationship since using the internet.ResultsThe characteristics of the relationship between children and their parents since using the Internet were divided into three levels: deterioration, stability, and improvement. The topics that children most often communicate with their parents include learning, housework, and future directions. Two-way interactive activities, such as supporting parents to use the Internet, have a positive impact on the parent–child relationship. Stubborn parental control, such as establishing rules about contact or allowing Internet access and setting up global positioning system to track negatively affecting parent–child relationships.ConclusionFindings indicated that changes in the quality of the parent–child relationship were self-assessed by participants regard to kids’ internet use, especially in the COVID-19 epidemic context. Educational campaigns and programs to raise awareness of parents as to the dangers and negative influences that their children may encounter online, psychology of children’s behaviors and effects of different responding strategies are recommended. (shrink)

BackgroundDepressive disorders are a common form of psychiatric illness and cause significant disability. Regulation authorities, the medical profession and the public require high safety standards for antidepressants to protect vulnerable psychiatric patients. Ketamine is a dissociative anaesthetic and a derivative of a hallucinogen. Its abuse is a major worldwide public health problem. Ketamine is a scheduled drug and its usage is restricted due to its abuse liability. Recent clinical trials have reported that ketamine use led to rapid antidepressant effects in (...) patients suffering from treatment-resistant depression. However, various flaws in study designs, and possible biased reporting of results, may have influenced those findings. Further analyses of ketamine use are needed to ensure patient safety.DiscussionThe use of ketamine in research and treatment of depressive disorders is controversial. Recently, mental health professionals raised ethical concerns about an ongoing ketamine trial in the UK. Also, a Canadian agency reviewed the existing evidence and did not recommend prescribing ketamine to treat depressive disorders. Findings obtained from tightly controlled research settings cannot be easily translated to clinical practice as substance abuse is commonly comorbid with depressive disorders. An effective antidepressant should reduce severity of depressive symptoms without liability problems. Although the US FDA has not approved the use of ketamine to treat depressive disorders, some psychiatrists offer off-label repeat prescription of ketamine. Prescribing ketamine for treating depressive disorders requires substantial empirical evidence. Clinicians should also consider research findings on ketamine abuse. Depressive disorders can be chronic conditions and the current evidence does not rule out the risk of substance abuse after repeat prescription of ketamine. Off-label ketamine use in treating depressive disorders may breach ethical and moral standards, especially in countries seriously affected by ketamine abuse. This article presents two real-world clinical vignettes which highlight ethical principles and theories, including autonomy, nonmaleficience, fidelity and consequentialism, as related to off-label ketamine use.ConclusionWe urge clinicians to minimise the risk of harming patients by considering the empirical evidence on ketamine properties and attempting all standard antidepressant therapies before considering the off-label use of ketamine. (shrink)

COVID-19, the most severe public health problem to occur in the past 10 years, has greatly impacted people's mental health. Colleges in China have reopened, and how to prevent college students from suffering secondary damage due to school reopening remains elusive. This cross-sectional study was aimed to evaluate the psychological impact of COVID-19 after school reopening and explore via machine learning the factors that influence anxiety and depression among students. Among the 478 valid online questionnaires collected between September 14th and (...) September 20th, 74 showed symptoms of anxiety, and 155 showed symptoms of depression. Descriptive analysis of basic personal characteristics indicated that students at a higher grade, having relatives or friends who have been infected, fearing being infected, and having a pessimistic attitude to COVID-19 easily experience anxiety or depression. The Synthetic Minority Oversampling Technique was utilized to counteract the imbalance of retrieved data. The Akaike Information Criterion and multivariate logistic regression were performed to explore significant influence factors. The results indicate that exercise frequency, alcohol use, school reopening, having relatives or friends who have been infected, self-quarantine, quarantine of classmates, taking temperature routinely, wearing masks routinely, sleep quality, retaining holiday, availability of package delivery, take-out availability, lockdown restriction, several areas in school closed due to COVID-19, living conditions in the school, taking the final examinations after school reopening, and the degree to which family economic status is influenced by COVID-19 are the primary influence factors for anxiety or depression. To evaluate the effect of our model, we used 5-fold cross-validation, and the average area under the curve values of the receiver operating characteristic curves of anxiety and depression on the test set reached 0.885 and 0.806, respectively. To conclude, we examined the presence of anxiety and depression symptoms among Chinese college students after school reopening and explored many factors influencing students' mental health, providing reasonable school management suggestions. (shrink)

Background: This study examined the cyberbullying experience and coping manners of adolescents in urban Vietnam and explored the mediating effect of different support to the associations between cyberbullying and mental health issues.Methods: A cross-sectional study was performed on 484 students at four secondary schools. Cyberbullying experience, coping strategies, psychological problems, and family, peer, and teacher support were obtained. Structural equation modeling was utilized to determine the mediating effects of different support on associations between cyberbullying and psychological problems.Results: There were 11.6 (...) and 28.3% of students who reported that they experienced and observed at least one cyberbullying act in the last 3 months, respectively. Among the victims, only 48.2% tried to stop the perpetrators. Meanwhile, the majority of observers belonged to the “Intervene” group who tried to report cyberbullying acts or help victims. Family support was found to partially mediate associations between cyberbullying experience and observation with levels of psychological problems among adolescents.Conclusion: The 3-month rate of cyberbullying experience and observation among urban adolescents aged 11–14 was low. However, current coping strategies against cyberbullying were not sufficient. Family support is an important factor that should be considered for designing interventions to mitigating the impacts of cyberbullying on the mental health of adolescents. (shrink)

IntroductionThis study aimed to explore the mental wellbeing profiles and their related factors among urban young adults in Vietnam.MethodsA cross-sectional study was conducted in Hanoi, which is the capital of Vietnam. There were 356 Vietnamese who completed the Mental Health Inventory-5 questionnaire. The Latent Profile Analysis was used to identify the subgroups of mental wellbeing through five items of the MHI-5 scale as the continuous variable. Multinomial logistic regression was used to determine factors related to subgroups.ResultsThree classes represented three levels (...) of MHI-5 score, which included “Poor mental health,” “Fair mental health,” and “Good mental health,” were, respectively, 14.3, 46.6, and 39.0%. Compared to a low household economy, participants with an average household economy had 2.11 and 4.79 times higher odds of being in a good mental health class relative to fair and poor mental health classes. Respondents with more than two acute symptoms had 3.85 times higher odds of being in a good mental health class relative to a poor mental health class, as compared to those without acute symptoms. Regarding the measurement of the Perceived Social Support Scale, people having support from their family had 1.80 and 2.23 times higher odds of being in classes of fair and good mental health relative to the poor mental health class; and participants having friend support also had 1.87 times higher odds of being in a good mental health class compared with the fair mental health class, as the MSPSS score increased by 1 unit. People with Rosenberg’s self-esteem scale increased by 1 score, those who had 1.17, 1.26, and 1.47 times higher odds of being in a good compared to fair mental health class, fair compared to poor mental health class, and good compared to poor mental health class, respectively.ConclusionOur findings were given to promote a new classification method for mental health screening among the general population. The current findings could be used as evidence to develop policies and plans that focus on encouraging early screening for mental health problems among the general young population in the future. (shrink)

This paper outlines some of the issues and basic philosophy that have guided my work and that of my students in the last ten years. It describes the progression of conceptual representational theories developed during that time, as well as some of the research models built to implement those theories. The paper concludes with a discussion of my most recent work in the area of modelling memory. It presents a theory of MOPs (Memory Organization Packets), which serve as both processors (...) and organizers of information in memory. This enables effective categorization of experiences in episodic memory, which in turn enables better predictive understanding of new experiences. (shrink)

The inductive category formation framework, an influential set of theories of learning in psychology and artificial intelligence, is deeply flawed. In this framework a set of necessary and sufficient features is taken to define a category. Such definitions are not functionally justified, are not used by people, and are not inducible by a learning system. Inductive theories depend on having access to all and only relevant features, which is not only impossible but begs a key question in learning. The crucial (...) roles of other cognitive processes (such as explanation and credit assignment) are ignored or oversimplified. Learning necessarily involves pragmatic considerations that can only be handled by complex cognitive processes.We provide an alternative framework for learning according to which category definitions must be based on category function. The learning system invokes other cognitive processes to accomplish difficult tasks, makes inferences, analyses and decides among potential features, and specifies how and when categories are to be generated and modified. We also examine the methodological underpinnings of the two approaches and compare their motivations. (shrink)

Certain predictions are such that their accuracy can be affected by their dissemination, by their being believed and acted upon. Examples of such reflexive predictions are presented. Various approaches to the precise delineation of this category of predictions are explored, and a definition is proposed and defended. Next it is asked whether the possible reflexivity of predictions creates a serious methodological problem for the social sciences. A distinction between causal and logical reflexivity helps support a negative answer. Finally, we consider (...) the thesis that "this characteristic of predictions is peculiar to human affairs" (Merton), and an attempted rebuttal (Grunbaum). It is argued that Grunbaum's rebuttal is ineffective. (shrink)

In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the (...) educated mind weighs heavily on our notions on how we educate our young. When we focus on intellectual and scholarly issues in high school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means. To accommodate the realities of today's world it is necessary to change these elitist notions. We need to rethink what it means to be educated and begin to focus on a new conception of the very idea of education. Students need to learn how to think, not how to accomplish tasks, such as passing standardized tests and reciting rote facts. In this engaging book, Roger C. Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. Making Minds Less Well Educated Than Our Own is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, higher education, and anyone interested in what it means to be educated in today's world. (shrink)

We present a theory of conversation comprehension in which a line of the conversation is “understood” by relating it to one of seven possible “points”. We define these points, and present examples where it seems plausible that the failure to “get the point” would indeed constitute a failure to understand the conversation. We argue that the recognition of such points must proceed in both a top down and bottom up fashion, and thus is likely to be quite complicated. Finally, we (...) see the processing of information in the conversation to be dependent upon which point classification the user decides upon. (shrink)

Rules of conversation are given that specify what can follow what. A system for deciding what makes a reasonable subject for a conversation is shown. Topics are discussed and rules for topic shift are presented.

In this book, Roger C. Schank sets the stage for sparking conversations and innovative changes in schools to help make school experiences relevant to students and prepare them for the future. By implementing new literacies, globally connected technology, and career-based curricula, teachers can provide students with the tools they need to succeed during and after high school.

This article discusses ways in which academics and concerned individuals committed to the faster eradication of extreme poverty might make a contribution. It argues that this discussion needs to be informed by examining the lessons of academics who have been working in the development field for many decades tell us about success and failures and possible ways forward. Following the introduction, section two attempts to draw out from the work of academics, researchers and policymakers in the “world of development” what (...) we know and have learned about how best to accelerate the process of reducing extreme poverty in the world, and what “doesn't work”. Against this backdrop, the third section discusses different ways that academics from outside the professional development community might effectively contribute to the faster or more effective eradication of global poverty. It considers in particular some current knowledge gaps in the development field which might be bridged by academic from the fields of moral and political philosophy. Finally, section four provides a brief discussion of the types of anti-poverty organizations concerned individuals might support, providing a check-list of questions to help assess their approaches, strengths and weaknesses. It suggests that as the faster eradication of poverty requires a series of interventions on many different fronts, academics need to approach poverty eradication through a multifocal lens and prioritize support to effective and transparent anti-poverty agencies working at the local, national and international levels. (shrink)

A deferred prosecution agreement, or DPA, allows a corporation, instead of proceeding to trial on a criminal charge, to settle matters with the state by acknowledging the facts on which any charge would be based, pay a reduced fine, and agree to change the way they conduct business. Critics of DPAs have suggested that, because the defendant corporation must pay a fine and submit to structural reform without having been found guilty at trial, DPAs violate the Presumption of Innocence. This (...) paper argues that they do not. The paper appeals to the role of civic trust in a liberal political community. The obligations a corporation assumes in a DPA can be framed as a reasonable retributive response to a breach by that corporation of the community’s laws, and an appropriate reassurance by that corporation to the community that such breaches will not reoccur. This framing is sufficient to deny that DPAs violate the Presumption of Innocence. (shrink)

Our purpose in this paper is to characterize the methodological role of judges in clinical psychology. What, methodologically speaking, do the judges do for the experimenter in this area? Why, and in what ways, are the experimenter's procedures more respectable, his results more valid, when he employs judges? In order to present a concrete example of the use of judges we begin by describing in some detail a procedure actually employed in the testing of an hypothesis. Next we contrast this (...) procedure with a prima facie analogous one from chemistry, noting that an appeal to judges here would be clearly superfluous. Our problem then presents itself in the form: “Why these sorts of differences between chemistry and clinical psychology?”. As the argument develops it becomes clear that the methodological significance of what is called “clinical insight” must be carefully considered in any attempt to understand the peculiar importance of the judges’ role in psychology. It is argued that the absence of precise criteria for typical concepts of clinical psychology is closely connected with the frequent appeals to clinical insight. And it is urged that the full significance of the employment of judges emerges only when seen in the light of this conceptual uncertainty, and of the clinician's attempt to operate scientifically in spite of that uncertainty. (shrink)

Visuomotor adaptation to novel environments can occur via non-physical means, such as observation. Observation does not appear to activate the same implicit learning processes as physical practice, rather it appears to be more strategic in nature. However, there is evidence that interspersing observational practice with physical practice can benefit performance and memory consolidation either through the combined benefits of separate processes or through a change in processes activated during observation trials. To test these ideas, we asked people to practice aiming (...) to targets with visually rotated cursor feedback or engage in a combined practice schedule comprising physical practice and observation of projected videos showing successful aiming. Ninety-three participants were randomly assigned to one of five groups: massed physical practice, distributed physical practice, or one of 3 types of combined practice: alternating blocks, or all observation before or after blocked physical practice. Participants received 100 practice trials. All groups improved in adaptation trials and showed savings across the 24-h retention interval relative to initial practice. There was some forgetting for all groups, but the magnitudes were larger for physical practice groups. The Act and Obs_During groups were most accurate in retention and did not differ, suggesting that observation can serve as a replacement for physical practice if supplied intermittently and offers advantages above just resting. However, after-effects associated with combined practice were smaller than those for physical practice control groups, suggesting that beneficial learning effects as a result of observation were not due to activation of implicit learning processes. Reaction time, variable error, and post-test rotation drawings supported this conclusion that adaptation for observation groups was promoted by explicit/strategic processes. (shrink)

Based on his experience as an educator, the author criticizes current methods and philosophies of learning and teaching. Learning should be geared towards practice ; teaching should be about exciting students and helping them perform meaningful tasks, rather than having them passively absorb knowledge that they cannot see the use of. Feedback from former students allows the author to posit a few simple rules for teaching and learning, and identify some of the major misconceptions about the role of the teacher (...) and the nature of the learning process. A pragmatics of learning starts from naturally occurring learning situations and emphasizes teaching that is based on the learner’s own experiences, where mistakes are seen as a major source of insight into what is needed in order to achieve success in education and to remake the broken educational system that we are trying to cope with in today’s schools. (shrink)