Background/Aims: The aims of this study were to validate the newly developed version of theAddenbrooke's Cognitive Examination (ACE-III) against standardised neuropsychological tests and its predecessor (ACE-R) in early dementia. Methods: A total of 61 patients with dementia (frontotemporal dementia, FTD, n = 33, and Alzheimer's disease, AD, n = 28) and 25 controls were included in the study. Results: ACE-IIIcognitive domains correlated significantly with standardised neuropsychological tests used in the assessment of attention, language, verbal memory and visuospatial function. The ACE-III also compared very favourably with its predecessor, the ACE-R, with similar levels of sensitivity and specificity. Conclusion: The results of this study provide objective validation of the ACE-III as a screening tool for cognitive deficits in FTD and AD.

We aimed to explore the nature of verbal repetition deficits and infer the cognitive systems involved in primary progressive aphasia (PPA) and Alzheimer's disease (AD). A total of 63 patients (13 semantic variant (sv-PPA), 17 nonfluent/agrammatic variant (nfv-PPA), 10 logopenic variant (lv-PPA), 23 AD) and 13 matched healthy controls completed a battery of tests that included naming, word comprehension, digit span, repetition of multisyllabic single words, monosyllabic word span presented under similar and dissimilar phonological conditions, and sentence repetition. All patient groups displayed some level of impairment, however, specific patterns emerged in each variant. Participants with sv-PPA were the least impaired, showing marginal difficulties exclusively for sentence repetition, whereas those with lv-PPA had the worst overall performance. Cases with nfv-PPA showed compromised repetition of multisyllabic and phonologically similar words. The deficit in cases with AD was confined to span tasks. These distinctive patterns of language impairments can assist in the differential diagnosis of PPA variants and point toward the vulnerability of specific cognitive systems in each syndrome.

This study explored how psychologists and psychiatrists working in Australian youth mental health services constructed their professional identity, and whether and how implementing Open Dialogue transformed this. Nine clinicians (psychologists, clinical psychologists and psychiatrists) were interviewed after completing Open Dialogue training. Interviews were subjected to discourse analysis. First, two general pre‐existing discursive professional identity positions were constructed: (i) psychiatrists rhetorically distancing themselves from the medical model as ‘fixers’ of mental illness; and (ii) psychologists and psychiatrists rhetorically embracing their personal identity. Second, participants’ responses about implementing Open Dialogue revealed opportunities and discomforts, including: (i) dialogical approaches offering psychiatrists an alternative identity to ‘fixers’; and (ii) dialogical approaches generating discomfort at the risk of exposing participants’ own vulnerability. Participants’ professional identities comprised contrasting positions. Practitioner points Clinicians’ professional identities comprised contrasting positions Clinicians constructed their professional identities by othering themselves from perceived dominant professional paradigms Clinicians incorporated dialogical approaches into existing clinical work after being exposed to Open Dialogue Clinicians identified Open Dialogue as offering opportunities to construct alternative professional identities Clinicians appeared uncomfortable with dialogical approaches in situations of high risk within risk‐averse settings

Neither the initial neuropsychological assessment nor projected performances can reliably distinguish the totality of bvFTD and AD individuals. Nevertheless, annual rates of progression on cognitive tasks provide valuable information and will potentially help establish the impact of future therapeutic treatments in these dementia syndromes.

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The sensitivity of the blocking effect to outcome additivity pretraining has been used to argue that the phenomenon is the result of deductive inference, and to draw general conclusions about the nature of human causal learning. In two experiments, we manipulated participants' assumptions about the additivity of the outcome using pretraining before a typical blocking procedure. Ratings measuring causal judgments, confidence, and expected severity of the outcome were used concurrently to investigate how pretraining affected assumptions of outcome additivity and blocking. In Experiment 1, additive pretraining led to lower causal ratings and higher confidence ratings of the blocked cue, relative to control cues, consistent with the notion that additive pretraining encourages deductive reasoning. However, Experiments 1 and 2 showed that removing additivity assumptions through nonadditive pretraining had no impact on a statistically reliable blocking effect observed in a blocking procedure with no pretraining. We found no evidence that the blocking effect in the absence of pretraining was related to the participants' assumptions about the additivity of the outcome. Although additive pretraining may enhance blocking by encouraging deductive reasoning about the blocked cue, the evidence suggests that blocking in causal learning is not reliant on this reasoning and that humans do not readily engage in deduction merely because they possess the assumptions that permit its use.

Introduction: Our professional identity refers to our sense of who we are and how we should behave as professionals. Professional identities are developed through socialisation processes: Established ways of knowing and doing are acquired and reproduced. The professional identities of health care professionals have implications for the realisation of health care reforms that require new ways of being and doing from clinicians. Tension and frustration can arise when professional identities are incongruent with reform directions. More knowledge is required about the professional identities of mental health care professionals-including clinical psychologists-so that they can be supported to develop professional identities that align with health care system reforms. Method: We undertook a scoping review of existing literature aiming to (i) identify the relevant literature; (ii) review the literature quality; (iii) thematically summarise the literature findings; (iv) consult with clinical psychologists; and (v) identify recommendations for research, training and practice. Results: A systematic database search (PsycINFO, CINAHL, Scopus and Web of Science) identified 24 relevant published articles and dissertations. Quantitative studies were excluded due to their markedly different research focus. Included studies were independently reviewed and findings summarised. Findings were organised around three themes: 'integration of personal and professional identities', 'intersectionality' and 'changes in professional identity over time'. Research quality issues were identified. The trustworthiness of the findings was corroborated in consultation with clinical psychologists. Discussion: Clinical psychologists recognise their professional identities as being interrelated with their personal identities and changing over time. They recognised professional identity as important yet inadequately considered in the profession. The research area is emerging yet remains undertheorised and requires improved research methodologies. Future theoretically informed research is required to build up a credible research base to better understand the development of clinical

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