New insights into amputation desire

In the late Summer of 1997, the surgeon Robert Smith deliberately amputated the healthy lower left leg of his patient, 38-year-old Kevin Wright, who had been yearning for this outcome since childhood.

Back in the 90s, Wright's condition was judged to be a form of body dysmorphic disorder - a psychiatric diagnosis characterised by an irrational belief that there is something defective with a body part. Before now, there has been little systematic research with patients experiencing amputation desire, but in a new study, Olaf Blanke and colleagues have reported the results of extensive interviews they've conducted with 20 such patients. Blanke's findings have led his team to speculate that rather than being a form of body dysmorphic disorder, amputation desire might be more accurately construed as a neurological syndrome, related to a dysfunction in the way the body is represented in the fronto-parietal circuits of the brain - a condition they've labelled "body integrity identity disorder".

Supporting their account, Blanke's team point to the fact that 75 per cent of the interviewed patients specifically wanted their left leg amputated, or if they wanted both legs amputated, then the desire was predominantly for the left leg (which is represented and controlled by the right hemisphere of the brain).

Moreover, 13 of the participants reported abnormal sensations in the body part they wanted removed, including tingling and numbness, loss of sensitivity, the feeling that the limb belongs to someone else, or that it is already absent (almost like an inverted form of phantom limb syndrome). These were not delusions because the patients knew that in reality, the limb was theirs and was there. Crucially, however, these kinds of abnormal sensations are sometimes reported by patients with damage to the fronto-parietal cortex.

Contrary to the body dysmorphic diagnosis, none of the patients thought their limb was defective, nor were they embarrassed by it.

"Collectively, our data suggest that amputation desire might be conceptualised as chronic asomatognosia [lack of awareness of a body part] or a negative form of the phantom limb phenomenon," the researchers said, adding that the condition appeared to have much in common with gender identity disorder, which is associated with a desire to change sex. However, the researchers cautioned that there is a need for more in-depth neurological examinations with a larger sample of patients.

Several other curious findings emerged. For example, there appeared to be a sex difference in amputation desire. Whereas 12 of the 17 male patients desired the amputation of a single limb, the three female patients all wished for multiple amputations - one wanted all her limbs removed, one wanted to lose two legs and an arm, and the other wanted both legs truncated.

Among the patients' descriptions of their amputation desire were the following typical accounts: "It [the leg] feels foreign and it does not belong to me", "I should not have been born with my legs", and "My leg is somehow too much, I am not connected to my body".
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ResearchBlogging.orgBlanke O, Morgenthaler FD, Brugger P, & Overney LS (2009). Preliminary evidence for a fronto-parietal dysfunction in able-bodied participants with a desire for limb amputation. Journal of neuropsychology, 3 (Pt 2), 181-200.
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Movies like Elizabeth I can help students learn history

It's late one Friday afternoon with "double history" looming. But you arrive at class and your prayers are answered: the teacher says that for today's lesson you're going to be watching the popular film Elizabeth I. According to a new study, not only will this ease you comfortably into the weekend, the experience could significantly improve your retention of the associated course text. With one caveat. The teacher must point out in advance where the film deviates from the true historical record.

Andrew Butler and colleagues presented dozens of undergrad students with short, accurate passages of text about a historical event or situation. Some of these passages were accompanied by five minute clips from relevant historical movies, including Elizabeth I and The Last Samurai. Each film clip included a factual accuracy that matched the text, and one inaccuracy.

Crucially, when the students were tested a week later, their memory for a fact in the text was improved by about 50 per cent if they'd also seen a film clip portraying the same information. The students also rated text as more interesting if they'd watched an associated film clip.

What about the effects of inaccuracies in the film clips? It depended on what kind of warning students were given about the inaccuracies. With no warning or a general warning, students asked a question about a fact that was misrepresented in a film clip tended to give an answer mistakenly based on the film information, rather than the text. However, a specific warning about the inaccuracy in a film clip eradicated these kind of errors.

A follow-up study with 54 more students replicated these findings and showed that when students mistakenly relied on inaccuracies in film clips, they often showed misplaced confidence in the accuracy of their answers, sometimes misattributing the source of the false information to the text rather than the film.

"The current study clearly shows that watching popular history films has both positive and negative effects on the learning of associated texts," the researchers said. One the one hand, they can "increase learning and interest in the classroom," but on the other hand, historical inaccuracies in films can have detrimental effects. "One potential solution," Butler's team advised, "is for educators to provide students with specific warnings regarding the misinformation present in popular films prior to showing them in the classroom."
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ResearchBlogging.orgButler, A., Zaromb, F., Lyle, K., & Roediger, III, H. (2009). Using Popular Films to Enhance Classroom Learning: The Good, the Bad, and the Interesting. Psychological Science DOI: 10.1111/j.1467-9280.2009.02410.x
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