Developmental changes in eyeblink conditioning and neuronal activity in the pontine nuclei

Neuronal activity was recorded in the pontine nuclei of developing rats during eyeblink conditioning on postnatal days 17–18 (P17–P18) or P24–P25. A pretraining session consisted of unpaired presentations of a 300-msec tone conditioned stimulus (CS) and a 10-msec periorbital shock unconditioned stimulus (US). Five paired training sessions followed the unpaired session, consisting of 100 trials of the CS paired with the US. The rats trained on P24–P25 exhibited significantly more conditioned responses (CRs) than the rats trained on P17–P18, although both groups produced CRs by the end of training. Ontogenetic increases in pre-CS and stimulus-elicited activity in the pontine nuclei were observed during the pretraining session and after paired training. The activity of pontine units was greater on trials with CRs relative to trials without CRs in rats trained on P24–P25, but almost no CR-related modulation was observed in the pontine units of rats trained on P17–P18. The findings indicate that pontine neuronal responses to the CS and modulation of pontine activity by the cerebellum and red nucleus undergo substantial postnatal maturation. The developmental changes in pontine neuronal activity might play a significant role in the ontogeny of eyeblink conditioning.     

"Automatism" and the emergence of dynamic psychiatry

This article is about the clash of two explanatory paradigms, each attempting to account for the same data of human experience. In the first half of the nineteenth century, physiologists investigated reflex actions and applied a recently coined word, "automatism," to describe actions which, although seeming to arise from higher centers, actually result from automatic reaction to sensory stimuli. Experiments with spinal reflexes led to the investigation of the reflex action of the brain or "cerebral automatisms." Reflex actions of this kind were used to explain everything from acting compulsively to composing symphonies. Physiological explanations of phenomena of this kind seemed insufficient to some and, in the 1880s, Frederic Myers and Pierre Janet developed psychological frameworks for understanding these phenomena, positing hidden centers of intelligence at work in the individual, outside ordinary awareness, which produce what came to be called "psychological automatisms." Their attempts to unify this psychological framework with the existing physiological one failed. Nevertheless, their work played a crucial role in paving the way for what Ellenberger called dynamic psychiatry, which accepts the reality of an unconscious dynamic of the psyche.     

Diminished performance on response-selection tasks in Type 2 diabetes

Comparisons of visual perception, response-selection, and response-execution performance were made between Type 2 diabetes mellitus patients and a matched nondiabetic control group. 10 well-controlled male patients with Type 2 diabetes without diabetic complications (M age 58 yr.) and an age and IQ-matched non-diabetic control group consisting of 13 male healthy volunteers (M age 57 yr.) were included. Significant differences were found only between the two groups on response-selection performance, which concerns the selection and preparation of an appropriate motor action.     

Optimizing the alliance in couple therapy

The complexity of the relation between alliance and outcome in couple therapy was investigated in a study of 47 couples in brief therapy. Self-rated alliance was measured after the first and third sessions using the couple version of the Working Alliance Inventory. The results indicated that the correlation between alliance and outcome was significantly stronger when the partners agreed about the strength of the alliance, when the male partner's alliance was stronger than the female's, and when the strength of both partners' alliance increased as therapy progressed. The authors suggest that a unique feature of couple therapy is that the partners have both a preexisting relationship with each other (allegiance) and an alliance with the therapist to balance.     

Alpha's standard error (ASE): an accurate and precise confidence interval estimate

This research presents the inferential statistics for Cronbach's coefficient alpha on the basis of the standard statistical assumption of multivariate normality. The estimation of alpha's standard error (ASE) and confidence intervals are described, and the authors analytically and empirically investigate the effects of the components of these equations. The authors then demonstrate the superiority of this estimate compared with previous derivations of ASE in a separate Monte Carlo simulation. The authors also present a sampling error and test statistic for a test of independent sample alphas. They conclude with a recommendation that all alpha coefficients be reported in conjunction with standard error or confidence interval estimates and offer SAS and SPSS programming codes for easy implementation.     

Practice effects on the use of visual and haptic cues during grasping

Mapping of arbitrary color cues onto object properties such as mass can influence the control of fingertip forces. One can view the development of that mapping as a motor learning issue, and its development should therefore be influenced by practice schedule. During an acquisition phase, 24 participants lifted color-cued objects that differed in mass. The masses were presented in either blocked or random orders. A test phase consisted of lifts of a midmass object; on some lifts, the object's mass was unexpectedly changed. The change was either accurately color cued or miscued. Only blocked practice led to visually mediated scaling of fingertip forces to object mass. During the test phase, previous blocked practice resulted in reliance on visual cues, and random practice led to a reliance on haptics (sense of touch). Those findings suggest that the integration of arbitrary color cues and haptic information is dependent on practice conditions.     

Instructions for Authors

Instructions for Authors

Instructions for Authors     

Early-life and parental predation risk shape fear acquisition in adult minnows

Animal Cognition - Exposure to predation risk can induce a fearful baseline state, as well as fear reactions toward novel situations (i.e., neophobia). Some research indicates that risk exposure...     

Do gender differences in academic attainment correspond with scholastic attitudes? An exploratory study in a UK secondary school

Research has examined how standardized tests give rise to gender differences in English and STEM attainment, but little research has explored gender differences in classroom-based attainment and the degree to which these correspond to differences in school-related attitudes. To explore the extent to which gender-achievement gaps in classroom-based performance parallel differences in self-perceptions and scholastic attitudes. An independent sample of first (n = 187, age 11–12, Study 1) and second-year students (n = 113, age 12–13, Study 2) from a UK comprehensive secondary school completed a questionnaire measuring academic mindset, self-efficacy, self-concept, competence beliefs, personal and social self-esteem, and endorsement of gender-subject and career stereotypes. Responses were then matched to their respective classroom grades in English, mathematics, science, and computing. Girls outperformed boys in English in their first year but reported lower global self-esteem and greater endorsement of science-career stereotypes. Conversely, girls outperformed boys in mathematics in their second year, but paradoxically reported lower self-concept and competence beliefs in mathematics and science, and higher competence beliefs in English. Across both studies, mindset, self-efficacy, competence beliefs, and social self-esteem were positively related to English attainment; academic self-efficacy was positively related to mathematics attainment; and mindset, self-efficacy, self-concept, and competence beliefs were positively related to science attainment. Gender-achievement gaps in classroom-based academic attainment are complex and highly nuanced; they appear to vary between school subjects across years and may not correspond with similar differences in self-perceptions and scholastic attitudes.