Sink positive: Linguistic experience with th substitutions influences nonnative word recognition

We used eyetracking, perceptual discrimination, and production tasks to examine the influences of perceptual similarity and linguistic experience on word recognition in nonnative (L2) speech. Eye movements to printed words were tracked while German and Dutch learners of English heard words containing one of three pronunciation variants (/t/, /s/, or /f/) of the interdental fricative /θ/. Irrespective of whether the speaker was Dutch or German, looking preferences for target words with /θ/ matched the preferences for producing /s/ variants in German speakers and /t/ variants in Dutch speakers (as determined via the production task), while a control group of English participants showed no such preferences. The perceptually most similar and most confusable /f/ variant (as determined via the discrimination task) was never preferred as a match for /θ/. These results suggest that linguistic experience with L2 pronunciations facilitates recognition of variants in an L2, with effects of frequency outweighing effects of perceptual similarity.     

The child's conceptions about means of production and their owners

Investigated the child's social ideas, namely notions about production means (factory, public transportation, farmland) and family influence on notion acquisition. 120 children of jive age groups (4 to 13 years) were clinically interviewed (sensu Piaget). Children's parents, workers and housewives of an Italian industrial centre, answered to questionnaires inquiring background information on parents and child and appraisal of child's level of understanding. Interview answers were classified on ten level sequences concerning father's job, home ownership, function and ownership of production means and produce. Correlational analyses and separate ANOVAs [5(age) × 2(sex) × 3(production mean)] in three subject areas (owner of production mean, of produce, and produce use) of interview answers reveal that children's ideas about different production means develop with differing rhythms through the same level sequences, which are clearly related to the general characterstics of intelligence described by Piaget. Questionnaires show that parents tend to furnish their children with the degree of information concerning jobs appropriate to the level of development at which the parents believe their children to be.     

Neurotransmitter receptors involved in post-training memory processing by the amygdala, medial septum, and hippocampus of the rat.

Rats were trained and tested in habituation to a novel environment and step-down inhibitory avoidance. Immediately after training in each task the animals received intra-amygdala, intraseptal, or intrahippocampal micro-injections of agonists and antagonists of various neurotransmitter receptors. In the habitation task, intrahippocampal, but not intra-amygdala or intraseptal administration of the NMDA receptor antagonist aminophosphornopentanoic acid (AP5, 5.0 micrograms) or of the muscarinic receptor antagonist, scopolamine (2.0 micrograms) caused amnesia and the indirect antagonist of GABA-A receptors, picrotoxin (0.08 microgram), caused retrograde facilitation. Intrahippocampal administration of the respective agonists, glutamate, oxotremorine, and muscimol, had effects of their own opposite to those of the blockers, and norepinephrine (0.3 microgram) caused memory facilitation. In the avoidance task, results obtained with drug infusions given into the three structures were very similar: in all cases, AP5, scopolamine, and muscimol were amnestic, and glutamate, oxotremorine, norepinephrine, and picrotoxin caused memory facilitation. In addition, also in the three structures, picrotoxin counteracted the amnestic effect of AP5 and/or scopolamine and the beta-adrenoceptor blocker, timolol (0.3 microgram), while ineffective on its own, attenuated all the effects of picrotoxin. The results suggest that similar synaptic mechanisms in the amygdala, medial septum, and hippocampus are involved in memory consolidation: NMDA, muscarinic, and beta-noradrenergic receptors stimulate and GABA-A receptors inhibit this process, and beta-noradrenergic receptors modulate the GABAergic synapses. In the avoidance task these mechanisms operate in the three structures: in habituation only those in the hippocampus are operative. Possibly in each structure these mechanisms regulate, if not actually consolidate, a different aspect, component, or form of memory.     

Is voluntary control of natural postural sway possible?

The authors explored whether standing human participants could voluntarily decrease the amplitude of their natural postural sway when presented with explicit visual feedback and a target. Participants (N = 9) stood quietly, without any feedback and with feedback on the center of pressure coordinate or the head orientation. They were unable to decrease sway amplitude when presented with visual feedback and a target. Decreasing target size led to contrasting effects on the 2 fractions of sway: rambling and trembling. The smaller target was associated with a decrease in rambling and an increase in trembling. Those observations suggest that sway represents a superposition of at least 2 independent processes. They also suggest that providing visual feedback on a variable tied to body sway may not be an effective way to decrease postural sway in young healthy people.     

Evaluation of Siddha Samadhi Yoga for anxiety and depression symptoms: a preliminary study

Siddha Samadhi Yoga is a program in which meditation is associated with pranayama (breathing exercises). 22 volunteers with anxiety complaints (M age = 42.8 yr., SD = 10.3) were assigned to two groups: 14 attended the yoga group, and 8 attended a waiting-list or control group. They were evaluated before the intervention and 1 month after it on the State-Trait Anxiety Inventory, the Beck Depression Inventory, Tension Feelings Self-evaluation Scales, and the Well-being Self-evaluation Scales. A significant reduction in scores on anxiety, depression, and tension was found in yoga group, as well as an increase in well-being in comparison with the control group.     

Differential effects of instructions and consequences on human conditional discrimination performance

Two studies evaluated the differential behavioral effects of instructions and feedback in matching-to-sample procedures. In Experiment 1, 20 college students received true or false instructions and trial-by-trial or delayed feedback in three phases. In a fourth, final phase the instructions remained the same, but feedback changed from trial-by-trial to delayed, or from delayed to trial-by-trial. In Experiment 2, half of another 20 participants received true instructions during three phases, followed by false instruction in a fourth phase; the other half of the participants received false instructions during three phases, followed by true instructions in the fourth phase. Feedback sequences were as in Experiment 1. The results of both experiments revealed historical effects of instructions and feedback. Most participants demonstrated strong instructional control, overriding the control by contingencies. These results suggest that the present procedure offers optimal possibilities to make the differential effects of instructions and feedback on human behavior clearly identifiable when conditional discrimination tasks are used.     

Pre-training to find a hidden platform in the Morris water maze can compensate for a deficit to find a cued platform in a rat model of Parkinson's disease

The bilateral intranigral infusion of 1 micromol 1-methyl-4-phenyl-1,2,3,6-tetrahydropyridine (MPTP) in adult male Wistar rats caused a specific and partial loss of substantia nigra pars compacta (SNc) dopamine neurons, a partial depletion of striatal dopamine, and a deficit to learn the intra-maze cued version of the Morris water maze. Pre-training the SNc rats in the spatial version of the water maze or simply maintaining the animals on the water maze platform reversed this deficit. This improvement was even observed when the order of the extra-maze cues presented to the rats during pre-training of the spatial version was changed during training of the intra-maze cued version. However, this deficit was not reversed either by maintaining the animals on the platform if the spatial cues were surrounded and covered with a curtain or by swimming sessions in the maze without the escape platform and the curtain. These findings suggest that none of the following elements alone, learned during the spatial task pre-training, could help SNc rats learn the intra-maze cued task: improvement of swimming skills or knowledge of the existence of the escape platform; distance between the platform and the border of the pool; location of a particular extra-maze cue; relations among extra-maze cues. However, the simultaneous presence of the escape platform and extra-maze cues (irrespective of their relational configuration) during the pre-training sessions proved to be necessary for this improving effect to occur.     

An examination of ethnic identity and self-esteem with diverse populations: exploring variation by ethnicity and geography

The current study examined the relationships among ethnic identity and self-esteem across multiple ethnic groups within two distinct geographical locations (N = 1,344). In the current study, for same ethnic group members, the components of ethnic identity (i.e., exploration, resolution, and affirmation) were differentially related to self-esteem based on geographical context. Furthermore, within each geographical context, the strength of the relation between each ethnic identity component and self-esteem varied based on group membership, suggesting that the variables may be more or less influential on self-esteem depending on one's group membership. Based on these results, the exploration and resolution subscales of the Ethnic Identity scale (EIS) appear to be valid and reliable with diverse samples, whereas support for the affirmation subscale of the EIS is more tenuous. Finally, these findings suggest that ethnic identity may have varying salience and meaning for same ethnic group members in different geographical contexts (e.g., Asian Americans in California vs. Asian Americans in the Midwest).