The acquisition of scientific knowledge: the influence of methods of questioning and analysis on the interpretation of children's conceptions of the earth

Studies of children's knowledge of the Earth have led to very different conclusions: some appear to show that children construct their own, non‐scientific ‘theories’ (mental models) of the flat, hollow or dual Earth. Others indicate that many young children have some understanding of the spherical (scientific) Earth, and that their knowledge lacks the coherence of mental models. The reasons for these contrasting views were tested by interviewing French children (N = 178) aged 5–11 years and varying the different methods used in previous research, namely the types of questions (open and forced‐choice), the form of representation (two‐dimensional pictures and three‐dimensional models), and the method of analysis (the mental model theorists' coding scheme and a statistical test for associations using MANOVA). Forced‐choice questions resulted in higher proportions of scientific answers than open questions, and children appeared to have naïve mental models of the Earth only when the mental model theorists' coding scheme was used. These findings support the view that children tend to have ‘fragments’ of scientific knowledge, and that naïve mental models of the Earth are methodological artifacts. Copyright © 2011 John Wiley & Sons, Ltd.     

The role of recollection in source memory: an examination of schizophrenia patients and their first-degree relatives

Source recognition memory deficits have repeatedly been observed in people with schizophrenia (SZ), and have also recently been observed in their first-degree relatives. These deficits have been hypothesized to result, at least in part, from impairments in the conscious recollection process. Although other processes are clearly also affected in SZ, it has been proposed that impairments in the conscious recollection process could be a parsimonious explanation for the source memory deficits observed in their relatives. Here, we tested 25 patients with SZ and 34 of their non-affected parents, as well as two groups of matched healthy controls, on a short-term associative memory task that shares the characteristics of standard source recognition tasks but minimizes the need for recollection of stored information from memory. This task was administered in order to determine if deficits can still be observed in these people when involvement of the conscious recollection process is minimized. We observed deficits on our short-term source memory task in people with SZ, but their first-degree relatives did not share this deficit. These results support the idea that multiple memory processes supporting associative/source memory are affected in SZ, whereas the source memory deficits previously observed in relatives of SZ seem specific to tasks that rely on the conscious recollection process.     

Agustín Moreno: scientific psychology and women's legal responsibility in Spain

Agustín Moreno Rodríguez (1886-1967) studied Medicine and Natural Sciences at the Central University of Spain, in Madrid. He was a student of Dr. Luis Simarro, the University's professor of Experimental Psychology and of Tomas Maestre, the University's professor of Medical Law, Toxicology and Psychiatry. In 1910, he published the text The woman's civil and penal responsibility during the menstrual period. In this work, he approaches the question of the legal responsibility of women, based on the principle of excitation/reaction of Claude Bernard and on his personal version of the concept of iteration elaborated by Luis Simarro. Dr. Moreno also defends the thesis that menstruation adds some uniqueness to the function of the feminine psyche and, therefore, modifies the responsibility of a woman's actions. We also comment on the predominant approach to the mind of women in the Spanish scientific psychology of that time and the reaction of the Spanish feminist intellectuals.     

Thermal sensitivity and cardiovascular reactivity to stress in healthy males

This paper examines the association of cardiovascular reactivity with thermal thresholds (detection and unpleasantness). Heart period (HP), systolic (SBP) and diastolic (DBP) blood pressure of 42 health young males were recorded during a cardiovascular reactivity task (a videogame based upon Sidman's avoidance paradigm). Thermal sensitivity, assessing detection and unpleasantness thresholds with radiant heat in the forearm was also estimated for participants. Participants with differential scores in the cardiovascular variables from base line to task > or = P65 were considered as reactors and those how have differential scores < or = P35 were considered as non-reactors. Significant differences were observed between groups in the unpleasantness thresholds in blood pressure (BP) but not in HP. Reactors exhibited significant higher unpleasantness thresholds than non-reactors. No significant differences were obtained in detection thresholds between groups.     

The influence of writing practice on letter recognition in preschool children: a comparison between handwriting and typing

A large body of data supports the view that movement plays a crucial role in letter representation and suggests that handwriting contributes to the visual recognition of letters. If so, changing the motor conditions while children are learning to write by using a method based on typing instead of handwriting should affect their subsequent letter recognition performances. In order to test this hypothesis, we trained two groups of 38 children (aged 3-5 years) to copy letters of the alphabet either by hand or by typing them. After three weeks of learning, we ran two recognition tests, one week apart, to compare the letter recognition performances of the two groups. The results showed that in the older children, the handwriting training gave rise to a better letter recognition than the typing training.     

Encoding, consolidation, and retrieval of contextual memory: differential involvement of dorsal CA3 and CA1 hippocampal subregions

Studies on human and animals shed light on the unique hippocampus contributions to relational memory. However, the particular role of each hippocampal subregion in memory processing is still not clear. Hippocampal computational models and theories have emphasized a unique function in memory for each hippocampal subregion, with the CA3 area acting as an autoassociative memory network and the CA1 area as a critical output structure. In order to understand the respective roles of the CA3- and CA1-hippocampal areas in the formation of contextual memory, we studied the effects of the reversible inactivation by lidocaine of the CA3 or CA1 areas of the dorsal hippocampus on acquisition, consolidation, and retrieval of a contextual fear conditioning. Whereas infusions of lidocaine never impaired elementary tone conditioning, their effects on contextual conditioning provided interesting clues about the role of these two hippocampal regions. They demonstrated first that the CA3 area is necessary for the rapid elaboration of a unified representation of the context. Secondly, they suggested that the CA1 area is rather involved in the consolidation process of contextual memory. Third, they showed that CA1 or CA3 inactivation during retention test has no effect on contextual fear retrieval when a recognition memory procedure is used. In conclusion, our findings point as evidence that CA1 and CA3 subregions of the dorsal hippocampus play important and different roles in the acquisition and consolidation of contextual fear memory, whereas they are not required for context recognition.     

The meaning of work for South African women: A phenomenological study

This study sought to gain an in-depth understanding of the meaning that women attribute to their work in the South African context. The six women informants were 27–32 years old, all with tertiary education, in senior positions, without children. Data on the meaning of work for South African women were collected using semi-structured interviews. Findings indicate that the meaning of work for South African women changes when they experience work autonomy. Working women also report having a sense of identity and self-worth, meeting instrumental needs, achieving social relatedness, and being of service to others. The meaning of work also comes from intrinsic satisfaction, a sense of power and authority.     

The time course of visual influences in letter recognition

This study builds on a specific characteristic of letters of the Roman alphabet—namely, that each letter name is associated with two visual formats, corresponding to their uppercase and lowercase versions. Participants had to read aloud the names of single letters, and event-related potentials (ERPs) for six pairs of visually dissimilar upper- and lowercase letters were recorded. Assuming that the end product of processing is the same for upper- and lowercase letters sharing the same vocal response, ERPs were compared backward, starting from the onset of articulatory responses, and the first significant divergence was observed 120 ms before response onset. Given that naming responses were produced at around 414 ms, on average, these results suggest that letter processing is influenced by visual information until 294 ms after stimulus onset. This therefore provides new empirical evidence regarding the time course and interactive nature of visual letter perception processes.     

Observational learning in mice can be prevented by medial prefrontal cortex stimulation and enhanced by nucleus accumbens stimulation

The neural structures involved in ongoing appetitive and/or observational learning behaviors remain largely unknown. Operant conditioning and observational learning were evoked and recorded in a modified Skinner box provided with an on-line video recording system. Mice improved their acquisition of a simple operant conditioning task by observational learning. Electrical stimulation of the observer's medial prefrontal cortex (mPFC) at a key moment of the demonstration (when the demonstrator presses a lever in order to obtain a reward) cancels out the benefits of observation. In contrast, electrical stimulation of the observer's nucleus accumbens (NAc) enhances observational learning. Ongoing cognitive processes in the demonstrator could also be driven by electrical stimulation of these two structures, preventing the proper execution of the ongoing instrumental task (mPFC) or stopping pellet intake (NAc). Long-term potentiation (LTP) evoked in these two cortical structures did not prevent the acquisition or retrieval process--namely, mPFC and/or NAc stimulation only prevented, or modified, the ongoing behavioral process. The dorsal hippocampus was not involved in either of these two behavioral processes. Thus, both ongoing observational learning and performance of an instrumental task require the active contribution of the mPFC and/or the NAc.