Impaired ranking of semantic attributes in dementia

The present work explored the loss of semantic attributes that is said to occur in dementia. In the first two experiments, subjects had to select attributes that went with concepts like airplane and church. The finding that demented subjects maintained high levels of accuracy when selecting attributes suggested that the semantic content of their concepts was relatively well preserved. The organization of the content was explored in a third experiment by having subjects order attributes according to their relative importance in defining concepts. While demented subjects performed better than chance, they did not rank attributes as well as healthy aged subjects, suggesting a disruption in organization whereby the importance of central attributes is reduced. The hypothesized disruption in organization is viewed in relation to the learning and memory deficit that is the hallmark of the dementias.     

The vicissitudes of metaphysics in the Modern Age

Following Hans Blumenberg and others, an account is given of the coming about of Modernity and of its major characteristics. The aim of the paper is to show that, from the very beginning, a restricted number of philosophical reactions are developed towards the phenomenon of Modernity. These reactions are represented in the major ‘modern’ philosophers: Descartes, Spinoza, Hume (and Kant) and French Enlightenment thinkers (as, e.g., Condorcet). These major reactions repeat themselves mutatis mutandis well into the 20th century. The paper ends with a brief discussion of the possibility of (modern) metaphysics at the present moment.     

Stress risk factors and stress-related pathology: neuroplasticity, epigenetics and endophenotypes

This paper highlights a symposium on stress risk factors and stress susceptibility, presented at the Neurobiology of Stress workshop in Boulder, CO, in June 2010. This symposium addressed factors linking stress plasticity and reactivity to stress pathology in animal models and in humans. Dr. J. Radley discussed studies demonstrating prefrontal cortical neuroplasticity and prefrontal control of hypothalamo-pituitary-adrenocortical axis function in rats, highlighting the emerging evidence of the critical role that this region plays in normal and pathological stress integration. Dr. M. Kabbaj summarized his studies of possible epigenetic mechanisms underlying behavioral differences in rat populations bred for differential stress reactivity. Dr. L. Jacobson described studies using a mouse model to explore the diverse actions of antidepressants in brain, suggesting mechanisms whereby antidepressants may be differentially effective in treating specific depression endophenotypes. Dr. R. Yehuda discussed the role of glucocorticoids in post-traumatic stress disorder (PTSD), indicating that low cortisol level may be a trait that predisposes the individual to development of the disorder. Furthermore, she presented evidence indicating that traumatic events can have transgenerational impact on cortisol reactivity and development of PTSD symptoms. Together, the symposium highlighted emerging themes regarding the role of brain reorganization, individual differences, and epigenetics in determining stress plasticity and pathology.     

Teachers’ Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems

School professionals need to be prepared to support children with emotional and behavioral problems. Teachers in particular should be aware of the resources provided by their school as well as the evidence-based practices available to support children with behavioral problems. This study explored general education teachers’ knowledge of 10 evidence-based interventions as well as resources and data collected at their schools to support children with mental health problems. Participants included 239 general educators from 5 school districts. Overall, most teachers had not heard of 9 out of 10 of the evidence-based programs presented. Teachers were also not sure whether their schools provided specific assessments and interventions to support children. One particularly noteworthy finding was that 57% of teachers were not sure whether their schools provided functional behavioral assessment and intervention planning. Findings illuminate a need for continued work in this area.     

Assessment of a response bias for aggression over functionally equivalent appropriate behavior

We evaluated the effects of a dense (fixed-ratio 1) schedule of reinforcement for an 11-year-old boy's mands for toys while aggression produced the same toys on various schedules chosen on the basis of a progressive-ratio probe. Based on the probe session data, we accurately predicted that aggression would be more probable than mands when the schedules were equal or slightly discrepant, but that mands would be more probable when the schedule discrepancy was large.