Brain weights correlate with behavioral parameters in individual inbred mice housed in a common and enriched environment

Fifty 8-week-old Balb/c mice were individually identified and housed together in a large and enriched environment for 5 months. Maze and open field exploration, response to an aversive noise, swimming, and induced grooming tests were applied to each mouse in an initial search for possible relationships between brain morphology and spontaneous behavior in isogenic individuals living in a complex social and physical environment. The tasks generated 39 quantitative behavioral indices which include locomotion, rearing, still, and grooming bout frequencies, latencies, total, and mean bout durations. At the end of the tests, the 7-month-old mice were sacrificed and the fresh weights of their whole brain, cerebellum, brain stem, diencephalon, telencephalon, and prosencephalon were rapidly obtained. Behavioral data have wide variations and do not adjust to normal population distributions. Means of the same parameter differ between tests. A Spearman correlation matrix of all data yielded many significant correlations between indices of the same task which can be interpreted in terms of time budget and sequence probability. Significant correlations between indices of different tests suggest diverse emotionalities, exploratory strategies, and motor skills. The correlations between body and brain weights and among separate brain regions were not significant. There were several low but significant correlations between brain weights and behavioral indices. Such correlations, the resulting factors, and significant behavioral differences between mice with large and small brains suggest that mice displaying low motor activity in novel environments have larger brains and forebrain/hindbrain ratios than mice with high activity, and that animals with high scores of some specific behaviors have larger brain areas physiologically related to such behaviors.(ABSTRACT TRUNCATED AT 250 WORDS)     

Evaluation of a mutual help network for the elderly residents of planned housing

We set up a mutual help network among the elderly residents of a government-subsidized apartment building and evaluated its impact on their social ties, social support satisfaction, and depression. A quasi-experimental design was used, with the residents of a similar building located in the same neighborhood serving as the control group. A total of 230 individual services were exchanged, and 28 group activities were organized during the study period. There was almost no difference between experimental and control groups with respect to the change over the study period in the number of social ties with other residents of the building. Support satisfaction decreased in both groups, but the decrease was larger in the experimental group. The control group had a slight decrease in the frequency of their depressive symptoms, whereas the experimental group had a moderate increase. More research is needed on the ability of social support interventions to produce beneficial effects on mental health among individuals who are not experiencing a particular life stress.     

The association between teacher attitudes, behavioral intentions, and smoking and the prevalence of smoking among seventh-grade students.

Seventh-grade students and teachers from twenty-three middle and junior high schools were surveyed to determine the association between teacher attitudes, behavioral intentions, and smoking behavior and the prevalence of student smoking. Teacher attitudes toward smoking policies were found to be strongly related to the current smoking behavior of the teacher but not consistently related to student smoking. In addition, teacher likelihood of intervening showed a modest association with teacher smoking status, with current smokers generally indicating being the least likely to intervene for student possession or use of cigarettes. Teacher intentions to intervene were strongly associated with the prevalence of smoking among boys but not girls.     

Covariation detection in treated and untreated spider phobics.

Twenty treated and 18 untreated spider phobics were exposed to a series of 72 slides. Three different categories of slides were used: phobia-relevant slides (spiders), alternative fear-relevant slides (weapons), and neutral slides (flowers). Slides were randomly paired with either a shock, a tone, or nothing at all. Despite the absence of a systematic correlation between slides and outcomes, untreated phobics strongly overestimated the covariation between spider slides and shock. Treated phobics did not show a covariation bias, suggesting that such bias can be modulated by behavioral treatment. In addition, untreated subjects were more confident about their contingency estimates than were treated subjects. The present results fit with earlier studies.     

Integration of the big five and circumplex approaches to trait structure.

To integrate the 5-dimensional simple-structure and circumplex models of personality, the Abridged Big Five Dimensional Circumplex (AB5C) taxonomy of personality traits was developed, consisting of the 10 circumplexes that can be formed by pitting each of the Big Five factors against one another. The model maps facets of the Big Five dimensions as blends of 2 factors. An application to data consisting of 636 self-ratings and peer ratings on 540 personality trait adjectives yielded 34 well-defined facets out of a possible 45. The AB5C solution is compared with simple-structure and lower dimensional circumplex solutions, and its integrative and corrective potential are discussed, as well as its limitations.     

Abstract versus modality-specific memory representations in processing auditory and visual speech

Serial recall of lip-read, auditory, and audiovisual memory lists with and without a verbal suffix was examined. Recency effects were the same in the three presentation modalities. The disrupting effect of a suffix was largest when it was presented in the same modality as the list items. The results suggest that abstract linguistic as well as modality-specific codes play a role in memory for auditory and visual speech.     

Effects of protein malnutrition and the administration of cortisol on the reflexologic development in rats.

The use of neurological tests in various states of undernutrition has confirmed the presence of delays in reflex ontogeny. Glucocorticoid administration in conditions of normal nutrition produces diminished growth and alterations in brain development similar to those observed in malnutrition, but there is not enough evidence about its effect on reflex development. In addition, some facts lead us to think that the use of permissive doses of these hormones during gestation could alleviate some of the effects of protein malnutrition on the development of pups. In the present study the ages at which certain reflexes appeared in the offspring of Wistar rats (Rattus norvegicus) fed a 20% (N) or 10% (M) protein diet from a week before conception to the end of lactation were observed. Each dietary group was subdivided into two: mothers receiving a daily injection during gestation either of a 0.9% NaCl (S) solution or of a 0.5 mg/100 g weight hydrocortisone acetate (C) solution. Results showed that the NS group of pups generally presented earlier ages of appearance of the variables under study than the remaining groups. Pups of the NC group presented delays in the age of appearance of reflexes. Finally, protein malnutrition delayed the appearance of reflexes and this effect seemed to be attenuated by treatment with hydrocortisone. Thus, hydrocortisone administration in protein malnutrition conditions seems to be beneficial although the results are harmful when administered under normal nutritional conditions.     

Using item-specific instructional information in achievement modeling

The problem of detecting instructional sensitivity (item basis) in test items is considered. An illustration is given which shows that for tests with many biased items, traditional item bias detection schemes give a very poor assessment of bias. A new method is proposed instead. This method extends item response theory (IRT) by including item-specific auxiliary measurement information related to opportunity-to-learn. Item-specific variation in measurement relations across students with varying opportunity-to-learn is allowed for.This paper was presented at the 1987 AERA meeting in Washington, DC. This research was supported by grant OERI-G-86-003 from the Office of Educational Research and Improvement, Department of Education. The author thanks Michael Hollis and Chih-fen Kao for valuable research assistance, and appreciates valuable comments made by an anonymous reviewer.