When not teaming up puts parents at risk: Coparenting and parental burnout in dual-parent heterosexual families in Switzerland

Parental burnout refers to loss of energy and pleasure in the parental role. It is predictive of psychopathological outcomes in parents and dysfunctional parenting behaviors. Support of parental duties is central to alleviation of parental burden and prevention of burnout. Coparenting is the concept related to interparental mutual support in rearing a child. However, the links between coparenting and parental burnout have yet to be assessed. We thus aimed in this study to assess which dimensions of coparenting are linked with parental burnout. A total of 306 participants from the French-speaking part of Switzerland (120 fathers, 186 mothers) completed online questionnaires about parental burnout, their coparental relationship, and sociodemographic characteristics. We performed hierarchical regressions, entering sociodemographic characteristics in a first block and coparenting dimensions in a second block. Results showed that (i) a higher number of children and having younger children are linked to higher burnout; (ii) coparenting exposure to conflict is related to higher burnout, whereas endorsement of the partner's parenting is related to lower burnout; and (iii) no interaction effect occurs between sociodemographic characteristics and coparenting variables. Coparenting thus significantly contributes to the occurrence of burnout syndrome. Working on the coparental relationship preventively in parental educational programs or at a relational systemic level in therapy may help prevent burnout. Treating one parent only may not be sufficient to alleviate burnout, as negative coparenting could counter the effect of individual therapy.     

Increase in Syntaxin 1B mRNA in Hippocampal and Cortical Circuits During Spatial Learning Reflects a Mechanism of Trans-synaptic Plasticity Involved in Establishing a Memory Trace

It has long been proposed that the cellular and molecular mechanisms responsible for LTP may well involve the mechanisms that lead to the type of synaptic modification that occurs during learning. However, it is also known that a single memory trace is encoded in spatially distributed networks; implying that alterations of synaptic strength occur at multiple sites along circuits of connected cells. Recent evidence suggests that regulation of the gene encoding syntaxin 1B, a presynaptic protein involved in exocytosis, plays an important role in the mediation of trans-synaptic LTP, a candidate mechanism for the propagation of plasticity in neural circuits during learning. Using in situ hybridization to measure the mRNA levels at different time points after learning a spatial working or reference memory task, we show that expression of the gene encoding this protein in the hippocampal and corticoprefrontal circuits increases linearly with performance at a critical window of learning when rats are reaching between 75% and 100% of their maximal performance. No changes were observed during the early phases of learning or when rats where overtrained. The correlational analysis indicates that coordinated increases in syntaxin 1B expression occurs in hippocampal circuits during working memory and in more widespread hippocampocortical circuits during reference memory. These results suggest that a form of trans-synaptic plasticity mediated in part by regulation of the expression of syntaxin 1B may play an active role in configuring specific spatially distributed circuits during the laying down of memories.     

Conceptual priming for realistic auditory scenes and for auditory words

Two experiments were conducted using both behavioral and Event-Related brain Potentials methods to examine conceptual priming effects for realistic auditory scenes and for auditory words. Prime and target sounds were presented in four stimulus combinations: Sound–Sound, Word–Sound, Sound–Word and Word–Word. Within each combination, targets were conceptually related to the prime, unrelated or ambiguous. In Experiment 1, participants were asked to judge whether the primes and targets fit together (explicit task) and in Experiment 2 they had to decide whether the target was typical or ambiguous (implicit task). In both experiments and in the four stimulus combinations, reaction times and/or error rates were longer/higher and the N400 component was larger to ambiguous targets than to conceptually related targets, thereby pointing to a common conceptual system for processing auditory scenes and linguistic stimuli in both explicit and implicit tasks. However, fine-grained analyses also revealed some differences between experiments and conditions in scalp topography and duration of the priming effects possibly reflecting differences in the integration of perceptual and cognitive attributes of linguistic and nonlinguistic sounds. These results have clear implications for the building-up of virtual environments that need to convey meaning without words.     

An Evaluation of Change Over Time in Everyday Cognitive Competence Among Alzheimer’s Patients

This short-term longitudinal study was designed to examine the pattern of change in everyday cognitive competence as assessed by an objective measure (i.e. the Test of Everyday Problem Solving for Cognitively Challenged Elderly; EPCCE; Willis, 1993) and by self- and caregiver reports (i.e. Instrumental Activities of Daily Living; IADL; Lawton & Brody, 1969). Patient and caregiver characteristics and clinical assessments were explored as predictors. Participants included 100 Alzheimer’s disease (AD) patients and their caregivers who were part of the Stanford Longitudinal Study. Four waves of data were examined via hierarchical linear modeling. Major findings revealed that the EPCCE and the patient IADL formed a linear pattern of decline while the caregiver IADL demonstrated a curvilinear form. Second, different sets of predictors explained the variance in the competence measures at initial status. Finally, the predictors did not account for a significant amount of variance in the instantaneous rate of change on any of the measures; however, a portion of the variance in the acceleration in the caregiver IADL was explained.     

Is Perceptual Priming Affected by Culture? A Study With German Middle-Class and Cameroonian Nso Farmer Children

The authors explored priming in children from different cultural environments with the aim to provide further evidence for the robustness of the priming effect. Perceptual priming was assessed by a picture fragment completion task in 3-year-old German middle-class and Cameroonian Nso farmer children. As expected, 3-year-olds from both highly diverging cultural contexts under study showed a priming effect, and, moreover, the effect was of comparable size in both cultural contexts. Hence, the children profited similarly from priming, which was supported by the nonsignificant interaction between cultural background and identification performance as well as the analysis of absolute difference scores. However, a culture-specific difference regarding the level of picture identification was found in that German middle-class children identified target as well as control pictures with less perceptual information than children in the Nso sample. Explanations for the cross-cultural demonstration of the priming effect as well as for the culturally diverging levels on which priming occurs are discussed.     

Crying as a Form of Parent–Infant Communication in the Context of Maternal Depression

In cases of maternal depression certain complex factors interfere with communication with the child. The present study sought to investigate forms of parent–infant communication in families in which the mother was experiencing postpartum depression. Particular emphasis was placed on analysis of crying patterns and on methods employed by parents to soothe the child. The study sample comprised 15 families in which the mother had a diagnosis of postpartum depression. Semi-structured interviews were performed, followed by qualitative content analysis. Results showed that depressed mothers—and, at times, their husbands—reported difficulties in communication with their child, particularly in distinguishing different types of cries and in ways of soothing the infant. Postpartum depression is discussed as a specific diagnosis, beyond its relational aspect, which affects the family as a whole.     

Truth table tasks: The relevance of irrelevant

Two types of truth table tasks are used investigating mental representations of conditionals: a possibilities-based and a truth-based one. In possibilities tasks, participants indicate whether a situation is possible or impossible according to the conditional rule. In truth tasks participants evaluate whether a situation makes the rule true or false, or is irrelevant with respect to the truth of the rule. Comparing the two-option version of the possibilities task with the truth task in Experiment 1, the possibilities task yields logical answer patterns whereas the truth task yields defective patterns. Adding the irrelevant option to the possibilities task in Experiment 2 leads to a considerable amount of defective patterns in the possibilities task, but still to more logical patterns in the possibilities task than in the truth task. Experiment 3 shows that directionality matters since rule-to-situation tasks yield more logical answer patterns than do situation-to-rule tasks. We conclude that both task types are not comparable as such since wording, number of options and directionality influence the results.     

Referential Set Presentation Effects on Complementation by 6-Year-Olds

What difficulties do children encounter when responding to complementation instructions? The responses of 50 children to six complementation requests were examined. For half of the children, the objects in the referential set were pooled, and for the other half, they were physically separated by category (pencils were presented in a pencil box, buttons in a sewing kit, and balls of yarn in a knitting basket). Reinforcing the identifying status of the semantic property by separating the objects into categories led to an increase in the number of responses bearing on the subset designated in the instructions (e.g., in response to “Give me everything that is not a black button,” the children handed over only the nonblack buttons). In contrast, older children gave responses based on the entire set. The meaning attributed by children to object properties and the effects of that attribution on processing mode merit further study.