On the dual nature of maternal aggression in rats

Presentation of a natural predator, a cat, was used to differentiate elements of maternal attack by female rats on a male intruder. Following exposure (without direct physical contact) of post-partum females to a cat or to a toy stuffed cat (control group), the females were replaced in their home cages and presented with a male intruder rat. Cat exposure reliably decreased lateral attack to the intruder, as well as locomotion, but had no effect on either jump attack or an upright defensive posture (boxing). Since predator exposure produces a somewhat durable increase in defense, along with inhibition of nondefensive behavior, these results suggest that maternal aggression represents a mixture of offensive, usually related to competition, and defensive (protective) behaviors. The results indicate that maternal aggression, as a parental care behavior, appears to be at least partially resistant to fear. © 1996 Wiley-Liss, Inc.     

Field dependence-independence (FDI) cognitive style: an analysis of attentional functioning

Previous research has indicated that field-dependent children display poorer performance than field-independent children in almost all academic subjects and cognitive tasks. However, the processes underlying this poorer performance remain unclear. The present study aimed to assess whether children with different FDI cognitive styles show differences in performance of tasks measuring aspects of attentional functioning. Specifically, 149 children aged 8 - 11 years were classified according to FDI cognitive style (field-dependent, intermediate, or field-independent), and to storage capacity (Digits Forward Test), verbal working memory (Digits Backward Test), capacity to focus, shift, and maintain attention (Digit Symbol Test), and capacity for sustained attention (Visual Search and Attention Test). Field-independent children displayed better performance than intermediate and field-dependent children on all tests except the Digits Forward Test. Theoretical and practical implications of these results are discussed.     

Field-dependence-independence and career counseling: directions for research

This paper reviews relevant research concerning the utilization of Field-dependence-independence cognitive style in vocational decision-making as well as in implementation and adjustment of career choices. Need for further investigation is highlighted and how career interventions can be enriched by including cognitive style indicated. A test of cognitive styles offers complementary information to traditional career counseling but needs to be explicitly integrated into personal history, academic experiences, achievements, motivations, and vocational goals. New directions for research are offered.     

The locus of the frequency effect in picture naming: When recognizing is not enough

The lexical frequency effect in picture naming is generally assumed to constitute a signature of lexical access. Lexical frequency, however, is correlated with other variables, like concept familiarity, that can produce effects similar to those of lexical frequency in picture naming tasks. In this study, a delayed picture naming task was employed to address the hypothesis that the frequency effect in picture naming is due to variables that affect processing in the perceptual and semantic identification stages (i.e., input stages). Despite the fact that all the input processing stages were completed prior to the presentation of the naming cue, a strong frequency effect was still obtained in this task. These results establish that the lexical frequency effect is independent of variables affecting the input stages of picture naming, and, hence, confirm the lexical frequency effect as a signature effect of lexical access.     

Transthyretin influences spatial reference memory

Transthyretin (TTR) is a plasma and cerebrospinal fluid carrier for thyroxine and retinol, described also to sequester the amyloid beta peptide. TTR levels have been described as decreased in the cerebrospinal fluid of patients with Alzheimer's disease. In order to investigate the role of TTR in learning and memory, we studied young adult and old TTR-null 129/Sv mice for cognitive performance. In the absence of TTR, 5-month-old mice display spatial reference memory impairment when compared to age-matched wild-type mice. Interestingly, while aging in wild-type mice is associated with a worsening reference memory performance, TTR-null mice show no further impairment with increasing age. As a result, no significant differences were found in this spatial reference task in old mice. Our data show that the absence of TTR seems to accelerate the poorer cognitive performance normally associated with aging.     

Work-family climate, organizational commitment, and turnover: Multilevel contagion effects of leaders

This paper presents empirical research analyzing the relationship between work-family climate (operationalized in terms of three work-family climate sub-scales), organizational leadership (i.e., senior manager) characteristics, organizational commitment and turnover intent among 526 employees from 37 different hotels across the US. Using multilevel modeling, we found significant associations between work-family climate, and both organizational commitment and turnover intent, both within and between hotels. Findings underscored the importance of managerial support for employee work-family balance, the relevance of senior managers’ own work-family circumstances in relation to employees’ work outcomes, and the existence of possible contagion effects of leaders in relation to work-family climate.     

Academic achievement in first-year Portuguese college students: the role of academic preparation and learning strategies

This paper analyses the role of academic preparation and learning strategies in the prediction of first-year Portuguese college students' academic achievement, considering students' sex and academic field attended. A sample of 445 first-year college students (68.5% female) from the University of Minho (25.8% enrolled in economics, 35.3% in science/technology, and 38.9% in humanities degrees) participated in the study. Students answered a questionnaire on learning strategies in the classroom at the end of the first semester, which consisted of 44 items organized in five dimensions: comprehensive approach, surface approach, personal competency perceptions, intrinsic motivation, and organization of study activities. Academic achievement (grade point average at the end of first year) and academic preparation (students' higher education access mark) were obtained through the academic records of the university. Results showed that academic preparation was the strongest predictor of first-year academic achievement, and only marginal additional variance was explained by learning strategies as assessed by the self-reported questionnaire. There were sex and academic field differences, but these variables do not seem strong enough to affect the results, although the different percentages of variance captured by each model and the different weights associated to higher education access mark, stimulate the use of these and/or other personal and contextual variables when analysing the phenomenon.