Differential mastication kinematics of the rabbit in response to food and water: Implications for conditioned movement

Analysis of naturalistic chewing patterns may provide insight into mapping the neural substrates of jaw movement control systems, including their adaptive modification during the classically conditioned jaw movement (CJM) paradigm. Here, New Zealand White rabbits were administered food and water stimuli orally to evaluate the influence of stimulus consistency on masticatory pattern. Chewing patterns were recorded via video camera and movements were analyzed by computerized image analysis. The mandibular kinematics, specifically the extent of dorsal/ventral, medial/lateral, and rostral/caudal movement, were significantly larger in food-evoked than water-evoked chewing. Water-evoked chewing frequency, however, was significantly higher than that of food-evoked movements. In light of known cortical mastication modulatory centers, our findings implicate different neural substrates for the responses to food and water stimuli in the rabbit. A detailed delineation of jaw movement patterns and circuitry is essential to characterize the neural substrates of CJM.     

Thought suppression in spider-fearful and nonfearful individuals

The authors examined the suppression of spider-related thoughts in spider-fearful (n = 23) and nonfearful (n = 22) individuals. Participants were primed with vivid pictures of spiders and a story about spiders. Next, they were randomly assigned to 1 of 2 conditions: (a) suppression of thoughts associated with the previously presented spider-related stimuli or (b) free expression of any thoughts, including those related to the spider-related stimuli. All participants completed a subsequent free-expression exercise. Results indicated that spider-fearful individuals expressed thoughts about the spider-related stimuli for a longer length of time than did nonfearful individuals, particularly in the suppression condition. Participants in both groups demonstrated a rebound of thoughts associated with the spider-related stimuli following suppression. The authors propose that the priming of feared stimuli makes suppression of fear-related thoughts particularly difficult for fearful individuals, perhaps by activating a state of heightened arousal.     

Making faces: testing the relation between child behavior problems and mothers' interpretations of child emotion expressions

We examined the relations between preschool boys' behavior problems and mothers' interpretations of children's emotion expressions. A sample of 31 mothers of oppositional boys and 28 control mothers responded to standard stimuli depicting child emotional reactions to maternal control attempts; mothers were instructed to think of the stimuli as either (a) their own child or (b) an unfamiliar child. Mothers of oppositional boys were more likely to generate negative interpretations than were control mothers when thinking of their own children; however, this difference did not generalize to the explicitly unfamiliar child condition. Mothers of oppositional boys demonstrated negative and comparison mothers demonstrated positive interpretive tendencies toward their own children. Findings suggest that child emotion cues may trigger biased maternal cognitions even in the absence of child misbehavior.     

Emotional competence and aggressive behavior in school-age children

Examined emotional competence in 87 children, aged 7–10 years, who varied with respect to reports of aggressive behavior to determine whether individual differences in emotional competence characterize children with higher levels of aggressive behavior. Emotional competence was assessed during a 1-hr lab visit that included (a) an observational period consisting of a modified disappointment paradigm, (b) assessment of cognitive and language abilities, and (c) 2 structured emotion interviews. Children with higher levels of aggressive behavior exhibited more intense and frequent expressions of anger, both as reported by mothers and as observed during the disappointment paradigm. Less sophisticated ability to identify the causes of emotion also characterized children with higher levels of aggressive behavior. Gender moderated the relation between aggressive behavior and type of emotion identified such that reports of happiness (in response to receiving a disappointing prize) were associated with lower levels of reported aggressive behavior for boys. The value of assessing children's emotional competence in the context of an emotionally arousing situation is suggested by these findings.     

"... As you would have them do unto you": Does imagining yourself in the other's place stimulate moral action?

Philosophers, psychologists, and religious teachers have suggested that imagining yourself in another's place will stimulate moral action. The authors tested this idea in two different situations. In Experiment 1, participants had the opportunity to assign themselves and another research participant to tasks, with one task clearly more desirable than the other. Imagining oneself in the other's place did little to increase the morality (fairness) of the decision. A different form of perspective taking, imagining the other's feelings, increased direct assignment of the other to the desirable task, apparently due to increased empathy. In Experiment 2, participants confronted a different decision: either accept an initial task assignment that would give them highly positive consequences and the other participant nothing or change the assignment so they and the other would each receive moderately positive consequences. In this situation, imagining oneself in the other's place did significantly increase moral action.     

How "fun/importance" fit affects performance: relating implicit theories to instructions

People experience a regulatory fit when they employ means of goal pursuit that fit their regulatory orientation, and this fit increases motivation that can enhance performance. The present studies extend previous research on regulatory fit to the classic motivational variables of fun and importance. They also examine for the first time the effect on performance of the fit between individuals' implicit theories about a task's fun or importance and their strategic engagement of the task as fun or important as induced by task instructions. In all three studies, task performance was better when the external task instructions "fit" rather than did not fit participants' implicit theory for the task. The implications of these findings for understanding the motivational effects of fun and importance are discussed.     

Aging and maintaining intentions over delays: do it or lose it

When execution of retrieved intentions must be briefly delayed, older adults display deficits in performing those intentions (G. O. Einstein, M. A. McDaniel, M. Manzi, B. Cochran, & M. Baker, 2000). This initial finding was extended by showing age-related deficits with 5-s unfilled delays, with instructions to rehearse during the delay, and with divided attention during initial retrieval of the intention. Performance increased with a break at the end of the delay period, such that when combined with full attention (during retrieval), older adults' performance approached that of younger adults. These results suggest that age compromises maintenance of information in awareness. Consequently, when forced to delay execution of retrieved intentions, older adults may rely more on plan reformulation and subsequent retrieval of the intention from long-term memory at the end of the delay.     

Cross-language positive priming disappears, negative priming does not: Evidence for two sources of selective inhibition

The authors used a unilingual and bilingual primed lexical decision task to investigate priming effects produced by attended and ignored words. In the unilingual experiment, accelerated lexical decisions to probe target words resulted when the word matched the preceding target word, whereas slowed lexical decisions to probe target words resulted when the word matched the preceding ignored nontarget word. In the bilingual (English-Spanish) experiment, between-language, rather than within-language, priming manipulations were used. Although the ignored repetition negative priming effect replicated across languages, cross-language attended repetition positive priming did not. This dissociation of priming effects in the inter- versus intralanguage priming conditions contradicts episodic retrieval accounts of negative priming that deny the existence of selective inhibitory processes. On the other hand, these results support an extension of inhibition-based accounts of negative priming, because they indicate that inhibition can operate at two levels of abstraction--local word and global language--simultaneously.