Computerized Testing in Neurobehavioural Toxicology

Cet article décrit quelques-uns des avantages que peut procurer l'informatisation du testing par rapport à l'administration manuelle traditionnelle. On dresse une liste des principales batteries de tests informatisées utilisées dans le champ de la toxicologie comportementale. Les conséquences éventuelles des progrès réalisés dans le software et le hardware sont traitées. On parle aussi de l'absence relative de guides théoriques pour l'élaboration de tests en toxicologie comportementale et l'on présente enfin des recommandations pour le développement à venir et I'utilisation de batteries de tests neurocomportementaux informatisées.
This paper discusses some of the advantages that may be gained from using computerized performance testing, as compared to traditional manual testing. A list of the major computerized test batteries used in the field of behavioural toxicology is presented, and possible implications of advances in computer hardware and software are discussed. The implications of the relative lack of theoretical guidelines for the development of tests within behavioural toxicology are discussed, and recommendations for the future development and use of computerized neurobehavioural test batteries are also presented.     

Psychometric evaluation and further validation of the Hagedoorn et al. modified EVLN measure

The aim of the present study was to evaluate and further validate a modified Exit, Voice, Loyalty and Neglect (EVLN) instrument (Hagedoorn, Van Yperen, Van de Vliert & Buunk, 1999), in a Swedish sample (n= 792). To test the underlying scaling assumptions, the convergent and divergent validity, a multitrait/multi-item analysis was conducted and factor analyses were used to evaluate the factor structure. The concurrent validity was tested by using the modified EVLN instrument as predictor and three different forms of justice as criteria in the analysis. The criterion-related validity was tested and an association between exit behavioral response and actual exit behavior was found (predictive validity). The results showed that the instrument may be considered to be a valid measure with the exception of the aggressive voice scale.     

Teaching Otherwise

In this paper I discuss some conditions forunderstanding teaching as an act ofresponsibility towards an other, rather than asan instrumental act identified throughepistemology. I first put the latter intocontext through a critical reading of teachingas it is inscribed in humanistic discourses oneducation. Within these discourses, I explorehow students are treated as objects ofknowledge that reinforce the teacher's ego. Icontend that the taking up of this positionmakes not only an ethical relation to thestudent impossible, but also disqualifies anytype of meaningful social relation. Therefore Iargue that teachers have to give up theirposition on the safe side of knowledge andparticipate in the time of risk when meetingthe other means to take responsibility for thatother from a position of vulnerability.Moreover, it is precisely because of this riskthat teaching as an ethical relation becomespossible and where it begins to resound withpoetry.     

Right hemisphere has the last laugh: neural dynamics of joke appreciation

Understanding a joke relies on semantic, mnemonic, inferential, and emotional contributions from multiple brain areas. Anatomically constrained magnetoencephalography (aMEG) combining high-density whole-head MEG with anatomical magnetic resonance imaging allowed us to estimate where the humor-specific brain activations occur and to understand their temporal sequence. Punch lines provided either funny, not funny (semantically congruent), or nonsensical (incongruent) replies to joke questions. Healthy subjects rated them as being funny or not funny. As expected, incongruous endings evoke the largest N400m in left-dominant temporo-prefrontal areas, due to integration difficulty. In contrast, funny punch lines evoke the smallest N400m during this initial lexical–semantic stage, consistent with their primed “surface congruity” with the setup question. In line with its sensitivity to ambiguity, the anteromedial prefrontal cortex may contribute to the subsequent “second take” processing, which, for jokes, presumably reflects detection of a clever “twist” contained in the funny punch lines. Joke-selective activity simultaneously emerges in the right prefrontal cortex, which may lead an extended bilateral temporo-frontal network in establishing the distant unexpected creative coherence between the punch line and the setup. This progression from an initially promising but misleading integration from left frontotemporal associations, to medial prefrontal ambiguity evaluation and right prefrontal reprocessing, may reflect the essential tension and resolution underlying humor.     

Variables associated with repeated suicide attempt in a criminal justice population

The aim of this study was to identify factors associated with repeated suicide attempts among criminal justice clients examined for substance abuse using the Addiction Severity Index. Among suicide attempters (n=1,404), repeaters (two or more attempts, n=770) were compared to nonrepeaters. In logistic regression, repetition was associated with younger age, opioid analgesics, somatic medication, overdose, maternal psychiatric problems, delirium tremens, cognitive problems, and violent behavior. As in other settings, factors associated with repetition differed from those associated with suicide attempts in general. In this setting, substance use complications and cognitive problems were connected to repetition and should be addressed in risk assessments.     

Short article Inferring causality assessments from predictive responses: Cue interaction without cue competition

The authors criticize the use of participants' predictive responses during a learning phase as a measure of causal assessments (J. M. Tangen & L. G. Allan, 2003, 2004). Simulations demonstrate that a general aim to minimize error as required in the prediction task will produce results in accordance with those observed, in particular apparent cue interaction effects. It is argued that measures estimated from prediction responses do not reflect causal ratings, but are side-effects of learning explained by adaptation in strategy to changes in presented cell frequencies. The results are reinterpreted to be in line with a causal model view, not requiring dual processes or cue competition of lower level associative processes.