Neural enhancement and pre-emptive perception: the genesis of attention and the attentional maintenance of the cortical salience map

One of the stable hypotheses in systems neuroscience is the relationship between attention and the enhancement of visual responses when an animal attends to the stimulus in its receptive field (Goldberg and Wurtz, 1972 Journal of Neurophysiology 35 560-574). This was first discovered in the superior colliculus of the monkey: neurons in the superficial layers of the superior colliculus responded more intensely to the onset of a stimulus during blocks of trials in which the monkey had to make a saccade to it than they did during blocks of trials in which the monkey had to continue fixating a central point and not respond to the stimulus. This enhancement has been found in many brain regions, including prefrontal cortex (Boch and Goldberg, 1987 Investigative Ophthalmology 28 Supplement, 124), V4 (Moran and Desimone, 1985 Science 229 782-784), and lateral intraparietal area (Colby et al, 1996 Journal of Neurophysiology 76 2841-2852; Colby and Goldberg, 1999 Annual Review of Neuroscience 22 319-349), and even V1 (Lamme et al, 2000 Vision Research 40 1507-1521). In these studies the assumption has been that the monkey attended to the stimulus because the stimulus evoked an enhanced response. In the experiments described here we show that for abruptly appearing stimuli, attention is not related to the initial response evoked by the stimulus, but by the activity present on the salience map in the parietal cortex when the stimulus appears. Attention to the stimulus may subsequently, by a top down signal, sustain the map, but stimuli can as easily be suppressed by top down features as they can be enhanced.     

Employability of Genetic Counselors with a PhD in Genetic Counseling

The development of a PhD in genetic counseling has been discussed for more than 20 years, yet the perspectives of employers have not been assessed. The goal of this qualitative study was to gain an understanding of the employability of genetic counselors with a PhD in genetic counseling by conducting interviews with United States employers of genetic counselors. Study participants were categorized according to one of the following practice areas: academic, clinical, government, industry, laboratory, or research. All participants were responsible for hiring genetic counselors in their institutions. Of the 30 employers interviewed, 23 envisioned opportunities for individuals with a PhD degree in genetic counseling, particularly in academic and research settings. Performing research and having the ability to be a principal investigator on a grant was the primary role envisioned for these individuals by 22/30 participants. Employers expect individuals with a PhD in genetic counseling to perform different roles than MS genetic counselors with a master's degree. This study suggests there is an employment niche for individuals who have a PhD in genetic counseling that complements, and does not compete with, master's prepared genetic counselors.     

Mothers' Parenting and Young Economically Disadvantaged Children's Relational and Overt Bullying

We examined links between mothers' parenting and children's relational bullying and overt bullying in a sample of children attending a Head Start program. Mothers completed surveys and face-to-face interviews. Head Start teachers completed assessments on children. Results indicated that a small percentage of children in the sample was rated by teachers as engaging in relational bullying “frequently to almost always,” and slightly over half of the sample was rated by teachers as engaging in relational bullying “occasionally to about half of the time.” Similar results were found for the frequency with which children engaged in overt physical bullying. Regarding mothers' parenting, maternal empathy was most strongly correlated with both children's relational bullying and overt physical bullying. In addition, mothers' inappropriate developmental expectations for children and mothers' need to exert power over children rather than grant them independence were related to children's relational bullying. A composite variable for mothering predicted 11% of the variance in children's relational bullying. No gender differences were found for children's relational bullying and children's overt bullying.     

The soft embodiment of culture: camera angles and motion through time and space

Cultural assumptions about one's relation to others and one's place in the world can be literally embodied in the way one cognitively maps out one's position and motion in time and space. In three experiments, we examined the psychological perspective that Asian American and Euro-American participants embodied as they both comprehended and produced narratives and mapped out metaphors of time and space. In social situations, Euro-American participants were more likely to embody their own perspective and a sense of their own motion (rather than those of a friend), whereas Asian American participants were more likely to embody a friend's perspective and sense of motion (rather than their own). We discuss how these psychological perspectives represent the soft embodiment of culture by implicitly instantiating cultural injunctions (a) to think about how you look to others and to harmonize with them or (b) to know yourself, trust yourself, and act with confidence.     

Gender Representation in Notable Children's Picture Books: 1995–1999

Although females comprise 51% of the population, they are represented in less than that amount in children's literature. Psychologists and leaders of liberation groups affirm that gender stereotyping in children's books has detrimental effects on children's perception of women's roles. Therefore, illustrated children's books that view women positively can be used to eliminate these stereotypes. Eighty-three Notable Books for Children from 1995 to 1999 were analyzed for gender of main character, illustrations, and title. This research updated LaDow's content analysis method and revealed that contrary to earlier studies, steps toward equity have advanced based on the increase in females represented as the main character (S. LaDow, 1979). Although female representation has greatly improved since the 70s, gender stereotypes are still prevalent in children's literature.