Enhancing theory of mind in behavioural variant frontotemporal dementia with transcranial direct current stimulation

Behavioural variant frontotemporal dementia (bvFTD) is a form of frontotemporal degeneration characterized by early changes in personality, emotional blunting, and/or loss of empathy. Recent research has highlighted that these features may be at least partially explained by impairments in the theory of mind (ToM; i.e., the ability to understand and predict other people’s behaviour by attributing independent mental states to them). The aim of this randomized, double-blind, placebo-controlled study was to test the hypothesis that transcranial direct current stimulation (tDCS) over the medial frontal cortex (MFC) selectively enhances communicative intention processing, a specific ToM ability. Using a single-session online design, we administered a ToM task that measures the ability to represent other people’s private and communicative intentions during active or sham tDCS to 16 bvFTD patients. To assess the impact of dementia on performance on the ToM task, we included 16 age-matched healthy volunteers who were asked to perform the entire experimental ToM task. BvFTD is characterized by an impairment in the comprehension of both communicative and private intentions relative to a healthy control group and by a disproportional impairment in communicative intention compared with private intention processing. Significant and selective accuracy improvement in the comprehension of communicative intentions after active stimulation was observed in patients with bvFTD. This is the first study that analyses ToM ability in patients with bvFTD using tDCS stimulation. Our findings could potentially contribute to the development of an effective, noninvasive brain stimulation treatment of ToM impairments in patients with bvFTD.     

Cognitive-behavioral and electrophysiological evidence of the affective consequences of ignoring stimulus representations in working memory

Ignoring visual stimuli in the external environment leads to decreased liking of those items, a phenomenon attributed to the affective consequences of attentional inhibition. Here we investigated the generality of this “distractor devaluation” phenomenon by asking whether ignoring stimuli represented internally within visual working memory has the same affective consequences. In two experiments we presented participants with two or three visual stimuli and then, after the stimuli were no longer visible, provided an attentional cue indicating which item in memory was the target they would have to later recall, and which were task-irrelevant distractors. Participants subsequently judged how much they liked these stimuli. Previously-ignored distractors were consistently rated less favorably than targets, replicating prior findings of distractor devaluation. To gain converging evidence, in Experiment 2, we also examined the electrophysiological processes associated with devaluation by measuring individual differences in attention (N2pc) and working memory (CDA) event-related potentials following the attention cue. Larger amplitude of an N2pc-like component was associated with greater devaluation, suggesting that individuals displaying more effective selection of memory targets—an act aided by distractor inhibition—displayed greater levels of distractor devaluation. Individuals showing a larger post-cue CDA amplitude (but not pre-cue CDA amplitude) also showed greater distractor devaluation, supporting prior evidence that visual working-memory resources have a functional role in effecting devaluation. Together, these findings demonstrate that ignoring working-memory representations has affective consequences, and adds to the growing evidence that the contribution of selective-attention mechanisms to a wide range of human thoughts and behaviors leads to devaluation.     

Consequences of International Migration on the Size and Composition of Religious Groups in Austria

Scientific knowledge on a population’s religious composition is essential to understand the challenges faced by societies today. It arises in opposition to speculations about the actual size of religious groups that have been increasingly present in the public discourse in Europe for many years. This is particularly the case in Austria where the flows of refugees and migrants coming from the Middle East and Afghanistan have intensified since 2011 and culminated in 2015. These sparked a debate on the actual size of the Muslim population in Austria. This study fills the gap by presenting estimates of the religious composition for 2016 and projections until 2046 based on several scenarios related to the three major forces affecting the religious composition: migration (including asylum seekers), differential fertility and secularisation. The projections demonstrate that religious diversity is bound to increase, mostly through immigration and fertility. We further focus on the role and implications of international migration on the age and sex composition within the six religious groups: Roman Catholics, Protestants, Orthodox, Muslims, other religions and unaffiliated. We find that the volume and composition of international migrants can maintain youthful age compositions in minority religions—Muslims and Orthodox. Sustained immigration leads to slower ageing but does not stop or reverse the process. The disparity between older majority and younger minority religious groups will further increase the cultural generation gap.     

Storytelling agents: why narrative rather than mental time travel is fundamental

I propose that we can explain the contribution of mental time travel to agency through understanding it as a specific instance of our more general capacity for narrative understanding. Narrative understanding involves the experience of a pre-reflective and embodied sense of self, which co-emerges with our emotional involvement with a sequence of events (Velleman 2003). Narrative understanding of a sequence of events also requires a ‘recombinable system’, that is, the ability to combine parts to make myriad sequences. Mental time travel shares these two characteristics: it involves an embodied sense of self and the ability to create novel scenarios. What is unique about mental time travel is that it is a story explicitly about our selves, and it involves metarepresentation. Agency is enabled by narrative understanding when we are able to put our current situation into a larger narrative context, whereby some possible actions, but not others, make sense. However, new features of agency are enabled when we understand stories that are explicitly about our selves: we gain the ability to plan and act on plans.     

Teacher and Parent Perceptions of Relational and Physical Aggression During Early Childhood

Although links have been found between parents’ and teachers’ (caregivers’) attitudes about aggressive behavior, their responses to aggressive behaviour in children, and those children’s own use of aggressive behaviour, most research has focused on primary and secondary school contexts and has examined the influence of parents and teachers separately. The current study explored both parents’ and teachers’ beliefs and intervention strategies for relational and physical aggression in early childhood settings. Teachers (N?=?18; Mage?=?34.8 years) and parents (N?=?68; Mage?=?32.2 years) were presented with vignettes portraying relational and physical aggression. Following each vignette, their perceptions of the seriousness of the act, empathy for the victim, likelihood to intervene, and intervention strategies used to respond to each vignette were assessed. Teachers were also interviewed about examples of aggression that have been seen in preschool age children. Results indicated that caregivers viewed relational compared to physical aggression as more normative, and had less empathy for, and were less likely to intervene in instances of relationally aggressive behaviour. They also recommended more passive intervention strategies towards relationally aggressive children and more direct strategies towards physically aggressive children. Interview responses indicated that teachers perceived the primary cause of aggression to be related to developmental characteristics of the child. Implications for how these findings about adult–child interactions impact the development of relational and physical aggression are discussed.     

Parental Involvement in Primary School Education: its Relationship with Children’s Academic Performance and Psychosocial Competence through Engaging Children with School

The benefits of parental involvement in children’s education have been well established but increasing evidence suggests that overparenting may have adverse effects on children. The question of whether excessive parental involvement hinders children’s academic and psychosocial development warrants further investigations. This study examined the associations of parental educational involvement at home and in school with academic performance and psychological health of 507 Chinese Grade 3 schoolchildren in Hong Kong. Parents reported on their level of involvement in children’s schooling and their children’s psychosocial issues. Children were surveyed to determine their school engagement, and their Chinese language and mathematics attainment was assessed. We also explored the underlying mechanism by testing children’s engagement with school as a mediator of the relationships. Our results showed that home-based parental educational involvement was positively associated with children’s language competence and psychosocial wellbeing, and the associations were linked through engaging children with school. However, the benefits reached a plateau at higher level of parental involvement in children’s learning at home. School-based parental involvement had an indirect effect on children’s prosocial behavior through school engagement. These findings highlight the significance of optimal level of parental involvement in children’s education at home for children’s development.     

The role of visual experience in the production of emotional facial expressions by blind people: a review

Facial expressions of emotion are nonverbal behaviors that allow us to interact efficiently in social life and respond to events affecting our welfare. This article reviews 21 studies, published between 1932 and 2015, examining the production of facial expressions of emotion by blind people. It particularly discusses the impact of visual experience on the development of this behavior from birth to adulthood. After a discussion of three methodological considerations, the review of studies reveals that blind subjects demonstrate differing capacities for producing spontaneous expressions and voluntarily posed expressions. Seventeen studies provided evidence that blind and sighted spontaneously produce the same pattern of facial expressions, even if some variations can be found, reflecting facial and body movements specific to blindness or differences in intensity and control of emotions in some specific contexts. This suggests that lack of visual experience seems to not have a major impact when this behavior is generated spontaneously in real emotional contexts. In contrast, eight studies examining voluntary expressions indicate that blind individuals have difficulty posing emotional expressions. The opportunity for prior visual observation seems to affect performance in this case. Finally, we discuss three new directions for research to provide additional and strong evidence for the debate regarding the innate or the culture-constant learning character of the production of emotional facial expressions by blind individuals: the link between perception and production of facial expressions, the impact of display rules in the absence of vision, and the role of other channels in expression of emotions in the context of blindness.     

A Computational Model of the Self‐Teaching Hypothesis Based on the Dual‐Route Cascaded Model of Reading

The self‐teaching hypothesis describes how children progress toward skilled sight‐word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self‐teach new orthographic knowledge. We present a new computational implementation of self‐teaching within the dual‐route cascaded (DRC) model of reading aloud, and we explore how decoding and contextual cues can work together to enable accurate self‐teaching under a variety of circumstances. The new model (ST‐DRC) uses DRC’s sublexical route and the interactivity between the lexical and sublexical routes to simulate phonological recoding. Known spoken words are activated in response to novel printed words, triggering an opportunity for orthographic learning, which is the basis for skilled sight‐word reading. ST‐DRC also includes new computational mechanisms for simulating how contextual information aids word identification, and it demonstrates how partial decoding and ambiguous context interact to achieve irregular‐word learning. Beyond modeling orthographic learning and self‐teaching, ST‐DRC’s performance suggests new avenues for empirical research on how difficult word classes such as homographs and potentiophones are learned.