Functional networks involved in spatial learning strategies in middle-aged rats

Our aim was to assess the way that middle-aged rats solve spatial learning tasks that can be performed using different strategies. We assessed the brain networks involved in these spatial learning processes using Principal Component Analysis. Two tasks were performed in a complex context, a four-arm radial maze, in which each group must use either an allocentric or an egocentric strategy. Another task was performed in a simple T-maze in which rats must use an egocentric strategy. Brain metabolic activity was quantified to evaluate neural changes related to spatial learning in the described tasks. Our findings revealed that two functional networks are involved in spatial learning in aged rats. One of the networks, spatial processing, is composed of brain regions involved in the integration of sensory and motivational information. The other network, context-dependent processing, mainly involves the dorsal hippocampus and is related to the processing of contextual information from the environment. Both networks work together to solve spatial tasks in a complex spatial environment.     

Within-individual variability in self-concepts and personality states: Applying density distribution and situation-behavior approaches across cultures

Within-individual variability in self-concepts and everyday personality states and affects was investigated in two experience sampling studies using density distribution and situation-behavior approaches. In all seven cultures sampled, within-individual variability was substantial and self-concept and personality state variability exhibited moderate convergence. Variability in personality and affect states was moderately predicted by perceived need satisfaction in the situations. The density distribution and situation-behavior approaches were moderately convergent in identifying the most variable individuals, but the pattern of cultural differences differed in the two methods. Contrary to cultural psychology perspectives, cultural differences in within-individual variability did not consistently correspond to cultural differences in individualism–collectivism, dialecticism, or tightness.     

The intergenerational transmission of social exclusion and its detection in early childhood education

In this paper we analyse the relationship between the self-confidence manifested by 3-6 year old in the internal working model (evaluated by interview) and their adaptation to nursery environment observed by their teacher, along with the relationship between these variables and the social-economic disadvantage encountered by the families of the children. The study was carried out with 128 children (64 from families in deprived circumstances and 64 in the contrast group). The results show that children from families with serious problems of exclusion exhibit adaptation deficiencies in all of the assessed factors: competence and empathy, passiveness/isolation and antisocial behavior; in the interview, they also show less frequency of the secure model, and higher frequency in the destructured and avoidant models than in the contrast group. These differences can be interpreted as the origin of the exclusion and destructurisation that characterises the families in question.     

Boston Naming Test: problems with administration and scoring

The poorly written administration and scoring instructions for the Boston Naming Test allow too wide a range of interpretations. Three different, seemingly correct interpretations of the scoring methods were compared. The results show that these methods can produce large differences in the total score.     

Long-term exposure to environmental enrichment since youth prevents recognition memory decline and increases synaptic plasticity markers in aging

Aging-associated brain changes include functional alterations that are usually related with memory decline. Epidemiological reports show that a physically and intellectually active life provides a protective effect on this decline and delays the onset of several neurodegenerative diseases. The cellular mechanisms behind the behavioral-based therapies, such as environmental enrichment (EE) exposure, as a method for alleviating age-related memory impairments, are still unknown. Although some reports have shown the benefits of EE exposure in cognitive outcomes in old mice and in animals with experimental neurodegenerative conditions, the effects of lifelong animal exposure to EE have not been explored in detail. In the present work we tested in a rat model the effects of intermittent lifelong exposure since youth to EE on behavioral performance, object recognition memory and anxiety level, as well as on some morphological and biochemical markers of brain plasticity such as hippocampal neurogenesis, synaptophysin content and synaptic morphology. We found that environmental factors have a positive impact on short-memory preservation, as well as on the maintenance of synapses and in the increase in number of new generated neurons within the hippocampus during aging.     

PSYCHOLOGICAL ABUSE, SELF-ESTEEM, AND WOMEN'S DATING RELATIONSHIP OUTCOMES

Self-verification theory implies that people with negative self-views may be drawn to abusive partners who mistreat them. However, abusive partner behavior differs from the types of partner feedback typically examined within a self-verification framework, which could render generalization to abuse problematic. We propose that self-enhancement theory better accounts for the effects of abuse on relationship outcomes. Self-enhancement theory suggests that people are drawn to others who treat them favorably, regardless of people's own self-views. We investigated the effects of abusive feedback from dating partners, relative to women's Self-esteem levels, on relationship intimacy and stability. Predictions based on both self-verification and self-enhancement theories were tested cross-sectionally and with a subsample of women 6 weeks after the initial assessment. Results were most consistent with self-enhancement theory; partner abuse was related to lesser relationship stability and intimacy. More limited support was obtained for self-verification theory. Importantly, women with lower self-esteem did not endorse greater stability or intimacy as a function of receiving psychological abuse. We conclude that self-enhancement theory better explains the link between psychological abuse and relationship outcomes, although self-verification theory may account for reactions to other types of partner behavior.     

Atypical shape bias and categorization in autism: Evidence from children and computational simulations

The shape bias, a preference for mapping new word labels onto the shape rather than the color or texture of referents, has been postulated as a word‐learning mechanism. Previous research has shown deficits in the shape bias in children with autism even though they acquire sizeable lexicons. While previous explanations have suggested the atypical use of color for label extension in individuals with autism, we hypothesize an atypical mapping of novel labels to novel objects, regardless of the physical properties of the objects. In Experiment 1, we demonstrate this phenomenon in some individuals with autism, but the novelty of objects only partially explains their lack of shape bias. In a second experiment, we present a computational model that provides a developmental account of the shape bias in typically developing children and in those with autism. This model is based on theories of neurological dysfunctions in autism, and it integrates theoretical and empirical findings in the literature of categorization, word learning, and the shape bias. The model replicates the pattern of results of our first experiment and shows how individuals with autism are more likely to categorize experimental objects together on the basis of their novelty. It also provides insights into possible mechanisms by which children with autism learn new words, and why their word referents may be idiosyncratic. Our model highlights a developmental approach to autism that emphasizes deficient representations of categories underlying an impaired shape bias.     

The Effect of Education on Age-Related Functional Activation During Working Memory

Education has been suggested to play a protective role against the development of age-related dementias. Accordingly, we examined modulation of functional activation during working memory by age and education. Eight older individuals with a college education, six older individuals with a high school education, and eight younger individuals with a college education performed a working memory task during O¹⁵ [water] PET scanning. In a voxel-by-voxel whole brain search, older participants with less education demonstrated greater left frontal activation relative to older participants with more education. Older participants with more education demonstrated greater right precuneus activation relative to older participants with less education. This suggests that older less educated participants may have used additional frontal resources to compensate for dysfunctional parietal cortex. These results occurred in the context of similar activation in well-educated younger and older participants. Younger participants had one unique area of activation in the left posterior parietal cortex and no differences in frontal activation were observed between these two groups. The results of this study indicate the need to consider education in age-related neuroimaging studies.     

Effect of first ball possession on partial and final scores in 2003, 2005, and 2007 Water Polo World Championships

The purpose was to analyze the influence of winning the first ball possession on the partial and final score in male and female water polo. The 288 matches disputed by the teams participating in the 2003, 2005, and 2007 Water Polo World Championship were recorded. The results reflect statistically significant differences for the influence of gaining the first ball possession on the partial and final scoreboard of each period and for the influence between the total number of first possessions obtained and the final result.