Enduring deficits in contextual and auditory fear conditioning after adolescent, not adult, social instability stress in male rats

Adolescence is a time of developmental changes and reorganization in the brain and stress systems, thus, adolescents may be more vulnerable than adults to the effects of chronic mild stressors. Most studies, however, have not directly compared stress experienced in adolescence to the same stress experience in adulthood. In the present study, adolescent (n=46) and adult (n=48) male rats underwent 16 days of social instability stress (daily 1h isolation and change of cage partners) or were non-stress controls. Rats were then tested on the strength of acquired contextual and cued fear conditioning, as well as extinction learning, beginning either the day after the stress procedure or 3 weeks later. No difference was found among the groups during the Training Phase of conditioning. Irrespective of the time between the social stress experience and fear conditioning, rats stressed in adolescence had decreased context and cue memory, and cue generalization compared to control rats, as measured by the percentage of time spent freezing in tests. Social instability stress in adulthood had no effect on any measure of fear conditioning. The results support the hypothesis that adolescence is a time of heightened vulnerability to stressors.     

The psychological impact of facial changes in scleroderma

The physical disabilities associated with scleroderma are well known but the psychological impact of the condition has received less attention. Few studies have examined appearance related issues, most notably of the face. The aim of this study is to evaluate the psychological impact of facial, aesthetic and functional changes in scleroderma. One hundred seventy-one patients with a clinical diagnosis of scleroderma were recruited into the study. Digital photographs were objectively graded into groups based on severity of disfigurement as judged by an observer. Facial movement was recorded using a modified House-Brackmann Grading Scale. Psychological evaluation comprised the Derriford Appearance Scale short-form (DAS), the Noticeability and Worry score and the Hospital Anxiety and Depression Scale (HADS). Severity of disfigurement predicted decreased mouth opening, the extent to which participants judged their appearance as noticeable to others, and the level of appearance-related concern as measured by the DAS24. There was an inverse relationship with age. Facial changes were ranked as the most worrying aspect of the condition. This study shows facial disfigurement impacts on patient with scleroderma independent of functional changes related to systemic disease. The major difficulty is with the perceived noticeably of the condition to other people and the resulting self-consciousness in social encounters.     

Cognitive abilities explaining age-related changes in time perception of short and long durations

The current study investigated how the development of cognitive abilities explains the age-related changes in temporal judgment over short and long duration ranges from 0.5 to 30 s. Children (5- and 9-year-olds) as well as adults were given a temporal bisection task with four different duration ranges: a duration range shorter than 1 s, two duration ranges longer than 3 s (4-8 s and >15 s), and an intermediate duration range (1.25-2.5 s). Their cognitive abilities were also assessed using a series of neuropsychological tests. The results showed that temporal sensitivity improved with age for each duration range but that this improvement occurred earlier for the short durations than for the long durations. Furthermore, the results revealed that the age-related improvement in time sensitivity for the durations shorter than 1 s was explained by the development of short-term memory span, whereas that for long durations was explained by the development of attention/executive functions. To summarize, the development of the abilities required to process long durations seems to be explained mainly by the development of attentional resources.     

Scientists Negotiate Boundaries Between Religion and Science

Analysis of interviews with 275 natural and social scientists at 21 elite U.S. research universities suggests that only a minority of scientists see religion and science as always in conflict. Scientists selectively employ different cultural strategies with regards to the religion‐science relationship: redefining categories (the use of institutional resources from religion and from science), integration models (scientists strategically employ the views of major scientific actors to legitimate a more symbiotic relationship between science and religion), and intentional talk (scientists actively engage in discussions about the boundaries between science and religion). Such results challenge narrow conceptions of secularization theory and the sociology of science literature by describing ways science intersects with other knowledge categories. Most broadly the ways that institutions and ideologies shape one another through the agency of individual actors within those institutions is explored.     

BINS validation - Bayley neurodevelopmental screener in Brazilian preterm children under risk conditions

Psychometric researches increase in Brazil. Bayley Infant Neurodevelopment Screener - BINS (Aylward, 1995) is a low cost, fast instrument. In 10’ it classifies children under developmental risk degrees. This research purpose was investigating BINS psychometric properties. 61 low-income Brazilian preterm, were divided in groups: 31 children (12 months) and 30 children (24 months), both sex, birth weight <2000 g. Socio-demographic-psychological profile was previously registered. Neurologists examined them through Amiel-Tison and Gosselin (2001) and physicians with Denver-DDST-II (Frankenburg, Dodds, Archer, &; Bresnick, 1990). Psychologist assessed children at chronological age, with Bayley Scales-BSID-II (Bayley, 1993) and BINS (12 m) and BINS (24 m). Results demonstrated homogeneous characteristics sample. Reliability indexes were over requested standards. Validity evidences based on external variables were positive moderated and BINS (24 m)/BSID-II (mental) presented high correlation. Validity evidences based on content were attested by expertise. High sensitivity was found. So, BINS can be considered an instrument of adequate psychometric properties, able to screen children under risk, according to Psychological Association requests.     

Incidental anger and the desire to evaluate

Our results indicate that people experiencing incidental anger are more likely than people in neutral and other emotional states to prefer to perform evaluative tasks, even though their anger may bias the evaluations they make. Induced anger increased participants’ desire to evaluate others’ ideas (Experiment 1) and made the evaluations of those ideas more negative in valence (Experiment 2). Anger increased the appeal of evaluating ideas when evaluations were expected to be largely negative but not when evaluations were expected to be positive (Experiments 3 and 4). Mediation analyses revealed that this willingness to evaluate when angry stems from a belief that evaluating others can leave angry people in a positive mood. Because people are often free to decide when to perform the tasks required of them, this tendency may have implications for how and when ideas are evaluated.     

The importance of "what": Infants use featural information to index events

Dynamic spatial indexing is the ability to encode, remember, and track the location of complex events. For example, in a previous study, 6-month-old infants were familiarized to a toy making a particular sound in a particular location, and later they fixated that empty location when they heard the sound presented alone (Journal of Experimental Psychology: General, 2004, Vol. 133, pp. 46-62). The basis and developmental trajectory of this ability are currently unclear. We investigated dynamic spatial indexing across the first year after birth and tested the hypothesis that the structure of visual cues supports infants' learning of sound and location associations. In our study, 3-, 6-, and 10-month-olds were tested in a dynamic spatial indexing eye movement paradigm that paired two sounds with two locations. In one condition, these were reliably paired with two sets of visual features (two toys condition), replicating the original studies. We also presented a single set of visual cues in both locations (one toy condition) and multiple sets of visual features in both locations (six toys condition). Infants from 3months of age onward showed evidence of dynamic spatial indexing in the two toys condition, but only the 10-month-olds succeeded in the one toy and six toys conditions. We argue that this may reflect a broader developmental trajectory, whereby infants first make use of multiple cue integration but with age are able to learn from a narrow set of cues.     

The shared leadership process in decision-making teams

The present study examined the process of shared leadership in 45 ad hoc decision-making teams. Each team member's leadership behavior (n = 180) was assessed by behaviorally coding videotapes of the teams' discussions. The within-team patterns of leadership behavior were examined using cluster analysis. Results indicated that the likelihood of a team experiencing a full range of leadership behavior increased to the extent that multiple team members shared leadership, and that teams with shared leadership experienced less conflict, greater consensus, and higher intragroup trust and cohesion than teams without shared leadership. This study supports previous findings that shared leadership contributes to overall team functioning, and begins to delineate the extent to which team members may naturally share leadership.     

Visual skills and playing positions of Olympic field hockey players

Many sports require fine spatiotemporal resolution for optimal performance. Previous studies have compared anticipatory skills and the decision-making process in athletes; however, there is little information on visual skills of elite athletes, particularly hockey players. To assess visual skills of Olympic hockey players and analyze differences by playing position, and to analyze improvement of visual skills after training, 21 Olympic field hockey players were pre- and post-tested on 11 visual tasks following a 10-wk. visual training program consisting of computer-based visual exercises. There were no mean differences at pre-test between players of different positions, suggesting that performance on these visual skills was independent of playing position. However, after training, an improvement was seen in all players (when scores were averaged across all 11 visual tasks) with goalkeepers improving significantly more than any other position. This suggests the possibility of improving visual skills even in an elite population.