Types of responses in 4-5-year-old children in conservation, classification, and theory of mind tasks

This study analyzes the type of responses that children between 4 and 5 years of age give to different tasks: conservation, classification and tasks of the theory of mind (ToM). Types of responses were observed with the Observation of Cognitive and Meta-cognitive Skills Inventory, which identifies: attention, receptive and expressive language, planning processes, and meta-cognitive processes. Significant differences were found according to the variable age in: (a) the use of attentional strategies in performance of ToM tasks, (b) the use of receptive and expressive language in the performance of all tasks, (c) the use of planning processes in the performance of conservation tasks; and (d) the use of meta-cognitive processes to solve ToM tasks.     

Effects of computer-assisted practice on reading and spelling in children with learning disabilities

The main purpose of this study was to analyze the effects of computer-assisted practice on reading and spelling in children with learning disabilities (LD). We compared three practice conditions, one with reading and two with spelling, in order to test whether computer-based reading and spelling practice has an influence on the development of reading and spelling ability in children with LD. A sample was selected of 85 children with LD, with age range between 8 years and 10 years (age, M=111.02, SD=9.6), whose spelling performance was two years below grade level. The participants were randomly assigned to one of four groups: 1) Copy the target word from the computer screen (n=22), 2) Memorize the target word and write it from memory (n=21), 3) Word reading (n=21), and 4) the untrained control group (n=21). We administered measures of pseudoword reading, phonological awareness, phonological word decoding and orthographical word decoding tasks. We examined the learning effects and transfer effects on words classified as a function of length, consistency, and complexity of syllable structure. Overall, the results showed that reading training did not improve spelling; however, the children who participated in the copy training condition improved their spelling skills.     

Educational inequalities in quantity, duration and type of tobacco consumption among lung cancer patients in Asturias: epidemiological analyses

Socioeconomic inequalities cause different tobacco consumption patterns. The purpose of this study was to examine the relationship between educational level and smoking behaviour, including type of tobacco consumption, in lung cancer patients. To this end, epidemiological analyses of 801 lung cancer patients recruited for a case-control study in four public hospitals in Asturias, Spain, between October 2000 and April 2006 were carried out. Smoking behaviour and educational level data were obtained through personal interview. Analyses indicated that the probability of heavy smoking among low educational-level patients was approximately twice as high as for high educational-level patients (RRR>31.2 packs/years=2.04; CI 95%=1.15-3.62; RRR>52packs/years=2.14; CI 95%=0.98-4.64). Low-educated patients were more than three times as likely to be long-time smokers (RRR>40 years=3.30; CI 95%=1.43-7.62). The probability of smoking exclusively black tobacco was almost four times greater in low educational-level patients (RRRblack only=3.72; CI 95%=1.23-11.19). The results show that there are broad educational inequalities with regard to the quantity, duration and type of tobacco consumption among lung cancer patients in Northern Spain.     

Assessment of the global intelligence and selective cognitive capacities in preterm 8-year-old children

The aim of this study was to assess various cognitive abilities such as attention, IQ, reasoning, and memory related to academic achievement in 8- and 9-year-old preterm children. A total of 141 children were assessed. The preterm group (=37 weeks) comprised 63 children and was compared to 78 full-term children. Attention was evaluated using the d2 Selective Attention test, and the IQ by the L-M form of the Stanford-Binet Intelligence Scale, establishing a profile of abilities: perception, memory, comprehension, reasoning, and verbal fluency. Significant differences in IQ were found between the preterm and full-term children. Of the cognitive abilities assessed, the only significant differences were found in verbal fluency, with preterm boys showing lower verbal fluency scores than full-term children. In conclusion, all preterm groups have attention ability similar to that of full-term children. However, preterm children obtain lower scores in intelligence measures. In addition, preterm boys have verbal fluency difficulties. Taking into account the increase in preterm births, suitable intervention programs must be planned to attend the difficulties found.     

Staffing Services Quality and Innovativeness in Pharmaceutical Companies

This paper examines whether the main dimensions of staffing services quality have any effect on innovativeness. A resource‐based view of human resource management is used as theoretical approach. A questionnaire was sent to the CEOs of an international sample of pharmaceutical companies. A regression analysis was used to test hypotheses about the influence of the staffing services quality dimensions on innovativeness. The main findings are that all but one of the staffing services quality dimensions considered have significant, positive effects on innovativeness. Candidate quality is the dimension that affects innovativeness most, while timeliness has no significant effect.     

Increased stress-induced intra-hippocampus corticosterone rise associated with memory impairments in middle-aged mice

The present study investigates the relationships between hippocampal corticosterone concentrations and memory retrieval performance in stress and non-stress conditions, in both young (6 month-old) and middle-aged (16 month-old) mice. For this purpose, the time-course evolution of stress-induced corticosterone rise in the dorsal hippocampus (dHPC) was investigated in both young and middle-aged mice. In parallel, the evolution of memory retrieval patterns was assessed using a contextual serial discrimination task (CSD). Finally, metyrapone (corticosterone synthesis inhibitor) was administered in order to evaluate the stress-induced impact of corticosterone rise on contextual memory retrieval in middle-aged animals.Results showed that: (i) non-stressed middle-aged mice exhibited a memory retrieval pattern opposite to that of non-stressed young animals, but similar to that of stressed young mice; (ii) the impact of stress on memory performance was transient (90 min) in young, as compared to middle-aged mice (120 min); (iii) dHPC basal (non-stress) corticosterone level was significantly increased by ageing; (iv) acute stress induced a rapid (15 min) and transient (90 min) dHPC corticosterone rise in young mice, while exhibiting greater magnitude and duration (120 min) in middle-aged animals; and (v) both the stress-induced endocrinal and memory effects were blocked by metyrapone in young and middle-aged mice.Finally, to our knowledge, the present work is the first study to directly measure the corticosterone rise in the hippocampus following exposure to stress and to directly correlate the corticosterone changes in the hippocampus with memory performance in both young and middle-aged mice.     

Blockade of nucleus basalis magnocellularis or activation of insular cortex histamine receptors disrupts formation but not retrieval of aversive taste memory

Recent research, using several experimental models, demonstrated that the histaminergic system is clearly involved in memory formation. This evidence suggested that during different associative learning tasks, histamine receptor subtypes have opposite functions, related to the regulation of cortical cholinergic activity. Given that cortical cholinergic activity and nucleus basalis magnocellularis (NBM) integrity are needed during taste memory formation, the aim of this study was to determine the role of histamine receptors during conditioned taste aversion (CTA). We evaluated the effects of bilateral infusions of 0.5 μl of pyrilamine (100 mM), an H₁ receptor antagonist, into the NBM, or of R-α-methylhistamine (RAMH) (10 mM), an H₃ receptor agonist, into the insular cortex of male Sprague-Dawley rats 20 min before acquisition and/or retrieval of conditioned taste aversion. The results showed that blockade of H₁ receptors in NBM or activation of H₃ receptors in the insular cortex impairs formation but not retrieval of aversive taste memory. These results demonstrated differential roles for histamine receptors in two important areas for taste memory formation and suggest that these effects could be related with the cortical cholinergic activity modulation during CTA acquisition.     

Reducing teachers' psychological distress through a mindfulness training program

Teachers constitute one of the professional collectives most affected by psychological problems. The purpose of this quasi-experimental study is to examine the efficacy of a mindfulness training programme to reduce psychological distress in a group of teachers. The sample comprised 68 teachers of Secondary School Education, from various public schools; half of them formed the experimental group, and the another half the control group. The levels of psychological distress were measured, in both groups, by the Symptom Checklist-90-R (SCL-90-R) before and after the application of the programme. Statistical analysis shows the significant reduction of three general measures of psychological distress (Global Severity Index, Positive Symptom Distress Index, and Positive Symptom Total), as well in all its dimensions (somatization, obsessive-compulsive, interpersonal sensibility, depression, anxiety, hostility, phobic anxiety, paranoid ideation, and psychoticism), in the experimental group compared with the control group. Follow-up measures show that these results were maintained for four months after termination of the intervention in the experimental group.     

Assessment of the efficacy of a peer mentoring program in a university setting

In the present study, the efficacy of a formal mentoring program applied to fourth and fifth year students of the Psychology Faculty of the Complutense University is assessed. In this program, fifth-year students took on the role of mentors and fourth-year students, the role of mentees. To assess the efficacy, the group of mentors was compared with a group of non-mentors and the group of mentees with a group of non-mentees, before and after the program, taking into account the variables related to career development function (knowledge acquired of the academic setting and satisfaction with the career of Psychology) and the psychosocial function (self-concept, self-esteem, self-efficacy, and involvement). The results show a statistically significant increase in the knowledge acquired about the academic setting as a consequence of the program, both in the group of mentors and in the group of mentees. Moreover, the mentors achieved a better average grade in the subjects of the specialty of Work Psychology. There were no statistically significant differences between the experimental group and the control group in satisfaction with the career of Psychology, or in self-concept, self-esteem, or self-efficacy.     

The Economic Sphere

Herman Dooyeweerd (1985) argued that among the modalities making up the fabric of reality a specifically economic one is to be found. The aim of the present paper is to discuss the texture of such a modality and how it both differentiates and intertwines with others. For an updated brief, albeit cogent and analytically lucid presentation of the Law Framework ontology, see Clouser (2009). Dooyeweerd’s view entails that the proper object of economics is irreducible to that of other disciplines, but a non-reductionist view of the object of economics presupposes that the nuclear meaning of that discipline has been clearly delimited: this is required in order to determine its nature and separate identity as a scientific discipline. By ‘the nuclear meaning of a discipline’ I understand a pre-theoretical delimitation of its field of research, such as that of the field of physics, characterized by the laws governing force and energy. Within one and the same field there may be many theories, theories competing to explain the same phenomena, or dealing with phenomena so different that it is nearly impossible to trace conceptual connections among them. This last situation calls for a unified-field theory. In the second section of this paper I will attempt to defend a rather commonly accepted definition of the field of economics that sees this discipline as a science of choice. In the third I will show how the analytical conception it involves can be naturally complemented with a classificatory one. According to a classificatory conception, the aggregated social-level phenomena, patterns and regularities economic theories usually deal with, are economic in that sense, even though they are not prima facie cases of individual behavior, or are unintended consequences of aggregated individual choices. In the fourth I will discuss the meaning of the most general, supra-arbitrary economic laws—the modal laws of economics. In the final section I will offer a non-reductionist view of economics that nevertheless takes into account its intertwining with other spheres.