I feel who I see: Visual body identity affects visual-tactile integration in peripersonal space

Recent studies have shown the importance of integrating multisensory information in the body representation for constituting self-consciousness. However, one idea that has received only scant attention is that our body representation is also constituted by knowledge of bodily visual characteristics (i.e. 'what I look like'). Here in two experiments we used a full body crossmodal congruency task in which visual distractors were presented on a photograph of the participant, another person, who was either familiar or unfamiliar, or an object. Results revealed that during the 'self-condition' CCEs were enhanced compared to the 'other condition'. The CCE was similar for unfamiliar and familiar others. CCEs for the object condition were significantly smaller. The results show that presentation of an irrelevant image of a body affects multimodal processing and that the effect is enhanced when that image is of the self. The results hold intriguing implications for body representation in social situations.     

Imagined own-body transformations during passive self-motion

Spatial perspective taking is a crucial social skill that underlies many of our everyday interactions. Previous studies have suggested that spatial perspective taking is an embodied process that involves the integration of both motor and proprioceptive information. Given the importance of vestibular signals for own-body perception, mental own-body imagery, and bodily self-consciousness, in the present study we hypothesized that vestibular stimulation due to passive own-body displacements should also modulate spatial perspective taking. Participants performed an own-body transformation task while being passively rotated in a clockwise or counter-clockwise direction on a human motion platform. A congruency effect was observed, reflected in faster reaction times if the implied mental body rotation direction matched the actual rotation direction of the chair. These findings indicate that vestibular stimulation modulates and facilitates mental perspective taking, thereby highlighting the importance of integrating multisensory bodily information for spatial perspective taking.     

Vocational interests of intellectually gifted and highly achieving young adults

Background. Vocational interests play a central role in the vocational decision‐making process and are decisive for the later job satisfaction and vocational success. Based on Ackerman's (1996) notion of trait complexes, specific interest profiles of gifted high‐school graduates can be expected. Aims. Vocational interests of gifted and highly achieving adolescents were compared to those of their less intelligent/achieving peers according to Holland's (1997) RIASEC model. Further, the impact of intelligence and achievement on interests were analysed while statistically controlling for potentially influencing variables. Changes in interests over time were investigated. Sample . N= 4,694 German students (age: M= 19.5, SD= .80; 54.6% females) participated in the study (TOSCA; Köller, Watermann, Trautwein, & Lüdtke, 2004 ). Method. Interests were assessed in participants’ final year at school and again 2 years later (N= 2,318). Results . Gifted participants reported stronger investigative and realistic interests, but lower social interests than less intelligent participants. Highly achieving participants reported higher investigative and (in wave 2) higher artistic interests. Considerable gender differences were found: gifted girls had a flat interest profile, while gifted boys had pronounced realistic and investigative and low social interests. Multilevel multiple regression analyses predicting interests by intelligence and school achievement revealed stable interest profiles. Beyond a strong gender effect, intelligence and school achievement each contributed substantially to the prediction of vocational interests. Conclusions . At the time around graduation from high school, gifted young adults show stable interest profiles, which strongly differ between gender and intelligence groups. These differences are relevant for programmes for the gifted and for vocational counselling.     

Relationships Between Cortisol,Optimism, and Perseverance Measured in Two Military Settings

Optimism and perseverance are 2 important assets for soldiers to be able to perform competently in high-risk environments and to complete complex and stressful tasks. Traditionally, optimism is measured using questionnaires and most frequently in a retrospective manner, for example, after a mission is completed. As such, ability to persevere in challenging environments is generally taken into account when it is too late, that is, when the soldier is showing severe signs of deficiency or failing to persevere. Therefore, there is a need for more objective measurements with which to predict perseverance. We conducted and present 2 studies in which the hormone cortisol seems to play a key role, relating with optimism, and possibly predicting perseverance. In the first study, we measured cortisol levels during a computer-simulated military training mission. A significant correlation between cortisol levels and optimism measured by the revised Life Orientation Test (LOT-R) Scale was found. In the second study, we followed 29 recruits through a demanding military training course required for joining the Dutch Air Mobile Brigade. The recruits who persevered and completed the course had a higher cortisol response to a stressful training event compared with those who leave the course. A regression model showed that a combination of the soldiers’ optimism and cortisol response best predicted perseverance. This study shows that a combination of attitudinal instruments and a biomarker has potential for predicting military training course attrition.     

Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept

The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between self-esteem, academic self-concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment.     

Perinatal infection, fetal inflammatory response, white matter damage, and cognitive limitations in children born preterm

Only sparse information is available about a possible association between antenatal infection outside the brain and subsequent cognitive limitations among preterm infants. Based on published studies, we provide a theoretical schema that links them via the fetal inflammatory response and neonatal white matter damage. We conclude that the relationship between antenatal infection and cognitive limitations deserves much further attention by researchers interested in the prevention of this undesirable outcome of prematurity.     

Observations on regional cerebral blood flow in cortical and subcortical structures during language production in normal man

Regional cerebral blood flow (rCBF) was studied by single photon emission computerized tomography (SPECT) of inhaled xenon-133 in six normal volunteers during various language, articulatory, and control conditions. Language production increased rCBF in predominantly left-sided cortical and subcortical areas. The involved regions were anatomically related to a left frontal area (Broca's), to both caudate nuclei, to a left thalamic/pallidal area, and bilaterally in retrorolandic areas. The failure to demonstrate lateralized retrorolandic activity is thought to reflect the complexity of the tasks.