Combat-related post-traumatic stress disorder: a case report using virtual reality exposure therapy with physiological monitoring.

The current report summarizes a case study from an Office of Naval Research (ONR) funded project to compare the effects of virtual reality graded exposure therapy (VRGET) with cognitive behavioral group therapy in active-duty corpsmen. Details of the collaborative program between the Virtual Reality Medical Center (VRMC) and Naval Medical Center San Diego (NMCSD) will be discussed.     

Immersiveness and physiological arousal within panoramic video-based virtual reality.

In this paper, we discuss findings from a study that used panoramic video-based virtual environments (PVVEs) to induce self-reported anger. The study assessed "immersiveness" and physiological correlates of anger arousal (i.e., heart rate, blood pressure, galvanic skin response [GSR], respiration, and skin temperature). Results indicate that over time, panoramic video-based virtual scenarios can be, at the very least, physiologically arousing. Further, it can be affirmed from the results that hypnotizability, as defined by the applied measures, interacts with group on physiological arousal measures. Hence, physiological arousal appeared to be moderated by participant hypnotizability and absorption levels.     

Neurocognitive Functioning in AD/HD,Predominantly Inattentive and Combined Subtypes

The Predominantly Inattentive (PI) and Combined (CB) subtypes of AD/HD differ in cognitive tempo, age of onset, gender ratio, and comorbidity, yet a differentiating endophenotype has not been identified. The aim of this study was to test rigorously diagnosed PI, CB, and typical children on measures selected for their potential to reveal hypothesized differences between the subtypes in specific neurocognitive systems (anterior vs. posterior attentional systems) and processes (arousal vs. activation). Thirty-four CB and 26 PI children meeting full DSM-IV criteria for subtype both in school and at home, without confounding reading disability or emotional disorder, were enrolled along with 20 typically developing children. Neurocognitive functions measured included attention, inhibitory control, working memory, learning, and executive functions. Tasks included the Stroop, Wisconsin Card Sorting Test, Continuous Performance Test (CPT). Buschke Selective Reminding Test, ad the Tower of London (TOL), as well as instruments developed by Posner and Sternberg, and tasks assessing the impact on reaction time of [corrected] varying preparatory intervals and stimulus/response complexity. After co-varying for IQ, subtypes differed primarily on measures of impulsivity during tests of vigilance (CPT) and executive function (TOL), with the CB group showing greater impulsivity than both other groups. In addition, the PI group showed worse performance than CB and control groups on the WISC-III Processing Speed Index. Whether analyzed with or without an IQ co-variate, there was no support in the data for hypothesized differences between subtypes in functioning of the anterior vs. posterior attentional systems, nor in involvement of arousal vs. activation processes. The results indicate that the PI and CB subtypes are best differentiated by ratings, observations and tests of cognitive tempo and behavioral impulsivity. Neuropsychological methods have yet to identify critical neuropsychological [corrected] substrates of these differences.     

Identifying support systems: a mapping exercise

Within systemic training there is an increasing focus on integrating trainees' personal life experiences and beliefs with their practice. In this paper we present a mapping exercise that is used to help trainees explore their own support needs and the resources they draw upon in order to carry out their work. Although this exercise was developed from training carried out with professionals working with refugees it is our belief that it can be used by any professional groups who wish to explore their own support needs within a learning environment.     

Asking the how questions: quantifying group processes behaviors

The authors analyzed the group work behaviors of 132 grade school students to assess behavioral manifestations of group processes. The authors coded videotapes of students working together on a math-learning task to quantify the incidence of microbehaviors associated with process loss and process gain (I. D. Steiner, 1972). Factor analysis of 11 categories of coded behaviors revealed 3 factors that accounted for 67% of the explained variance. The factors were interpretable as process gain (PGV), process loss behavior directed outside the group (PLV-out), and process loss behavior directed into the group (PLV-In). The authors discuss correlations among variables derived from the factors and with other measures. Results support this method of quantifying group processes. The authors considered implications for the broader study of group processes.     

When left means right: an explanation of the left cradling bias in terms of right hemisphere specializations

Previous research has indicated that 70-85% of women and girls show a bias to hold infants, or dolls, to the left side of their body. This bias is not matched in males (e.g. deChateau, Holmberg & Winberg, 1978; Todd, 1995). This study tests an explanation of cradling preferences in terms of hemispheric specialization for the perception of facial emotional expression. Thirty-two right-handed participants were given a behavioural test of lateralization and a cradling task. Females, but not males, who cradled a doll on the left side were found to have significantly higher laterality quotients than right cradlers. Results indicate that women cradle on the side of the body that is contralateral to the hemisphere dominant for face and emotion processing and suggest a possible explanation of gender differences in the incidence of cradling.     

LY354740, an mGlu2/3 receptor agonist as a novel approach to treat anxiety/stress

Metabotropic glutamate (mGlu) receptors, which include mGlu1-8 receptors, are a heterogeneous family of G-protein coupled receptors (GPCRs) that function to modulate neuronal excitation and plasticity via pre-synaptic, post-synaptic and glial mechanisms. Agonists for group II mGlu receptors (mGlu2 and mGlu3), such as LY354740, have been shown to suppress enhanced glutamatergic excitations in brain synapses known to be involved in the expression of fear/anxiety in animals and humans. Systemic administration of LY354740 increases open-arm time in the elevated plus maze in mice under conditions of moderate to severe stress, blocks the expression but not development of fear-potentiated startle in rats, prevents lactate-induced panic-like responses in panic-prone rats, and attenuates certain physiological, behavioral, and neurochemical consequences of acute stress in rodents. In these preclinical models, LY354740 does not produce the side-effects (e.g. sedation) that are associated with other anxiolytic agents such as benzodiazepines. Early clinical results with LY354740 have demonstrated safety and efficacy in a human anxiety model (panic provocation induced by CO2 challenge). Collectively, these data indicate mGlu2/3 receptor agonists such as LY354740 represent a promising new approach for treatment of anxiety and stress-related disorders in humans.     

How is the serial order of a verbal sequence coded? Some comparisons between models

Current models of verbal short-term memory (STM) propose various mechanisms for serial order. These include a gradient of activation over items, associations between items, and associations between items and their positions relative to the start or end of a sequence. We compared models using a variant of Hebb's procedure in which immediate serial recall of a sequence improves if the sequence is presented more than once. However, instead of repeating a complete sequence, we repeated different aspects of serial order information common to training lists and a subsequent test list. In Experiment 1, training lists repeated all the item-item pairings in the test list, with or without the position-item pairings in the test list. Substantial learning relative to a control condition was observed only when training lists repeated item-item pairs with position-item pairs, and position was defined relative to the start rather than end of a sequence. Experiment 2 attempted to analyse the basis of this learning effect further by repeating fragments of the test list during training, where fragments consisted of either isolated position-item pairings or clusters of both position-item and item-item pairings. Repetition of sequence fragments led to only weak learning effects. However, where learning was observed it was for specific position-item pairings. We conclude that positional cues play an important role in the coding of serial order in memory but that the information required to learn a sequence goes beyond position-item associations. We suggest that whereas STM for a novel sequence is based on positional cues, learning a sequence involves the development of some additional representation of the sequence as a whole.     

Communal versus individual learning of a math-estimation task: African American children and the culture of learning contexts

The authors compared the performance of 78 African American 5th-grade students who studied a math-estimation task in one of two learning contexts. Learning contexts differed in the degree to which they afforded the expression of communalism. ANCOVA confirmed that posttest performance was best for students who studied in the high communal-learning context. The findings support A. W. Boykin's (1994) contention that the cultural context of learning can be a critical mediator of children's performance.     

Status of psychology as a science in northeast Brazil: undergraduate students' perceptions

The Psychology as Science scale was used to assess whether Brazilian students believe psychology is a science. 190 undergraduates from four universities in Brazil participated. Analysis showed that 54% of students strongly agree that psychology is a science, 26% strongly agree that psychological research is necessary and that training in methodology is important, and 25% strongly agree that behavior is predictable.