NMDA signaling in CA1 mediates selectively the spatial component of episodic memory

Recent studies focusing on the memory for temporal order have reported that CA1 plays a critical role in the memory for the sequences of events, in addition to its well-described role in spatial navigation. In contrast, CA3 was found to principally contribute to the memory for the association of items with spatial or contextual information in tasks focusing on spatial memory. Other studies have shown that NMDA signaling in the hippocampus is critical to memory performance in studies that have investigated spatial and temporal order memory independently. However, the role of NMDA signaling separately in CA1 and CA3 in memory that combines both spatial and temporal processing demands (episodic memory) has not been examined. Here we investigated the effect of the deletion of the NR1 subunit of the NMDA receptor in CA1 or CA3 on the spatial and the temporal aspects of episodic memory, using a behavioral task that allows for these two aspects of memory to be evaluated distinctly within the same task. Under these conditions, NMDA signaling in CA1 specifically contributes to the spatial aspect of memory function and is not required to support the memory for temporal order of events.     

Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning

This study tests the hypothesis that cultural differences in group orientation predict an interaction between the student variable—ethnicity—and a learning context variable—reward structure—on math performance after group learning. One hundred and thirty-two African-American and European-American female and male fourth and fifth grade students studied math estimation in one of three group learning contexts. The learning contexts operationalized were: intergroup competitive, interpersonally competitive, and communal-no reward. ANCOVA confirmed a predicted interaction of ethnicity with learning context on post study session performance. Although there was no difference overall, African-American and European-American students performed best in the aggregate in different contexts. Independent ratings of students' group-positive behaviors mirrored the two-way interaction between learning context and ethnicity. The findings suggest that important student variables interact with the variable elements of group learning and should be studied in greater detail. They also support Boykin's (1994) contention that the cultural context of learning is a critical mediator of children's achievement.     

An Exploration of the Dishonest Side of Self‐Monitoring: Links to Moral Disengagement and Unethical Business Decision Making

The majority of research on self‐monitoring has focused on the positive aspects of this personality trait. The goal of the present research was to shed some light on the potential negative side of self‐monitoring and resulting consequences in two independent studies. Study 1 demonstrated that, in addition to being higher on Extraversion, high self‐monitors are also more likely to be low on Honesty‐Humility, which is characterized by a tendency to be dishonest and driven by self‐gain. Study 2 was designed to investigate the consequences of this dishonest side of self‐monitoring using two previously unexamined outcomes: moral disengagement and unethical business decision making. Results showed that high self‐monitors are more likely to engage in unethical business decision making and that this relationship is mediated by the propensity to engage in moral disengagement. In addition, these negative effects of self‐monitoring were found to be due to its low Honesty‐Humility aspect, rather than its high Extraversion side. Further investigation showed similar effects for the Other‐Directedness and Acting (but not Extraversion) self‐monitoring subscales. These findings provide valuable insight into previously unexamined negative consequences of self‐monitoring and suggest important directions for future research on self‐monitoring. Copyright © 2013 European Association of Personality Psychology     

Men’s Experience of Psychological Abuse: Conceptualization and Measurement Issues

In this paper the literature on men’s experience of psychological abuse (in the U.S.) is reviewed and the ability to conceptualize and measure such abuse is reconsidered. Scales used to measure psychological abuse based on the experiences of battered women are critiqued as inadequate as measures of psychological abuse of men. Although both men and women direct psychological abuse toward their partners, violence perpetrated by men and women is not necessarily the same. Adopting a gender role perspective on psychological abuse, we argue that women may use different strategies to hurt men including manipulation and gender role harassment, whereas coercive control paired with physical abuse may constitute one version of (male) intimate partner violence.     

Neuroanatomical correlates of category-specific semantic disorders: A critical survey

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.     

Impact of Workplace Bullying on Emotional and Physical Well-Being: A Longitudinal Collective Case Study

Bullying and mobbing are occupational safety hazards pervasive in developed and developing countries. Our study aim was to determine whether bullying and mobbing caused poor health for a victim and a witness from the same workplace in western Canada. Longitudinal semistructured interviews were conducted in 2007 and 2008 with both parties. The interviews were transcribed, analyzed, and arranged into arrays using chronological ordering and time sequencing. The victim felt targeted because she represented a threat to the bully, with victim and witness experiencing negative health outcomes. The authors suggest that wellness programs should place greater emphasis on mental health promotion to discourage workplace bullying.     

Prejudice and self-esteem: A transactional model

This paper reviews three theoretical models of how prejudice affects the self-esteem of its targets. The stimulus-response model assumes that prejudice has a direct, negative effect on self-esteem. The stimulus-perception-response model recognises that perceptions of prejudice may not directly mirror experiences with prejudice, but predicts that the subjective perception of being a target of prejudice has a direct, negative effect on self-esteem. Both of these models are found to be inadequate. We propose a third, transactional model, which assumes that individuals do not respond in uniform way to being the target of prejudice. Rather, this model contends that self-esteem and emotional responses to prejudice are determined by cognitive appraisals of prejudicial events and coping strategies used in response to these events; these processes, in turn, are shaped by personal, situational, and structural factors. Experiments are presented showing that self-esteem in response to perceived prejudice is moderated by presence or absence of threats to personal identity, clarity of prejudices cues in the situation, ingroup identification, dispositional optimism, endorsement of legitimising ideologies, and group status. We argue that a transactional model of responses to prejudice emphasises sources of resistance as well as vulnerability among targets of prejudice.     

Effect of Training on Sensory Room and Cart Usage

In this study, the authors assess the effectiveness of education on the consistency of use of sensory rooms within a large mental health facility. Eleven staff and thirty-six clients received additional multimodal education in sensory strategies, the use of the sensory rooms on their assigned units, and the link between the rooms and clients' personal crisis intervention plans. Staff knowledge and room usage rates were analyzed pre- and post-training. The authors found statistically significant increases in staff knowledge post-training and increases in the use of the sensory rooms by study participants. The results support the effectiveness of training which uses hands-on, population-specific strategies.