The developmental paradox of false belief understanding: a dual-system solution

We explore the developmental paradox of false belief understanding. This paradox follows from the claim that young infants already have an understanding of false belief, despite the fact that they consistently fail the elicited-response false belief task. First, we argue that recent proposals to solve this paradox are unsatisfactory because they (i) try to give a full explanation of false belief understanding in terms of a single system, (ii) fail to provide psychological concepts that are sufficiently fine-grained to capture the cognitive requirements for the various manifestations of false belief understanding, and (iii) ignore questions about system interaction. Second, we present a dual-system solution to the developmental paradox of false belief understanding that combines a layered model of perspective taking with an inhibition-selection-representation mechanism that operates on different levels. We discuss recent experimental findings that shed light on the interaction between these two systems, and suggest a number of directions for future research.     

Situating Emotions: From Embodied Cognition to Mindreading

In this article we analyze the strengths and weaknesses of mindreading versus embodied cognition approaches to emotion understanding. In the first part of the article we argue that mindreading explanations of how we understand the emotions of others (TT, ST or hybrid) face a version of the frame problem, i.e. the problem of how to limit the scope of the information that is relevant to mindreading. Also, we show that embodied cognition explanations are able to by-pass this problem because they provide a characterization of social understanding as being essentially situated. However, embodied cognition explanations seem to be limited in scope insofar as they do not target the more sophisticated forms of emotion understanding that have traditionally been the main focus of mindreading explanations. In the second part of the article we discuss Goldie’s account of emotion understanding as a possible way to complement embodied cognition approaches without re-introducing the frame problem. We offer two suggestions that might further the integration of Goldie’s account of emotion understanding within the framework of embodied cognition.     

Common knowledge of payoff uncertainty in games

Using epistemic logic, we provide a non-probabilistic way to formalise payoff uncertainty, that is, statements such as ‘player i has approximate knowledge about the utility functions of player j.’ We show that on the basis of this formalisation common knowledge of payoff uncertainty and rationality (in the sense of excluding weakly dominated strategies, due to Dekel and Fudenberg (1990)) characterises a new solution concept we have called ‘mixed iterated strict weak dominance.’     

Two novel 5-HT6 receptor antagonists ameliorate scopolamine-induced memory deficits in the object recognition and object location tasks in Wistar rats

The 5-hydroxytryptamine₆ (5-HT₆) receptor has been suggested to play an important role in the regulation of memory and cognition. In the present study, our aim was to investigate whether the novel, selective 5-HT₆ antagonists compound (CMP) X and CMP Y and the reference 5-HT₆ antagonist GSK-742457 could ameliorate impairments in episodic memory in 3-months-old male Wistar rats. The acetylcholinesterase inhibitor (AChEI) donepezil (Aricept®, approved for symptomatic treatment of Alzheimer’s disease, AD) was used as a positive reference compound. First, effects of the 5-HT₆ antagonists CMP X, CMP Y and GSK-742457 were investigated on object recognition task (ORT) performance in rats treated with the muscarinic antagonist scopolamine (0.1 mg/kg, administered intraperitoneally, i.p., 30 min before trial 1). Second, effects of the combination of suboptimal doses of 5-HT₆ antagonists CMP X and CMP Y with the AChEI donepezil were studied, to determine whether the 5-HT₆ antagonists show additive synergism with donepezil in the ORT. Finally, effects of CMP Y, GSK-742457 and donepezil were investigated on object location task (OLT) performance in rats treated with scopolamine.Donepezil (1 mg/kg, oral administration, p.o.), GSK-742457 (3 mg/kg, i.p.), CMP X (3 mg/kg, i.p.) and CMP Y (30 mg/kg, p.o.), all ameliorated the scopolamine-induced deficits in object recognition. In the ORT, we have found that combined administration of subthreshold doses of CMP X (1 mg/kg, i.p.) and CMP Y (10 mg/kg, p.o.) with the AChEI donepezil (0.1 mg/kg, p.o.), enhanced memory performance in Wistar rats with deficits induced by scopolamine. Donepezil (0.1 mg/kg, p.o.) alone had no discernable effects on performance. This suggests additive synergistic effects of the 5-HT₆ antagonists (CMP X and CMP Y) with donepezil on cognitive impairment. Finally, donepezil (1 mg/kg, p.o.), GSK-742457 (10 mg/kg, p.o.) and CMP Y (30 mg/kg, p.o.) also reduced scopolamine-induced deficits in the OLT.In conclusion, the 5-HT₆ antagonists were found to clearly improve episodic memory deficits induced by scopolamine. In addition, co-administration of the 5-HT₆ receptor antagonists CMP X and CMP Y with the AChEI donepezil to cognitively impaired rats also resulted in potentially additive enhancing effects on cognition. This suggests that these compounds could have potential as monotherapy, but also as adjunctive therapy in patients with AD treated with common treatments such as donepezil.     

Place and response learning of rats in a Morris water maze: differential effects of fimbria fornix and medial prefrontal cortex lesions

The question examined in this study is concerned with a possible functional dissociation between the hippocampal formation and the prefrontal cortex in spatial navigation. Wistar rats with hippocampal damage (inflicted by a bilateral lesion of the fimbria fornix), rats with damage to the medial prefrontal cortex, and control-operated rats were examined for their performance in either one of two different spatial tasks in a Morris water maze, a place learning task (requiring a locale system), or a response learning task (requiring a taxon system). Performance of the classical place learning (allocentric) task was found to be impaired in rats with lesions of the fimbria fornix, but not in rats with damage of the medial prefrontal cortex, while the opposite effect was found in the response learning (egocentric) task. These findings are indicative of a double functional dissociation of these two brain regions with respect to the two different forms of spatial navigation. When the place learning task was modified by relocating the platform, the impairment in animals with fimbria fornix lesions was even more pronounced than before, while the performance of animals with medial prefrontal cortex lesions was similar to that of their controls. When the task was again modified by changing the hidden platform for a clearly visible one (visual cue task), the animals with fimbria fornix lesions had, at least initially, shorter latencies than their controls. By contrast, in the animals with medial prefrontal cortex damage this change led to a slight increase in escape latency.     

Weight-Related Sport Motives and Girls’ Body Image, Weight Control Behaviors, and Self-Esteem

Research has shown that exercise for weight control is associated with disordered eating indices in older adolescent or adult exercisers in fitness centers. This study examined whether these relationships could be replicated in a more general sample of 140 Dutch adolescent girls between 13 and 18 years old. Questions about sport participation, items from the Multidimensional Body Image Questionnaire and BULIT-R, the Contour Drawing Rating Scale and Rosenberg Self-Esteem Scale were completed. The girls were categorized as sport-participants with or without weight-related motives or as non-sport-participants. Weight-related sport participation was significantly associated with body dissatisfaction, more weight control and lower self-esteem. In conclusion, it is important to consider motives for sport participation when studying relationships between sport and well being.     

Situating the self: understanding the effects of deep brain stimulation

The article proposes a theoretical model to account for changes in self due to Deep Brain Stimulation (DBS). First, we argue that most existing models postulate a very narrow conception of self, and thus fail to capture the full range of potentially relevant DBS-induced changes. Second, building on previous work by Shaun Gallagher, we propose a modified ‘pattern-theory of self’, which provides a richer picture of the possible consequences of DBS treatment.     

Reconstructing the minimal self,or how to make sense of agency and ownership

We challenge Gallagher’s distinction between the sense of ownership (SO) and the sense of agency (SA) as two separable modalities of experience of the minimal self and argue that a careful investigation of the examples provided to promote this distinction in fact reveals that SO and SA are intimately related and modulate each other. We propose a way to differentiate between the various notions of SO and SA that are currently used interchangeably in the debate, and suggest a more gradual reading of the two that allows for various blends of SO and SA. Such an approach not only provides us with a richer phenomenology but also with a more parsimonious view of the minimal self.     

Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.