Parent perceptions and attributions for children's math achievement

From junior high school on, girls report lower estimations of their math ability and express more negative attitudes about math than do boys, despite equivalent performance in grades. Parents show this same sex-typed bias. This paper examines the role that attributions may play in explaining these sex differences in parents' perceptions of their children's math ability. Mothers and fathers of 48 junior high school boys and girls of high, average, and low math ability completed questionnaires about their perceptions of their child's ability and effort in math, and their causal attributions for their child's successful and unsuccessful math performances. Parents' math-related perceptions and attributions varied with their child's level of math ability and gender. Parents credited daughters with more effort than sons, and sons with more talent than daughters for successful math performances. These attributional patterns predicted sex-linked variations in parents' ratings of their child's effort and talent. No sex of child effects emerged for failure attributions; instead, lack of effort was seen as the most important, and lack of ability as the least important, cause of unsuccessful math performances for both boys and girls. Implications of these attributions for parents' influence on children's developing self-concept of math ability, future expectancies, and subsequent achievement behaviors are discussed.This paper is based on a master's thesis by the first author. This research was funded by grants to Jacquelynne S. Eccles from the following agencies: the Foundation for Child Development, the National Institute of Mental Health, and the National Institute of Child Health and Development.We wish to express our thanks to Linda Buford, Sandra Hamman, and Samuel D. Miller, who helped collect and code these data, and especially to the parents, students, and teachers in the Ann Arbor Public School district, whose cooperation made this project possible.     

Operant conditioning of an in vitro CNS-pneumostome preparation of Lymnaea

Operant conditioning of aerial respiratory behaviour and its consolidation into long-term memory in Lymnaea has been previously studied in both intact, freely moving snails and in in vitro preparations made from previously trained snails. Here, we show in previously untrained semi-intact in vitro Lymnaea preparations that aerial respiratory behaviour can also be operantly conditioned. Neither yoked control nor 'run-down' control procedures in these in vitro preparations result in an alteration of aerial respiratory behaviour. Memory in the operantly trained semi-intact preparations persists for at least 1h after training. Intracellular recordings made from RPeD1, one of the 3-CPG neurons and the neuron that initiates CPG activity; show that there are specific changes in central excitatory input to this neuron concurrent with learning and its consolidation into memory. In addition following the acquisition of learning and its consolidation into memory the ability of RPeD1 and VI/J neurons when depolarized to cause a pneumostome opening is significantly decreased. Thus, previously untrained in vitro semi-intact preparations can be used to study changes in neuronal activity in a neuron known to be both necessary for the behaviour and for memory formation.     

Molecular and behavioral changes associated with adult hippocampus-specific SynGAP1 knockout

The synaptic Ras/Rap-GTPase-activating protein (SynGAP1) plays a unique role in regulating specific downstream intracellular events in response to N-methyl-D-aspartate receptor (NMDAR) activation. Constitutive heterozygous loss of SynGAP1 disrupts NMDAR-mediated physiological and behavioral processes, but the disruptions might be of developmental origin. Therefore, the precise role of SynGAP1 in the adult brain, including its relative functional significance within specific brain regions, remains unexplored. The present study constitutes the first attempt in achieving adult hippocampal-specific SynGAP1 knockout using the Cre/loxP approach. Here, we report that this manipulation led to a significant numerical increase in both small and large GluA1 and NR1 immunoreactive clusters, many of which were non-opposed to presynaptic terminals. In parallel, the observed marked decline in the amplitude of spontaneous excitatory currents (sEPSCs) and inter-event intervals supported the impression that SynGAP1 loss might facilitate the accumulation of extrasynaptic glutamatergic receptors. In addition, SynGAP1-mediated signaling appears to be critical for the proper integration and survival of newborn neurons. The manipulation impaired reversal learning in the probe test of the water maze and induced a delay-dependent impairment in spatial recognition memory. It did not significantly affect anxiety or reference memory acquisition but induced a substantial elevation in spontaneous locomotor activity in the open field test. Thus, the present study demonstrates the functional significance of SynGAP1 signaling in the adult brain by capturing several changes that are dependent on NMDAR and hippocampal integrity.     

Environmental enrichment eliminates the anxiety phenotypes in a triple transgenic mouse model of Alzheimer’s disease

Although the impacts of environmental enrichment (EE) in several genetic models of Alzheimer’s disease (AD) have been documented, the focus has remained predominantly on cognition. Few have investigated the expression of emotional phenotypes that mimic the notable affective features in AD. Here, we studied the interaction between EE and the coexpression of three genetic risk factors (mutations) for AD. In a longitudinal design, 3×Tg-AD mutants and wild type controls were compared at 6–7 months and subsequently at 12–13 months of age. Under standard housing, phenotypes of heightened anxiety levels were identified in the 3×Tg-AD mice in the elevated plus maze and open-field tests. Such trait differences between genotypes were substantially diminished under EE housing, which was attributable to the anxiolytic impact of EE on the mutant mice as much as the anxiogenic impact of EE on the wild type mice. In contrast, the phenotypes in learned fear were not significantly modified by EE in the tests of Pavlovian freezing and conditioned active avoidance conducted at either age. Rearing under EE thus has uncovered a novel distinction between innate and acquired expressions of fear response in the 3×Tg-AD mouse model that might be relevant to the mental health management of AD.     

Positive Emotion Differentiation: A Functional Approach

While positive emotion can be conceptualized broadly as a response to the potential for reward, the environment offers different kinds of rewards, and these are best approached in somewhat different ways. A functional approach to positive emotion differentiation distinguishes among several different types of rewards with strong implications for adaptive fitness and posits the existence of “discrete” positive emotions that promote an adaptive response to each reward. A taxonomy of eight positive emotions, dubbed the “PANACEAS” taxonomy based on an acronym of the first letter of each of the eight constructs, is presented as an example of this approach. Positive emotion constructs defined through functional analyses are useful for guiding empirical research, especially for identifying prototypical eliciting stimuli, and generating hypotheses about the implications of different positive emotions for a variety of outcomes. Research findings are reviewed that support the importance of positive emotion differentiation in understanding the effects of positive emotions on cognition, physiology, and behavior. Advantages of the functional approach are discussed, as well as implications of the approach for evaluating major theories of the structure of emotion.     

The Importance of Friendship for Youth with Attention-Deficit/Hyperactivity Disorder

It is well-established that youth with attention-deficit/hyperactivity disorder (ADHD) are often peer-rejected and rated by parents, teachers, and observers to have poor social skills, when compared to typically developing peers. Significantly less research, however, has been devoted to the experiences youth with ADHD have in their close friendships. The aim of this article is to draw attention to friendship as a distinct construct from peer rejection and social skills and to summarize what is known about youth with ADHD in their friendships. The potential for stable, high-quality friendships to buffer the negative outcomes typically conferred by peer rejection in this population is discussed. This article concludes with recommendations for interventions that specifically target improving the close friendships of youth with ADHD as a treatment strategy.     

Neural activation patterns during retrieval of schema‐related memories: differences and commonalities between children and adults

Schemas represent stable properties of individuals’ experiences, and allow them to classify new events as being congruent or incongruent with existing knowledge. Research with adults indicates that the prefrontal cortex (PFC) is involved in memory retrieval of schema‐related information. However, developmental differences between children and adults in the neural correlates of schema‐related memories are not well understood. One reason for this is the inherent confound between schema‐relevant experience and maturation, as both are related to time. To overcome this limitation, we used a novel paradigm that experimentally induces, and then probes for, task‐relevant knowledge during encoding of new information. Thirty‐one children aged 8–12 years and 26 young adults participated in the experiment. While successfully retrieving schema‐congruent events, children showed less medial PFC activity than adults. In addition, medial PFC activity during successful retrieval correlated positively with children's age. While successfully retrieving schema‐incongruent events, children showed stronger hippocampus (HC) activation as well as weaker connectivity between the striatum and the dorsolateral PFC than adults. These findings were corroborated by an exploratory full‐factorial analysis investigating age differences in the retrieval of schema‐congruent versus schema‐incongruent events, comparing the two conditions directly. Consistent with the findings of the separate analyses, two clusters, one in the medial PFC, one in the HC, were identified that exhibited a memory × congruency × age group interaction. In line with the two‐component model of episodic memory development, the present findings point to an age‐related shift from a more HC‐bound processing to an increasing recruitment of prefrontal brain regions in the retrieval of schema‐related events.     

Function follows form: activation of shape and function features during object identification

Most theories of semantic memory characterize knowledge of a given object as comprising a set of semantic features. But how does conceptual activation of these features proceed during object identification? We present the results of a pair of experiments that demonstrate that object recognition is a dynamically unfolding process in which function follows form. We used eye movements to explore whether activating one object's concept leads to the activation of others that share perceptual (shape) or abstract (function) features. Participants viewed 4-picture displays and clicked on the picture corresponding to a heard word. In critical trials, the conceptual representation of 1 of the objects in the display was similar in shape or function (i.e., its purpose) to the heard word. Importantly, this similarity was not apparent in the visual depictions (e.g., for the target Frisbee, the shape-related object was a triangular slice of pizza, a shape that a Frisbee cannot take); preferential fixations on the related object were therefore attributable to overlap of the conceptual representations on the relevant features. We observed relatedness effects for both shape and function, but shape effects occurred earlier than function effects. We discuss the implications of these findings for current accounts of the representation of semantic memory.