Measuring the approximate number system

Recent theories in numerical cognition propose the existence of an approximate number system (ANS) that supports the representation and processing of quantity information without symbols. It has been claimed that this system is present in infants, children, and adults, that it supports learning of symbolic mathematics, and that correctly harnessing the system during tuition will lead to educational benefits. Various experimental tasks have been used to investigate individuals' ANSs, and it has been assumed that these tasks measure the same system. We tested the relationship across six measures of the ANS. Surprisingly, despite typical performance on each task, adult participants' performances across the tasks were not correlated, and estimates of the acuity of individuals' ANSs from different tasks were unrelated. These results highlight methodological issues with tasks typically used to measure the ANS and call into question claims that individuals use a single system to complete all these tasks.     

Is the devil in the detail? Evidence for S-S learning after unconditional stimulus revaluation in human evaluative conditioning under a broader set of experimental conditions

Whether valence change during evaluative conditioning is mediated by a link between the conditional stimulus (CS) and the unconditional stimulus (US; S-S learning) or between the CS and the unconditional response (S-R learning) is a matter of continued debate. Changing the valence of the US after conditioning, known as US revaluation, can be used to dissociate these accounts. Changes in CS valence after US revaluation provide evidence for S-S learning but if CS valence does not change, evidence for S-R learning is found. Support for S-S learning has been provided by most past revaluation studies, but typically the CS and US have been from the same stimulus category, the task instructions have suggested that judgements of the CS should be based on the US, and USs have been mildly valenced stimuli. These factors may bias the results in favour of S-S learning. We examined whether S-R learning would be evident when CSs and USs were taken from different categories, the task instructions were removed, and more salient USs were used. US revaluation was found to influence explicit US evaluations and explicit and implicit CS evaluations, supporting an S-S learning account and suggesting that past results are stable across procedural changes.     

Rorschach Comprehensive System data for a sample of 343 adults from Finland

This article combines Rorschach Comprehensive System (CS; Exner, 1990, 1993) data from four projects conducted in Finland between 1990 and 1995. The projects studied a stratified random sample of Finnish nonpatients, a cohort of twins, a group of elderly men, and a random sample collected to investigate sleep difficulties. The 343 records from these four studies provide a representative survey of Rorschach responding throughout the Finnish population.     

School track and ethnic classroom composition relate to the mainstream identity of adolescents with immigrant background in Germany,but not their ethnic identity

Although developing a cultural identity is a core task for adolescents from immigrant families and the school is a highly important context in adolescence, to date, few studies have examined whether adolescents with particular cultural identities cluster in certain school contexts. Using data from a representative German sample including 7702 secondary school students of immigrant background from 1643 classrooms, we examined how the attended school track and four aspects of ethnic classroom composition relate to adolescents' cultural identity (i.e., their ethnic identity and mainstream identity). Two-level structural equation models indicated that students' ethnic identity was not systematically associated with the attended school track and the ethnic composition of the classroom. However, attending the academic school track, a classroom with a low proportion of classmates with immigrant background and frequently using German with classmates related positively to mainstream identity. Ethnic diversity and proportion of co-ethnics in class did not relate to mainstream identification. Our findings suggest that the ethnic identity of adolescents with an immigrant background in Germany is largely independent from the different socialisation contexts related to school tracks and the ethnic classroom composition. Yet, students' with a strong mainstream identity cluster in certain school contexts.     

What fair procedures say about me: Self-construals and reactions to procedural fairness

Past research has revealed both positive and negative reactions when people receive unfavorable outcomes via fair decision-making procedures. In three laboratory experiments, we reconcile these findings by considering the role of people’s self-identity. Our results suggest that the more that people base their self-identity on their relationships with others—as indexed by a strong interdependent self-construal—the more positively they react to an unfavorable outcome following from fair procedures. Conversely, the more that people base their self-identity on achievement—as indexed by a strong independent self-construal—the more negatively they react to an unfavorable outcome following from fair procedures. Moreover, these results were stronger when the situation primed interdependence and independence, respectively. Our research indicates that people interpret procedural fairness information in a manner that is consistent with defining aspects of the self.     

A longitudinal study of early reading difficulties and subsequent problem behaviors

It is generally believed that early academic failure in school develops into a downward spiral of negative motivational and behavioral consequences. In this study, children with reading difficulties were compared with typical readers on questionnaires measuring ADHD symptoms and other behavior problems such as withdrawn symptoms, somatic complaints, anxiety/depression, social problems, and aggression. The results revealed that reading difficulties and problem behaviors appear more independent of each other rather than problem behaviors being a consequence of reading failure. In addition, gender differences were negligible when examining the relationship between reading difficulties and subsequent problem behavior. Some implications for special education and intervention are suggested.     

The association of mentoring with psychosocial development among male athletes at termination of college career

Parents display various positive and negative behaviors at youth sport competitions. This study examined early adolescent female athletes’ preferred parental behaviors at team sport competitions. Individual interviews were conducted with 36 female athletes (M age = 13.5 years) who frequently competed in team sports. Data analysis led to the identification of three categories of parental behavior across different phases of competition (before, during, after). Athletes indicated preferences related to preparation for competition, parental support and, encouragement during competition, and the provision of feedback after competition. The results suggest that parents should engage in different types of behaviors as the temporal context of competitions change.     

A comparison of impulsivity and sensation seeking in pathological gamblers and skydivers

The aim of this study was to compare pathological gamblers and skydivers in relation to measures of impulsivity and sensation seeking. The Eysenck Impulsivity Scale - Narrow Impulsiveness Subscale and the Arnett Inventory of Sensation Seeking were administered to pathological gamblers (n = 29), skydivers (n = 93), and a control group (n = 43). A two-way multivariate analysis of variance was conducted to explore differences in impulsivity and sensation seeking between the groups and possible group by gender and group by age interaction effects. The significant effects were further investigated using follow-up univariate analysis of variance. The results showed significant main effects of Group, Gender and Age, and a significant Group by Gender interaction effect. The results showed no statistically significant differences in impulsivity between pathological gamblers and skydivers; however, both groups scored higher than the controls. The skydivers scored higher compared to the pathological gamblers and controls on both sensation seeking subscales. Pathological gamblers scored higher than the controls on the subscale Need for Stimulus Intensity, although lower than the controls on the subscale Need for Novelty. We conclude that skydivers and pathological gamblers do not seem to differ in terms of impulsivity, but that the two groups differ in terms of sensation seeking. Skydivers are hence characterized by more sensation seeking compared to pathological gamblers. Skydiving, as opposed to pathological gambling, is not considered a psychiatric disorder, and skydiving may represent a more non-pathological way to fulfill the need for stimulus intensity.     

Paradoxical sleep deprivation impairs acquisition, consolidation, and retrieval of a discriminative avoidance task in rats

The aim of the present study was to investigate the effects of paradoxical sleep deprivation (PSD) for 96 h on the learning/memory processes in rats submitted to the plus-maze discriminative avoidance task (PM-DAT), which simultaneously evaluates learning, memory, anxiety and motor function. Four experiments were performed in which rats were submitted to: (1) post-training and pre-test PSD; (2) post-training or pre-test PSD; (3) pre-training PSD or pre-training paradoxical sleep (PS) rebound (24 h) and (4) pre-test PSD rebound. Concerning Experiment I, post-training and pre-test PSD induced memory deficits, an anxiolytic-like behavior and an increase in locomotor activity. In Experiment II, both post-training PS-deprived and pre-test PS-deprived groups showed memory deficits per se. However, only the pre-test PS-deprived animals presented anxiolytic-like behavior and increased locomotor activity. In Experiment III, pre-training PS-deprived rats showed learning and memory deficits, anxiolytic-like behavior and increased locomotor activity. A 24h-sleep recovery period after the PSD abolished the learning and memory deficits but not anxiety and locomotor alterations. Finally, sleep rebound did not modify acquisition (Experiment III) and retrieval (Experiment IV). This study strengthened the critical role of paradoxical sleep (but not sleep rebound) in all the phases of learning and memory formation. In addition, it suggests that PSD effects on acquisition and consolidation do not seem to be related to other behavioral alterations induced by this procedure.     

A Cluster of Suicides at a London Psychiatric Unit

In an epidemiologically based study, a spate of 14 suicides among current patients of a London psychiatric unit was investigated. Statistical analysis showed it to be a discrete cluster of suicides, rather than a chance occurrence. There was no evidence of direct linkage or “contagion” between the suicides. Thirteen of the patients suffered from severe, chronic mental illness and all but 2 had been known to the psychiatric unit for at least a year. Twelve used violent methods, in 8 cases jumping from a high place. Although no definite cause for the cluster could be established, it coincided with a period of uncertainty concerning the future of the hospital and with changes in and absenteeism of senior medical staff.