Escape responding in a shuttlebox

Measures of response latency are a primary tool for those who investigate escape responding in rats. Unfortunately, the single term “latency to escape” has been applied to several different measures of latency. The present study was designed to demonstrate that two different measures of the “latency to escape” tap different aspects of escape responding. To that end, rats were given escape training using a Sidman Avoidance Schedule with brief inescapable electric shock as the aversive stimulus. The latency to escape the shock-shock interval, as measured from the onset of the last shock in a shock period, did not change across trials. However, the latency to escape the shock period, as measured from the onset of the first shock in a shock period, decreased across trials. In addition, the presentation of a feedback stimulus contingent upon escape responding did not affect the latency to escape either the shock period or a shock-shock interval. The results show that these two latency measures, typically not recognized as unique, measure different characteristics of the strength of escape responding in a shuttlebox. Alternative accounts of this pattern of data were considered.     

The Italian Red Brigades and the structure and dynamics of terrorist groups

One of the problems in dealing with terrorism is that we have virtually no access to individual terrorists; only their actions are visible. The founders of the Italian terrorist group, the Red Brigades, on the other hand, have written about their experiences and have exhaustively explained their motivations. The author’s premise is that these autobiographies and her interviews with several of the group’s members give us access to the unconscious processes involved in the formation and operation of the group. After terrorist attacks, it is natural to ask whether the terrorists’ capacity for collective violence is an indication of personal pathology. This paper argues that the relevant pathology in the terrorist enterprise is not that of the individual but that of the group. Relying on the theories of groups of Freud (1921), Bion (1961), Anzieu (1984) and Kaes (2007), the author argues that psychoanalytic theory is essential to understanding the motivations and actions of violent groups which otherwise remain obscure. Although the discussion has been confined to one terrorist group, the author hopes that it can also be useful for understanding the unconscious dynamics of other groups structured around an ideology which mandates the destruction of human life.     

Teaching Children with Autism Spectrum Disorder to Mand “Where?”

A modified multiple-baseline design across participants was used to evaluate a procedure for teaching the mand “Where?” to 3 children with autism. The participants were 3 and 5?years old and were participating in an intensive applied behavior analysis program. The participants were able to mand for items they wanted when the items were not in sight but were unable to ask where an item was located. The procedure consisted of a preference assessment for play activities, contrived conditioned motivating operations (CMO’s), prompting the children to mand “Where,” and consequences for correct and incorrect responding. Each contrived CMO consisted of an opportunity for the child to mand “Where” while playing with a selected activity, prompting the child to mand, and reinforcing a correct response by answering the question “Where.” Two of the participants learned to mand “Where” after training with 1 CMO and the mand generalized to novel contrived situations, activities, and the natural environment and was maintained over time (up to 4-weeks), whereas one participant required training with a second CMO before generalization occurred.     

Disclosure of Genetic Research Results to Members of a Founder Population

There is currently extensive discussion and debate in the literature on how, when, and to whom genetic research results should be returned (see Genetics in Medicine, April 2012 issue). Here, we describe our experience in disclosing genetic information on Mendelian disorders discovered during the course of our research in the Hutterites. We first assessed attitudes toward the disclosure of carrier results, which revealed that many individuals wanted carrier information and that many intended to use the information in family planning. Based on this information, we developed a pilot study to test and disclose cystic fibrosis (CF) carrier status. Next, a larger scale project was developed in order to disclose genetic research results for 14 diseases to those interested in receiving the information. We developed brochures, offered a live interactive educational program, conducted a consent process, and disclosed results in letters mailed to the consented individuals. Overall, ~80 % of individuals who participated in the educational program signed consent forms for the release of their results for 14 diseases. We describe our experience with returning individual genetic research results to participants in a population-based research study.     

Reinforcement as a mediator of the perception of humans by horses (Equus caballus)

A central question in the interspecific human/animal relationship is how domestic animals perceive humans as a significant element of their environment. In this study, we tested the hypothesis that the use of positive or negative reinforcement in horse training may have consequences on the animals’ perception of humans, as a positive, negative or neutral element. Two groups of ponies were trained to walk backwards in response to a vocal order using either positive or negative reinforcement. Heart rate monitors and behavioural observations were used to assess the animals’ perception of humans on the short (just after training) and long (5 months later) terms. The results showed that the type of reinforcement had a major effect on the subsequent animals’ perception of familiar and unfamiliar humans. Negative reinforcement was rapidly associated with an increased emotional state, as revealed by heart rate measurements and behavioural observations (head movements and ears laid back position). Its use led the ponies to seek less contact with humans. On the contrary, ponies trained with positive reinforcement showed an increased interest in humans and sought contact after training. This is especially remarkable as it was reached in a maximum of 5 sessions of 1 to 3 min (i.e. 5 to 15 min) and had lasting effects (visible after 5 months). Even learning was positively influenced by positive reinforcement. Overall, horses seem capable of associating humans to particular experiences and display extended long-term memory abilities.     

Age-Related Changes in Temporal Allocation of Visual Attention: Evidence From the Rapid Serial Visual Presentation (RSVP) Paradigm

The present study explored the temporal allocation of attention in groups of 8-year-old children, 10-year-old children, and adults performing a rapid serial visual presentation task. In a dual-condition task, participants had to detect a briefly presented target (T2) after identifying an initial target (T1) embedded in a random series of distractors. A single-condition control task required participants to detect T2 without first identifying T1. The attentional blink (AB) reflects impairments in T2 detection due to the previous identification of T1. Although the amplitude of the AB (difference in T2 detection performance between the single task and the dual task) was found to be similar across age groups, its temporal expression (as a function of the T1–T2 lag) differed across age groups. Our results revealed age-related changes a) in the duration of the first lag(s) sparing effect (longer in the younger age groups), b) in the peak position of the AB (temporal displacement toward later lags in the younger age groups), and c) in the width of the AB (T2 impairments occurring for T1–T2 intervals of 400 ms and 500 ms in 8-year-old children, 300 ms in 10-year-old children, and 200 ms and 300 ms in adults). We discuss these differences in terms of changes in the efficiency of perceptual selection and inhibitory processes (attentional gating mechanisms) during development.     

Finding a Book for Jamal: Recommending Text Types for at-Home Reading of Beginning Readers Who Struggle

The purpose of this study was to determine what types of texts would best support the at-home reading for a first grader who struggled with reading. Results of running records for 12 books of varying text types indicated he used visual cues, picture cues, and his schema as he attempted to read. Ten of 12 of the texts were hard for him to read. Most interesting about his transactions with the books were his spontaneous embedded oral narratives (EONs)—similar to think-alouds—which he constructed primarily from the illustrations. Furthermore, in contrast to little books, trade books encouraged EONs that were more like the language used in the books. Recommendations for choosing books for at-home reading and for parent support of readers who struggle are included.     

Parental influences on earliest memories

Recently, independent lines of research have indirectly supported the notion that social variables, especially parent–child relationships, have a significant impact on adults’ memories of their early life. In order to directly assess this Italian students were asked to recall as many memories involving parents as they could from before the age of 6 in a 3-minute timed recall task (i.e., memory fluency). They also filled out assessments about parental involvement in their lives as well as the quality of their relationships with their mothers and fathers. We found that, for males, the more involved the parents and the warmer the relationships between sons and both their mothers and their fathers, the more early memories, the more positive early memories, and the more episodic memories men recalled. For women, the warmer the relationship with their mothers, the earlier their earliest memory. Results are discussed in terms of gendered parent–child interactions as well as McAdam's emergent life-story theory.