High impact running improves learning

Regular physical exercise improves cognitive functions and lowers the risk for age-related cognitive decline. Since little is known about the nature and the timing of the underlying mechanisms, we probed whether exercise also has immediate beneficial effects on cognition. Learning performance was assessed directly after high impact anaerobic sprints, low impact aerobic running, or a period of rest in 27 healthy subjects in a randomized cross-over design. Dependent variables comprised learning speed as well as immediate (1 week) and long-term (>8 months) overall success in acquiring a novel vocabulary. Peripheral levels of brain-derived neurotrophic factor (BDNF) and catecholamines (dopamine, epinephrine, norepinephrine) were assessed prior to and after the interventions as well as after learning. We found that vocabulary learning was 20 percent faster after intense physical exercise as compared to the other two conditions. This condition also elicited the strongest increases in BDNF and catecholamine levels. More sustained BDNF levels during learning after intense exercise were related to better short-term learning success, whereas absolute dopamine and epinephrine levels were related to better intermediate (dopamine) and long-term (epinephrine) retentions of the novel vocabulary. Thus, BDNF and two of the catecholamines seem to be mediators by which physical exercise improves learning.     

Connecting Personal History and Organizational Context: Suggestions for Developing Educational Programs for Youth Soccer Coaches

Literature underscores the complex role of coaches in sport organizations, especially in youth sectors. Their need for support, not only on the technical level, is emerging. In recent years an interesting international debate has evolved regarding what education is most suitable to support coach development. The article intends to enter this debate by proposing an educational model for youth soccer coaches. This educational proposal is the outcome of reflection that originated from various experiences with about 110 Italian youth soccer coaches over the past six years. The first part is dedicated to a review of the literature on coaching education, and the second to the educational model presented (e.g., theoretical background, characteristics, setting, outcomes, and considerations regarding the management of this educational process). The strength of this model was precisely to have put some recurrent issues in dialogue with the specific organizational contexts in which the educational programs were implemented.     

The “right” side of sleeping: laterality in resting behaviour of Aldabra giant tortoises (Aldabrachelys gigantea)

Animal Cognition - Although some studies investigated lateralization in reptiles, little research has been done on chelonians, focusing only on few behaviours such as righting response and escape...     

See what I mean? An ERP study of the effect of background knowledge on novel object processing

Two event-related potential (ERP) experiments were used to examine the representation of object feature information and background knowledge in semantic memory. Participants were trained on novel object categories with three features and were tested with new exemplars that were complete or were missing one to two features that were essential or nonessential to object function. In both a category membership judgment task (Experiment 1) and a parts detection task (Experiment 2), the N400, a functionally specific measure of semantic access, was graded with feature number but was insensitive to knowledge-based feature importance. A separable ERP effect related to knowledge was seen in Experiment 1 as an enhanced frontocentral negativity (beginning ∼300 msec) to exemplars missing a nonessential versus an essential feature, but this effect did not manifest when background knowledge was less task relevant (Experiment 2). Thus, similarity- and knowledge-based effects are separable, and the locus of knowledge effects varies with task demands but does not seem to arise from facilitated semantic access.     

The contribution of speech rate and pitch variation to the perception of vocal emotions in a German and an American sample

The present study examined acoustic cue utilisation for perception of vocal emotions. Two sets of vocal-emotional stimuli were presented to 35 German and 30 American listeners: (1) sentences in German spoken with five different vocal emotions; and (2) systematically rate- or pitch-altered versions of the original emotional stimuli. In addition to response frequencies on emotional categories, activity ratings were obtained. For the systematically altered stimuli, slow rate was reliably associated with the “sad” label. In contrast, fast rate was classified as angry, frightened, or neutral. Manipulation of pitch variation was less potent than rate manipulation in influencing vocal emotional category choices. Reduced pitch variation was associated with perception as sad or neutral; greater pitch variation increased frightened, angry, and happy responses. Performance was highly similar for the two samples, although across tasks, German subjects perceived greater variability of activity in the emotional stimuli than did American participants.     

The distinct contributions of cause–effect order and reasoning type in judgments of causality

ABSTRACT

People generally perceive a stronger link between smoking and cancer than between cancer and smoking. Generally, prior research on asymmetrical causal reasoning has not distinguished predictive (searching for effects) and diagnostic reasoning (searching for causes) from the order in which causes and effects are presented. Across 6 studies (overall N = 627), we show that order and reasoning have an additive influence on the causality perception: causes, spatially or temporally presented before the effect, strengthen the causality attribution associated to predictive (vs. diagnostic) frames. Moreover, we show that order and reasoning frame are bi-directionally related, as the cause-first order triggers predictive reasoning and vice versa, and people mentally maintain the cause-first order when envisaging a causal relation. Besides its methodological contribution to the causal reasoning literature, this research demonstrates the powerful role of word order in causal reasoning. Implications for the role of word order in communication and risk prevention are discussed.