Enhanced inhibitory avoidance learning prevents the long-term memory-impairing effects of cycloheximide,a protein synthesis inhibitor

Interference with activity of numerous cerebral structures produces memory deficiencies; in many instances, however, when animals are over-trained such interference becomes innocuous. Systemic administration of protein synthesis inhibitors impairs long-term retention; this effect has been interpreted to mean that protein synthesis is required for memory consolidation, though little is known about the effect of protein synthesis inhibitors on memory of enhanced learning in the rat. To further analyze the protective effect of enhanced learning against amnesic treatments, groups of Wistar rats were trained in a one-trial step-through inhibitory avoidance task, using different intensities of foot-shock during training. Cycloheximide (CXM; 2.8 mg/kg), an inhibitor of protein synthesis, was injected either 30 min before training or immediately after training. Twenty-four hours after training retention latencies were recorded. Our data showed that both pre- and post-training administration of CXM produced amnesia in those groups that had been trained with relatively low foot-shock intensities, but no impairment in retention was observed when relatively high intensities of foot-shock were administered. These and similar results lead us to conclude that protein synthesis inhibitors may interfere with memory consolidation, but their effect disappears when animals are submitted to an enhanced learning experience, calling into question the idea that protein synthesis is required for memory consolidation.     

Is static spatial performance distinguishable from dynamic spatial performance? A latent-variable analysis

There is disagreement among researchers about the distinction between dynamic and static spatial performance. Given that dynamic spatial performance is supposed to be important for some occupations, such as air traffic control (ATC), it is germane to have evidence about the likelihood of that distinction. In the present study, a battery of printed static spatial and reasoning tests were applied to 480 applicants for an ATC training course. Two dynamic spatial tests were also applied. Confirmatory factor analyses were performed for testing three models. In Model A, static and dynamic spatial tests were grouped, whereas in Model B, spatial tests were separated according to their static or dynamic character, and in Model C, spatial tests were segregated according to the construct they tapped (visualization or spatial relations). The authors found that Model B, which distinguished static and dynamic spatial tests, showed the best fit. They also discuss some implications of the findings.     

Detailed analysis of the male copulatory motor pattern in mammals: hormonal bases

Data obtained, using a polygraphic technique, on the characteristics of the motor and genital copulatory responses of male rabbits, rats, mice, hamsters, and guinea pigs are reviewed. This methodology provided detailed information, not accessible to other analyses, on the frequency and dynamic organization of copulatory pelvic thrusting trains of the species studied. This comparative analysis showed that: (1) The male rat may display two types of ejaculatory responses, differing in the dynamic organization of the pelvic thrusting train, and in the duration of the intravaginal thrusting period preceding ejaculation. (2) In the guinea pigs and small rodents, but not in rabbits, pelvic thrusting at ejaculatory responses persists during intromission, and a period of fast intravaginal thrusting is associated with ejaculation. (3) The motor copulatory pattern of the rabbit, but not of the rat, hamster, or guinea pig, is affected by castration and hormone treatment, suggesting that, in rabbits, androgen acts both on motivation and on the spinal neural systems related to copulation.     

The development of children's preferences for equality and equity across 13 individualistic and collectivist cultures

A concern for fairness is a fundamental and universal element of morality. To examine the extent to which cultural norms are integrated into fairness cognitions and influence social preferences regarding equality and equity, a large sample of children (N 2,163) aged 4–11 were tested in 13 diverse countries. Children participated in three versions of a third‐party, contextualized distributive justice game between two hypothetical recipients differing in terms of wealth, merit, and empathy. Social decision‐making in these games revealed universal age‐related shifts from equality‐based to equity‐based distribution motivations across cultures. However, differences in levels of individualism and collectivism between the 13 countries predicted the age and extent to which children favor equity in each condition. Children from the most individualistic cultures endorsed equitable distributions to a greater degree than children from more collectivist cultures when recipients differed in regards to wealth and merit. However, in an empathy context where recipients differed in injury, children from the most collectivist cultures exhibited greater preferences to distribute resource equitably compared to children from more individualistic cultures. Children from the more individualistic cultures also favored equitable distributions at an earlier age than children from more collectivist cultures overall. These results demonstrate aspects of both cross‐cultural similarity and divergence in the development of fairness preferences.     

Social Competence and Child-to-Parent Violence: Analyzing the Role of the Emotional Intelligence,Social Attitudes,and Personal Values

This study examined some variables of the so-called social competence, such as the emotional intelligence, social attitudes, and personal values in adolescents who had committed a parent-abuse offense, analyzing whether there were some differences with respect to non-offender adolescents. The sample included 60 participants. From them, 30 were adolescents who had been charged with committing a parent-abuse offense and 30 were non-offender adolescents. Results revealed that parent-abuse offenders showed lower levels of emotional intelligence, more antisocial and less prosocial attitudes than non-offender adolescents, as well as higher scores in hedonism and power values.     

Psychological skills and mindfulness training effects on the psychological wellbeing of undergraduate music students: An exploratory study

This study explored the efficacy of psychological skills and mindfulness training intervention on the psychological wellbeing of undergraduate music students. Participants were undergraduate music students (n = 36) from the Department of Music at a South African university, 21 of whom were elected to take the psychological skills and mindfulness training intervention. Data on their self-reported psychological wellbeing, psychological skills, mindfulness and performance anxiety levels were collected pre-and post-intervention. The analysis applied non-parametric procedures to determine changes in students’ psychological wellbeing after the seven-week intervention programme. Findings suggest improvements in psychological wellbeing, psychological skills, mindfulness and performance anxiety with training. Psychological skills and mindfulness training may have benefits to the psychological wellbeing of music students.