Short theta burst stimulation to left frontal cortex prior to encoding enhances subsequent recognition memory

Deep semantic encoding of verbal stimuli can aid in later successful retrieval of those stimuli from long-term episodic memory. Evidence from numerous neuropsychological and neuroimaging experiments demonstrate regions in left prefrontal cortex, including left dorsolateral prefrontal cortex (DLPFC), are important for processes related to encoding. Here, we investigated the relationship between left DLPFC activity during encoding and successful subsequent memory with transcranial magnetic stimulation (TMS). In a pair of experiments using a 2-session within-subjects design, we stimulated either left DLPFC or a control region (Vertex) with a single 2-s train of short theta burst stimulation (sTBS) during a semantic encoding task and then gave participants a recognition memory test. We found that subsequent memory was enhanced on the day left DLPFC was stimulated, relative to the day Vertex was stimulated, and that DLPFC stimulation also increased participants’ confidence in their decisions during the recognition task. We also explored the time course of how long the effects of sTBS persisted. Our data suggest 2 s of sTBS to left DLPFC is capable of enhancing subsequent memory for items encoded up to 15 s following stimulation. Collectively, these data demonstrate sTBS is capable of enhancing long-term memory and provide evidence that TBS protocols are a potentially powerful tool for modulating cognitive function.     

Pre-Pandemic Peer Relations Predict Adolescents’ Internalizing Response to Covid-19

Research on Child and Adolescent Psychopathology - The goal of the current longitudinal study was to investigate the role of adolescents’ peer victimization and aggression prior to COVID-19...     

Arendt and the Shadow of the Other

In this essay I argue that despite Arendt's dislike of psychology, she, like all political theorists, relies on a particular understanding of human nature. Her account, which can be discovered with a careful reading of her work, including Eichmann in Jerusalem , The Human Condition and The Origins of Totalitarianism , resonates with the explicitly psychoanalytic one of Jessica Benjamin. When the two accounts are considered together one can find the outline of a very interesting conception of the self which is neither the deconstructed, discontinuous self of postmodernism nor the strongly unified, rational subject of liberalism. This account also points to a way of under18 standing both the allure of evil and the political remedies that can stymie its realization.     

Ready, Willing, and Able: Developing a Support System to Promote Implementation of School-Based Prevention Programs

While the number and scope of evidence‐based health, education, and mental health services continues to grow, the movement of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper is to describe and present initial support for a prevention support system designed to promote high‐quality implementation of whole school prevention initiatives in elementary and middle schools. The function and strategies of a school‐based prevention support system are discussed, including key structures and activities undertaken to identify, select, and provide technical assistance to school personnel. Data collected over a 5 year period are presented, including evidence of successful implementation support for 5 different evidence‐based programs implemented with fidelity at 12 schools and preliminary evidence of goal attainment. Findings suggest the ongoing collection of information related to organizational readiness assists in the adoption and implementation of effective practices and initiatives and provide valuable insight into the development of results‐oriented approaches to prevention service delivery. Problems, progress, and lessons learned through this process are discussed to frame future research and action steps for this school‐based prevention support system. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

Role of the primary somatosensory cortex in motor learning: An rTMS study

Somatosensation is thought to play an important role in skilled motor learning. The present study investigated how healthy adults learn a continuous implicit motor task when somatosensation is altered by 1 Hz repetitive transcranial magnetic stimulation (rTMS) delivered over the primary somatosensory cortex (S1). Twenty-seven right-handed participants enrolled in a two-part experiment. In Experiment 1, we verified that 20 min of 1 Hz rTMS over S1 disrupted cutaneous somatosensation (indexed by two-point discrimination) in the wrist/hand; the impact of 1 Hz rTMS on wrist proprioception (tested by limb-position matching) was variable. Sham rTMS had no effect on either measure. We exploited these effects in Experiment 2 by pairing either 1 Hz or sham rTMS with practice of a continuous tracking task over two separate sessions on different days. Implicit motor learning was indexed on a third, separate retention test day when no rTMS was delivered. Across practice in Experiment 2, both the 1 Hz and sham rTMS groups showed improved tracking performance; however, 1 Hz rTMS was associated with less accurate tracking and smaller improvements in performance. Importantly, at the no rTMS retention test the effects of altering sensation with stimulation over S1 were still evident in the persistently less accurate tracking behavior of the 1 Hz rTMS group. The current study shows that disruption of somatosensation during task practice impairs the magnitude of change associated with motor learning, perhaps through the development of an inaccurate internal model.     

The solace of radicalism: Self-uncertainty and group identification in the face of threat

From uncertainty–identity theory, it was hypothesized that where people feel their self-relevant values and practices are under threat, self-uncertainty strengthens identification with “radical” groups, and either has no effect on or weakens identification with “moderate” groups. Since this hypothesis was tested on Australian students, who prefer to identify with moderate groups, the context-specific expectation was for that preference to disappear under uncertainty. This prediction was confirmed by a laboratory experiment in which self-uncertainty and group radicalism were manipulated in a 2 × 2 design (N = 82); the preference to identify with a moderate over a radical group disappeared under uncertainty because uncertainty strengthened identification with the radical group. This effect was directly mirrored in people's intentions to engage in specific group behaviors, and behavioral intentions were mediated by identification. The research is framed by a discussion of the relationship between uncertainty and social extremism, and implications for future research are noted.     

Adolescent Female Aggression: Functions and Etiology

Despite the narrowing gap between male and female use of aggressive behavior, much of the extant aggression research has centered on males. Various internal, or psychological factors, including attachment, emotion regulation, and impulsivity, are typically examined independently from external, or social, factors, such as the quality of the family environment and exposure to community violence. Additionally, the studies rarely distinguish among forms and functions of aggression. The current study was the first to simultaneously examine these factors and their relationships to the distinct functions of aggression in a low-income urban community sample of adolescent females. Participants (N = 214) were recruited from grades 8 through 12 at a diverse all-girls public school in a city in the northeastern United States. Results indicated that greater attachment security and emotion regulation reduced the impact of a more negative family environment upon the use of reactive and proactive aggression. The results also demonstrated that impulsivity and the family environment mediated the relationships between exposure to community violence and the presence of reactive aggression. With higher levels of impulsivity, an increased use of reactive aggression was demonstrated. Lastly, in the context of greater exposure to community violence, a positive family environment decreased the use of reactive aggression. Overall, the results from this study suggested the role of these internal and external factors in the development of aggressive behavior in female adolescents. Further empirical experimental investigation may shed light on the most optimal interventions to prevent the development of aggression.     

Assessing Interpersonal Profiles Associated With Varying Levels of Effortful Control

Research has linked individual differences in effortful control (EC) with variations in interpersonal functioning in children and adolescents. Using the Inventory of Interpersonal Problems–Short Circumplex (Hopwood, Pincus, DeMoor, & Koonce, 2008), this study investigated interpersonal problem profiles associated with EC in 763 nonclinical young adults. We found that individuals with low EC reported intrusive interpersonal problems and high levels of interpersonal distress, whereas individuals with high EC reported cold interpersonal problems but low levels of interpersonal distress. Results suggest that EC might play an important role in shaping interpersonal functioning.