Hyperstructures, Topology and Datasets

In the natural sciences higher order structures often occur. There seems to be a need for good methods of describing what we mean by higher order structures in various contexts. This is what hyperstructures are intended to do. We motivate and introduce this new concept. Next we illustrate how it can be applied in various types of genomic analysis—particular the correlations between single nucleotide polymorphisms and diseases. The suggested structure is quite general and may be applied to a variety of situations. Finally we discuss how data sets (f. ex. genomic) may lead to topological spaces, giving new invariants and lead to the prediction of hyperstructures.     

Desire to change one’s multimodality and its relationship to the use of different transport means

Using data collected from French employees of a transportation institute and residents of the US San Francisco Bay Area, we operationalize a segmentation of mobility patterns based on objective, subjective, and desired amounts of mobility by various modes and overall. We especially focus on the degree of multimodality in an individual’s current modal mix and desired changes to that mix through the use of a “multimodality index”. The clusters that result showed some similarities and some differences across countries, where the latter are likely due to disparities in the sampling strategies and in the land use/transportation/cultural milieux. In both cases, however, the clusters have useful policy implications, enabling us, for example, to distinguish car users who might be inclined to reduce car use and increase transit use from those who are largely content with their current modal baskets.     

Eyeblink classical conditioning differentiates normal aging from Alzheimer’s disease

Eyeblink classical conditioning is a useful paradigm for the study of the neurobiology of learning, memory, and aging, which also has application in the differential diagnosis of neurodegenerative diseases expressed in advancing age. Converging evidence from studies of eyeblink conditioning in neurological patients and brain imaging in normal adults document parallels in the neural substrates of this form of associative learning in humans and non-human mammals. Age differences in the short-delay procedure (400 ms CS-US interval) appear in middle age in humans and may be caused at least in part by cerebellar cortical changes such as loss of Purkinje cells. Whereas the hippocampus is not essential for conditioning in the delay procedure, disruption of hippocampal cholinergic neurotransmission impairs acquisition and slows the rate of learning. Alzheimer’s disease (AD) profoundly disrupts the hippocampal cholinergic system, and patients with AD consistently perform poorly in eyeblink conditioning. We hypothesize that disruption of hippocampal cholinergic pathways in AD in addition to age-associated Purkinje cell loss results in severely impaired eyeblink conditioning. The earliest pathology in AD occurs in entorhinal cortical input to hippocampus, and eyeblink conditioning may detect this early disruption before declarative learning and memory circuits become impaired. A case study is presented in which eyeblink conditioning detected impending dementia six years before changes on other screening tests indicated impairment. Because eyeblink conditioning is simple, non-threatening, and non-invasive, it may become a useful addition to test batteries designed to differentiate normal aging from mild cognitive impairment that progresses to AD and AD from other types of dementia.     

The Politics of Self-Respect: A Feminist Perspective

Recent liberal moral and political philosophy has placed great emphasis on the good of self-respect. But it is not always evident what is involved in self-respect, nor is it evident how societies can promote it. Assuming that self-respect is highly desirable, I begin by considering how people can live in a self-respecting fashion, and I argue that autonomous envisaging and fulfillment of one's own life plans is necessary for self-respect. I next turn to the question of how societal implementation of rights may affect self-respect, and I urge that discretionary rights, which allow people to decline the benefits they confer, support self-respect more effectively than mandatory rights, which forbid people to refuse the benefits they confer. I conclude by examining the import of these contentions for feminist theory. I believe that my arguments are of particular concern to women because women have traditionally been victimized by a mandatory right to play a distinctively “feminine” role which has undermined their self-respect.     

Connections between reading disability and behavior problems: Testing temporal and causal hypotheses

In this study of children's reading and behavior problem status from Grade 2 to Grade 4 of elementary school, we tested hypotheses concerned with the temporal and causal connections between these two closely associated disorders. Children with both, either, or neither kinds of problems were followed up over 2 years. While reading disability remained stable over time, there was greater variability in behavior problem status. Our data did not support the claim that reading problems lead to the development of behavior problems. Children who were comorbid had the worst outcome at follow-up, suggesting that behavior problems may exacerbate reading delay. Reading-disabled children were lower (albeit in the normal range) on intelligence, but when IQ was controlled, large group differences on reading and spelling were still evident. Attention deficit hyperactivity disorder (ADHD) type behavior problems significantly differentiated children with comorbid problems from children with behavior problems alone. Sex differences were noted in the association, with two-thirds of reading-disabled boys also having behavior problems and two-thirds of reading-disabled girls having no behavior problems, suggesting that pathways to reading disability may be gender specific.This research was supported by a grant from the Australian Research Council. Our thanks to the children, families and teachers for their support of our project.     

The effects of educational intervention on perceptions of sexual harassment

The effect of educational intervention upon perceptions of sexual harassment was investigated. Also investigated was whether gender differences in perceptions would be altered by educational intervention. Participants were 51 female and 45 male undergraduates (36% Caucasian, 31% Asian, 17% Hispanic, 14% African American, 2% unspecified) randomly assigned to three groups: one group viewed a video of vignettes about sexual harassment; another read educational literature about sexual harassment; and a third group, the control group, completed a placebo task. A comparison of pretest and posttest results on the Sexual Harassment Inventory indicated that educational intervention impacted perception of sexual harassment, with the literature intervention showing superiority over the video intervention. Gender differences in sensitivity to sexual harassment in favor of females prior to intervention evened out following intervention.     

EYEBLINK CLASSICAL CONDITIONING AND AWARENESS REVISITED

Abstract— Dual-task performance was assessed in 140 adults during eyeblink classical conditioning (EBCC) and one of several secondary tasks (timed-interval tapping, recognition memory choice reaction time, video viewing). Four groups received paired-EBCC stimulus presentation and three groups received explicitly unpaired EBCC stimuli. Although the subjects were not laid about the conditioning task, they acquired conditioned responses (CRs) as normal levels. Postsession interviews probed participants' awareness of EBCC stimulus contingencies and production of CRs. Reported awareness of paired-EBCC stimulus contingencies and CK production was not related to actual EBCC performance Twenty-seven percent of the participants receiving explicitly unpaired stimuli reported a stimulus contingency when none existed. The dissociation between awareness and performances provides additional support for the categorization of simple EBCC as a form of nondeclarative learning.