Lymphocyte subsets, cardiovascular measures and anxiety state before and after a professional examination

Controversies exist regarding the impact of psychological stress on the functioning of the immune system in humans. The aim of the present study, therefore, was to evaluate whether the condition of a pre-exam stress may or not modify resting lymphocyte subsets, as well as blood pressure and heart rate. About 22 medical residents of both sexes not suffering from any medical or psychiatric disorder were included in the study. Anxiety levels were measured by means of the Hamilton rating scale for anxiety (HRSA) and anxiety traits by means of the panic-agoraphobic spectrum self-report (PAS-SR) version and the obsessive-compulsive spectrum self-report (OBS-SR) version. The results showed that systolic blood pressure and heart rate increased significantly just before sitting an examination (t(1)) in all subjects, as compared with a calm situation (t(2)), in parallel with the increase in the HRSA total score, while no significant difference was observed in lymphocyte subsets at the two assessment times. However, men had a higher number of CD4+ cells than women at t(1) and t(2), while women showed a higher heart rate at t(1). In addition, significant correlations between CD4+ lymphocyte count and heart rate at t(1) or HRSA at t(2) were detected. These findings indicate that the acute stress determined by sitting for examination provokes changes in autonomic nervous system parameters, such as blood pressure and heart rate, as well as in the subjective feeling of anxiety, as shown by the increased HRSA total scores, which were not paralleled by modifications of lymphocyte subsets. However, individual differences, related to both sex and personality traits yet to be identified, seem to have an impact in shaping the stress response.     

Software Tools in Logic Education: Some Examples

Computers are increasingly present in education and make manyresources and activities available to teachers and pupils. Newpedagogical resources development is very interesting for both.Our digital library Summa Logicae is overtly involved in innovationand pedagogical systematization. It includes some software toolsfor teaching logic developed by computer science students, andin this article we present two of these tools. The MAFIA toolis especially attractive for first year students and helps themto understand the basic concepts of logic in an interactiveway using sematic tableaux. It also allows them to solve thecrazy cases in Mafia which their fellow students from previousyears proposed. The Modelos de Kripke tool, oriented to a moreadvanced level, serves for understanding the link between theproperties of the accessibility relation and the modal formulas,which is at the basis of the current developments of modal logic.     

Self-reference during explicit memory retrieval: an event-related potential analysis

Is there a specific neurocognitive system underlying the subjective sense of having a unitary continuous self across time? If so, it should be possible to isolate functions involved in the sense of self from those supporting mental activities that the self is currently engaged in. We report a study of real-time noninvasive recordings of the brain's electrical activity (event-related potentials, ERPs). We found a common neural signature that is associated with self-referential processing regardless of whether subjects are retrieving general knowledge (noetic awareness) or reexperiencing past episodes (autonoetic awareness). These ERP data are consistent with models of autobiographical memory that postulate a single locus of control over explicit memory for various kinds of self-related information. The temporal properties and scalp distribution of this novel self-reference ERP effect also suggest that it may be a neurophysiological correlate of self-related activation in medial prefrontal and parietal neocortical circuits identified in functional magnetic resonance imaging experiments.     

Level-ordering does not constrain children’s ungrammatical compounds

English-speaking children typically avoid using regular plurals in novel grammatical deverbal compounds as in rat eater but allow irregular plurals as in mice eater (Gordon, 1985). To explain these data, it has been argued that Kiparsky’s (1983) level-ordering model constrains the production of morphologically complex words, including those with which children have had little to no experience. If level-ordering can be supported, children should avoid regular plurals in their ungrammatical deverbal compounds like a breaker-bottle. Seventy-two English-speaking children were included in the present study, 36 from Britain and 36 from Canada. The results showed that 50% of the children who produced ungrammatical compounds included regular plurals in the compounds they produced. Conversely, none of the children who produced grammatical compounds included regular plurals. These results indicate that level-ordering does not constrain children’s production of ungrammatical compounds. These results raise the possibility that level-ordering may not be a valid constraint of children’s compounding in general.     

Head and Trunk Movements During Turning Gait in Children with Cerebral Palsy

Thirty children with cerebral palsy (CP) and 22 typical developing (TD) were tested with 3D-gait analysis. At turning, trunk rotation was larger in CP2 (GMFCS II) than in TD and CP1 (GMFCS I), and head flexion was larger in CP3 (GMFCS III) than TD. Maximum head and trunk flexion values during the entire trial were larger in CP3 than in the other groups, and trunk flexion was larger in CP2 than in TD. Trial time increased with GMFCS-level. Less trunk rotation than TD and CP1 reflects spatial insecurity in CP2, which in CP3 is compensated by the walker. The flexed head and trunk in CP3 and trunk in CP2 may reflect deficits in proprioception and sensation requiring visual control of the lower limbs.     

How many fingers am I holding up? The answer depends on children's language background

Monolingual English‐speaking preschool children tend to process number gestures as unanalyzed wholes rather than use the one‐to‐one (finger‐to‐quantity) correspondence. By school age, however, children can use the one‐to‐one correspondence. The purpose of the present studies was to test whether children learn one‐to‐one correspondence through exposure to a variety of finger configurations to convey a single quantity. In Study 1, we compared children with exposure to multiple one‐to‐one configurations, that is, French‐English and German‐English bilingual children, to English monolingual children who see consistent representations. As predicted, the bilingual children performed better in interpreting unconventional number gestures. In Study 2, we compared Chinese‐English bilingual children who knew arbitrary one‐handed Chinese numbers gestures for quantities 6–10 to Chinese‐English bilingual children who did not know these gestures, as well as to monolingual English speakers. Chinese‐English bilinguals who knew the arbitrary gestures were more likely to interpret unconventional gestures arbitrarily (i.e., influenced by the written and/or Chinese gesture forms). These children did not differ from English monolinguals in the interpretation of unconventional gestures. These results are consistent with the argument that children can become sensitive to the one‐to‐one correspondence in number gestures with exposure to multiple configurations for the same quantity.     

Factor Structure,Internal Consistency and Criterion Validity of the Full‐form and Short‐form Versions of the Centrality of Events Scale in Young People

The perceived centrality of a traumatic event has been hypothesized to impact subsequent responses to that event and shown to be positively associated to a number of psychological problems. In order to understand the role of this construct in adjustment to stress and trauma, reliable and valid measures are needed. The objective of this study was to evaluate the factor structure, internal consistency and convergent validity of the full‐form and short‐forms of the Centrality of Event Scale when used with young people. A sample of 262 undergraduate students completed this study. Confirmatory factor analyses, Cronbach alpha coefficients and Pearson correlation coefficients were performed. The findings support a one‐factor structure of the full 20‐item and the short 7‐item versions. We also found that both versions provide reliable and valid scores when used with young people. We recommend the use of the 7‐item version to minimize assessment burden. Copyright © 2017 John Wiley & Sons, Ltd.     

When Trust in the Leader Matters: The Moderated-Mediation Model of Team Performance and Trust

This study contributes to the sport and team literature by exploring the conditions in which trust in a leader translates into trust in a team and subsequent team performance. Findings from 709 athletes on 74 basketball teams demonstrated that trust in the coach represents a critical antecedent of team trust, especially when the team's past performance has been poor. We also found a combined effect of the level and consensus in trust on team performance. Practical implications suggest that a coach needs to ensure that every player, rather than just some or even the majority of individual team members, trusts him or her and the team.