Dissociable spatial memory systems revealed by typical and atypical human development

Rodent lesion studies have revealed the existence of two causally dissociable spatial memory systems, localized to the hippocampus and striatum that are preferentially sensitive to environmental boundaries and landmark objects, respectively. Here we test whether these two memory systems are causally dissociable in humans by examining boundary‐ and landmark‐based memory in typical and atypical development. Adults with Williams syndrome (WS)—a developmental disorder with known hippocampal abnormalities—and typical children and adults, performed a navigation task that involved learning locations relative to a boundary or a landmark object. We found that boundary‐based memory was severely impaired in WS compared to typically‐developing mental‐age matched (MA) children and chronological‐age matched (CA) adults, whereas landmark‐based memory was similar in all groups. Furthermore, landmark‐based memory matured earlier in typical development than boundary‐based memory, consistent with the idea that the WS cognitive phenotype arises from developmental arrest of late maturing cognitive systems. Together, these findings provide causal and developmental evidence for dissociable spatial memory systems in humans.     

EFFECT OF REINFORCEMENT PROBABILITY AND PRIZE SIZE ON COCAINE AND HEROIN ABSTINENCE IN PRIZE‐BASED CONTINGENCY MANAGEMENT

Although treatment outcome in prize‐based contingency management has been shown to depend on reinforcement schedule, the optimal schedule is still unknown. Therefore, we conducted a retrospective analysis of data from a randomized clinical trial (Ghitza et al., 2007) to determine the effects of the probability of winning a prize (low vs. high) and the size of the prize won (small, large, or jumbo) on likelihood of abstinence until the next urine‐collection day for heroin and cocaine users (N = 116) in methadone maintenance. Higher probability of winning, but not the size of individual prizes, was associated with a greater percentage of cocaine‐negative, but not opiate‐negative, urines.     

Risk Factors for Suicidality Among a Nationally Representative Sample of High School Students

Using the 2005 Youth Risk Behavior Surveillance data (n = 13,917) of high school students, we examined the association between four domains of risk factors (alcohol/drug use, aggression, HIV risk‐related behaviors, and health problems) and indicators of suicidality (considering a suicide attempt, making a plan to attempt suicide, and actually attempting suicide). Logistic regressions showed that drug use (e.g., recent smoking, drinking before 13), victimization (e.g., threatened at school, hit by girl/boyfriend), risky sexual behavior (e.g., forced to have sex, used a condom) and two health problems (health as fair/poor, has disability/health problem) were associated with all three indicators of suicidality. These findings suggest that programs to prevent alcohol/drug use, address aggression, promote safety, and prevent unsafe sexual practices may also prevent suicidality.     

Giving Psychology Away: A Personal Journey

ABSTRACT— In this autobiographical essay, I trace the origins of my passion for communicating with the public about mental health and the behavioral sciences and make a case for spreading such passion among psychologists. I also describe the circuitous route that led to my unlikely 4-year tenure as editor-in-chief of Psychology Today magazine and describe some of the inner workings of this New York–based, commercial enterprise—formerly the property of the American Psychological Association. I made some progress in that role to return the magazine to its scientific origins, providing an outlet for hundreds of scientists and practitioners to speak directly to millions of Americans about their work. This is an essential task, I argue, if our field is to flourish. I also detail my departure as editor-in-chief of Psychology Today and describe the magazine's rapid return to "pop" status. Media sources do not automatically welcome participation by clinicians or behavioral scientists. Through a contingency analysis, I suggest ways of improving our ability to interface successfully with media professionals.     

Racial Differences on the Conners Teacher Rating Scale

Factor congruence and mean differences on the Conners Teacher Rating Scale were assessed across African-American and Caucasian school children. Factor analyses conducted separately by gender revealed similar factors across races for males and females. The main differences in factor structure within gender were the presence of an Antisocial factor in black males and an Inattention factor in white females. Across both males and females, teachers tended to rate black children higher than white children on factors relating to externalizing behaviors. Whether mean differences are a result of teacher bias or actual behavioral differences in the classroom needs further research.