Validating age-related functional imaging changes in verbal working memory with acute stroke

Functional imaging studies consistently find that older adults recruit bilateral brain regions in cognitive tasks that are strongly lateralized in younger adults, a characterization known as the Hemispheric Asymmetry Reduction in Older Adults model. While functional imaging displays what brain areas are active during tasks, it cannot demonstrate what brain regions are necessary for task performance. We used behavioral data from acute stroke patients to test the hypothesis that older adults need both hemispheres for a verbal working memory task that is predominantly left-lateralized in younger adults. Right-handed younger (age ? 50, n = 7) and older adults (age > 50, n =21) with acute unilateral stroke, as well as younger (n =6) and older (n =13) transient ischemic attack (TIA) patients, performed a self-paced verbal item-recognition task. Older patients with stroke to either hemisphere had a higher frequency of deficits in the verbal working memory task compared to older TIA patients. Additionally, the deficits in older stroke patients were mainly in retrieval time while the deficits in younger stroke patients were mainly in accuracy. These data suggest that bihemispheric activity is necessary for older adults to successfully perform a verbal working memory task.     

Reactance,the self,and its group: When threats to freedom come from the ingroup versus the outgroup

We investigated the assumption that independent versus interdependent self‐construals yield different manifestations of psychological reactance in different group contexts. We expected collectivists (interdependent) to value the collective freedom of an ingroup more in face of an outgroup threat than individualists (independent) who should be protective of their individual freedom especially within an ingroup. In Study 1, we showed that collectivists (Taiwanese students) did not show reactance when a threat to their freedom of choice originated in the ingroup, but they did show reactance when it originated in an outgroup. In Study 2, Austrian students showed more reactance the more interdependent their self‐construal was when confronted with an outgroup restriction. However, the more independent Austrian students' self‐construal was, the more reactance they showed when the threat came from the ingroup. Priming an independent (versus interdependent) self‐construal in Study 3, we again observed more reactance when freedom was restricted by the ingroup. The findings underline the importance of understanding psychological reactance as a socially situated phenomenon. Copyright © 2011 John Wiley & Sons, Ltd.     

Mindful maths: reducing the impact of stereotype threat through a mindfulness exercise

Individuals who experience stereotype threat - the pressure resulting from social comparisons that are perceived as unfavourable - show performance decrements across a wide range of tasks. One account of this effect is that the cognitive pressure triggered by such threat drains the same cognitive (or working-memory) resources that are implicated in the respective task. The present study investigates whether mindfulness can be used to moderate stereotype threat, as mindfulness has previously been shown to alleviate working-memory load. Our results show that performance decrements that typically occur under stereotype threat can indeed be reversed when the individual engages in a brief (5 min) mindfulness task. The theoretical implications of our findings are discussed.     

Individual, Peer, and Family Factors Influencing Urban African American Adolescents’ Responses to Problem Dating Situations

A clear understanding of factors influencing adolescents’ responses to problem dating situations is needed to guide efforts to promote healthy dating relationships and address issues such as emotional distress, conflict, and violence in dating contexts. This study used qualitative methods guided by a socio-ecological model to identify factors at the individual-level and those within adolescents’ peer and family relationships that influenced their use of specific strategies (active, avoidant, support-seeking, or aggressive) in response to problem dating situations. Interviews were conducted with 38 African American middle and high school students in an urban public school system. Participants identified nine themes that would make it easier for them to engage in their best response strategies to deal with problem dating situations. These included four individual-level factors (e.g., individual characteristics and adolescents’ confidence in their ability to address dating problems), three peer factors (e.g., supportive advice from peers), and two family factors (e.g., support, advice, and messages about dating relationships from family members). Nine themes were identified that would make it harder for adolescents to engage in these responses including three individual-level factors (e.g., difficulty in regulating anger, anxiety, and sadness in dealing with dating problems), four peer factors (e.g., peer instigated conflict among dating partners), and two family factors (e.g., family involvement in adolescents’ dating relationships). The results inform prevention efforts that focus on promoting healthy dating relationships during adolescence.     

Development of a Medical Humanities and Ethics Certificate Program in Texas

Education in the medical humanities and ethics is an integral part of the formation of future physicians. This article reports on an innovative approach to incorporating the medical humanities and ethics into the four-year curriculum in a Certificate Program spanning all four years of the medical school experience. The faculty of the McGovern Center for Humanities and Ethics at the University of Texas Medical School at Houston conceived and implemented this program to teach medical students a range of scholarly topics in the medical humanities and to engage the full human experience into the process of becoming a physician. This study follows six years of experience, and we report student experiences and learning in their own words.     

Correlation and response relevance in sequence learning

We tested the effects of introducing a secondary sequence into the serial reaction time task. Specifically, we examined the role of correlated streams of information and response relevance. In the first experiment, the order of stimulus locations was correlated with the order of key press responses in the conventional way. A symbol-identity sequence, of a different length, was also present but no manual responses were made to it, and it was not correlated with any other stream of information. In the second experiment, two concurrent streams of location-based stimuli were presented. Both were sequenced but only one sequence required responses. Importantly, the sequences were either correlated with one another or not (same vs. different lengths). In the third experiment, the same design was used but with one sequence visual and the other auditory. In all three experiments, participants became sensitive to the sequence that required responses, and resultant knowledge was largely explicit. They were also sensitive to the sequence that did not require responses but only when it was correlated with the sequence that did, and here resultant knowledge was implicit. The findings suggest that the presence of a secondary sequence can affect learning, but only when stimuli in that sequence are integrated, through correlation, with responses made to the primary sequence.     

A Sullivanian Approach to the Problem of Reading Disability: Theoretical Considerations and Empirical Data

Since reading disabilities resemble operationally hysterical disorders, the applicability of some of Sullivan's (1947, 1956) conceptions about hysteria in the understanding of this symptom was explored. To this end a measure was designed to assess the degree to which children are sensitive and selectively attentive to hypocritical, insincere, and plain “silly” aspects of the world around them and/or their readiness to understand the sincere precepts of their culture. The instrument was essentially a modification and extension of the Verbal Absurdities items and the Proverb items of the Stanford-Binet Test (Terman & Merrill, 1960). If Sullivan's notions were applicable, then youngsters with reading disabilities should do better than their adequately reading control subjects on the Absurdity items; the reverse relationship was expected on the Proverbs items. Twenty children with marked reading retardation and a matched control group of equal size and reading at grade level expectancy served as research populations. All measures calculated rendered results supporting the hypotheses advanced at better than the .05 level of confidence. The implications of these findings for the theoretical understanding of the reading disability symptom from a Sullivanian vantage point are discussed.