Resting Heart Rate,Vagal Tone,and Reactive and Proactive Aggression in Chinese Children

Abundant research conducted in Western contexts has shown that biological risk factors such as low resting heart rate (HR) might be related to childhood aggression. However, it was unclear (1) how resting HR, as well as other markers of cardiac functions such as resting vagal tone, may be related to subtypes of aggression such as reactive and proactive aggression, and (2) whether the HR-aggression relation can be replicated in non-Western contexts. Therefore, this study examined the concurrent and prospective relations between resting HR, vagal tone, and Chinese children’s reactive and proactive aggression. Participants were 183 children (M age?=?7.64 years, 91 girls) recruited from an elementary school in Zhenjiang, PRC. Children’s resting HR and vagal tone were assessed in the second grade (T1). Teachers rated children’s reactive and proactive aggression in the second (T1) and fourth grade (T2). Results showed that lower resting HR at T1 was associated with higher reactive and proactive aggression at T1 and T2, and higher vagal tone was associated with lower HR, which in turn was related to higher reactive and proactive aggression at T1 and T2. Lower vagal tone was directly related to higher reactive but not proactive aggression at T1 and T2, whereas lower HR was related to higher reactive aggression at T2 for children with low or moderate vagal tone but was not for children with high vagal tone. These psychophysiological findings from a non-Western context add additional support for both similarities and differences between reactive and proactive aggression in childhood.     

Epistemic contextualism can be stated properly

It has been argued that epistemic contextualism faces the so-called factivity problem and hence cannot be stated properly. The basic idea behind this charge is that contextualists supposedly have to say, on the one hand, that knowledge ascribing sentences like “S knows that S has hands” are true when used in ordinary contexts while, on the other hand, they are not true by the standard of their own context. In my paper, I want to show that the argument to the factivity problem fails because it rests on the mistaken premise that contextualists are committed to the truth of particular ordinary knowledge attributions.     

A Call for an Unbiased Search for Moderators in Disfluency Research: Reply to Oppenheimer and Alter (2014)

In a commentary to our article, Oppenheimer and Alter stressed the importance of searching for moderators in disfluency research. We agree, but we would like to clarify two issues. First, unlike Oppenheimer and Alter, we assume that learner characteristics might indeed moderate the effects of disfluency. Second, conclusions concerning the impact of disfluency in educational settings might be biased because of the file‐drawer problem. To counteract this possibility, we want to encourage other researchers to publish their studies––regardless of whether they found (positive) effects of disfluency or not. Until then, any recommendation concerning the use of disfluency as an educational intervention seems premature.     

Fjodor Stepun and Ernst Jünger: intellectuals at war

The article provides a comparison of two intellectual accounts of experiences in the First World War—From the Letters of an Artillery Ensign (1918) by the Russian philosopher and writer Fjodor Stepun and The Storm of Steel by the German essayist Ernst Jünger. The aim of this article is to reveal similarities and differences between the “optics” of Jünger and Stepun who are reporting one and the same event but deal with two different images of the Great War.     

Granger Causality—Statistical Analysis Under a Configural Perspective

The concept of Granger causality can be used to examine putative causal relations between two series of scores. Based on regression models, it is asked whether one series can be considered the cause for the second series. In this article, we propose extending the pool of methods available for testing hypotheses that are compatible with Granger causation by adopting a configural perspective. This perspective allows researchers to assume that effects exist for specific categories only or for specific sectors of the data space, but not for other categories or sectors. Configural Frequency Analysis (CFA) is proposed as the method of analysis from a configural perspective. CFA base models are derived for the exploratory analysis of Granger causation. These models are specified so that they parallel the regression models used for variable-oriented analysis of hypotheses of Granger causation. An example from the development of aggression in adolescence is used. The example shows that only one pattern of change in aggressive impulses over time Granger-causes change in physical aggression against peers.     

Sensory memory of illusory depth in structure-from-motion

When multistable displays (stimuli consistent with two or more equally plausible perceptual interpretations) are presented intermittently, their perceptions are stabilized by sensory memory. Independent memory traces are generated not only for different types of multistable displays (Maier, Wilke, Logothetis, & Leopold, Current Biology 13:1076–1085, 2003), but also for different ambiguous features of binocular rivalry (Pearson & Clifford, Journal of Vision 4:196–202, 2004). In the present study, we examined whether a similar independence of sensory memories is observed in structure-from-motion (SFM), a multistable display with two ambiguous properties. In SFM, a 2-D planar motion creates a vivid impression of a rotating 3-D volume. Both the illusory rotation and illusory depth (i.e., how close parts of an object appear to the observer) of an SFM object are ambiguous. We dissociated the sensory memories of these two ambiguous properties by using an intermittent presentation in combination with a forced-ambiguous-switch paradigm (Pastukhov, Vonau, & Braun, PLoS ONE 7:e37734, 2012). We demonstrated that the illusory depth of SFM generates a sensory memory trace that is independent from that of illusory rotation. Despite this independence, the specificities levels of the sensory memories were identical for illusory depth and illusory rotation. The history effect was weakened by a change in the volumetric property of a shape (whether it was a hollow band or a filled drum volume), but not by changes in color or size. We discuss how these new results constrain models of sensory memory and SFM processing.     

Job demands and psychological well-being: Moderating role of occupational self-efficacy and job social support among mid-career academics

The study investigated the moderating role of occupational self-efficacy and job social support on the relationship between job demands and psychological well-being among mid-career academics. Participants were 203 academics at three public Nigerian universities (female = 37.93%; mean years of service = 8.58 years, SD = 2.20). The academics completed measures of job demands, occupational self-efficacy, job social support, and psychological well-being. Moderated regression analysis of the data suggested only occupational self-efficacy to moderate the relationship between work demands and psychological well-being. Findings underpin the buffering effects of work self-efficacy in employee psychological well-being with high job demands.     

Reduction of implicit cognitive bias with cathodal tDCS to the left prefrontal cortex

Implicit associations can interfere with cognitive operations and behavioral decisions without direct intention. Enhancement of neural activity with anodal transcranial direct current stimulation (tDCS) was proposed to reduce implicit associations by means of improved cognitive control. However, a targeted reduction of distractive implicit associations by inhibitory cathodal tDCS, recently shown in spatial–numerical associations, provides an interesting alternative approach to support goal-directed behavior with transcranial brain stimulation. To test this rationale with a sham-controlled cross-over design, a standardized Implicit Association Test (IAT) was performed by 24 healthy participants parallel to 1 mA cathodal or sham tDCS to the left prefrontal cortex. In this double-classification task, insect versus flower pictures and negative versus positive words are mapped together onto two shared response keys with crossed response assignments in separate blocks. Responses were faster when insect + negative and flower + positive stimuli required the same answer (IAT effect). Most critically, the IAT effect was reduced during cathodal tDCS as compared to sham stimulation. Thus, results are consistent with the proposed stimulation rationale, with previous observations, and complementary to previous studies using different tDCS configurations.     

Elaborative feedback: Engaging reward and task-relevant brain regions promotes learning in pseudoword reading aloud

Although much is known about the cognitive and neural basis of establishing letter-sound mappings in learning word forms, relatively little is known about what makes for the most effective feedback during this process. We sought to determine the neural basis by which elaborative feedback (EF), which contains both reward-related and content-specific information, may be more helpful than feedback containing only one kind of information (simple positive feedback, PF) or the other (content feedback, CF) in learning orthography-phonology (spelling-sound) mappings for novel letter strings. Compared to CF, EF activated the ventromedial prefrontal cortex, implicated in reward processing. Compared to PF, EF activated the posterior middle temporal, superior temporal, and supramarginal gyri—regions implicated in orthography-phonology conversion. In the same comparison, EF also activated the left fusiform gyrus/visual word form area—implicated in orthographic processing. Also EF, but not CF or PF, modulated activity in the caudate nucleus. In a postscan questionnaire, EF and PF were rated as more pleasant than CF, suggesting that modulation of the caudate for EF may be due to the coupling of reward and skill content. These findings suggest the enhanced effectiveness of EF may be due to concurrent activation of reward-related and task-relevant brain regions.