Experience-Expectant Plasticity in the Mushroom Bodies of the Honeybee

Worker honeybees (Apis mellifera) were reared in social isolation in complete darkness to assess the effects of experience on growth of the neuropil of the mushroom bodies (MBs) during adult life. Comparison of the volume of the MBs of 1-day-old and 7-day-old bees showed that a significant increase in volume in the MB neuropil occurred during the first week of life in bees reared under these highly deprived conditions. All regions of the MB neuropil experienced a significant increase in volume with the exception of the basal ring. Measurement of titers of juvenile hormone (JH) in a subset of bees indicated that, as in previous studies, these rearing conditions induced in some bees the endocrine state of high JH associated with foraging, but there was no correlation between JH titer and volume of MB neuropil. Treatment of another subset of dark-reared bees with the JH analog, methoprene, also had no effect of the growth of the MB neuropil. These results demonstrate that there is a phase of MB neuropil growth early in the adult life of bees that occurs independent of light or any form of social interaction. Together with previous findings showing that an increase in MB neuropil volume begins around the time that orientation flights occur and then continues throughout the phase of life devoted to foraging, these results suggest that growth of the MB neuropil in adult bees may have both experience-expectant and experience-dependent components.     

Reply to Humphreys' and Parsons' ″Piagetian tasks measure intelligence and intelligence tests assess cognitive development

Relationships which exist among 27 Piagetian reasoning assessments and standard measures of intelligence and achievement were determined in a study conducted by Stephens, McLaughlin, Miller and Glass. Subsequently a study conducted by Humphreys and Parsons was purported to correct errors in the original designs of the Stephens et al. study. In reply Glass and Stephens note fallacies in Humphreys and Parsons reasoning and question their statement that measures of intelligence and Piagetian reasoning assessments can be used interchangeably.     

The Moral Disengagement Scale: Extension with an American Minority Sample

This study extended an investigation by A. Bandura, C. Barbaranelli, G. V. Caprara, and C. Pastorelli (1996) by examining the structure, reliability, and correlates of the Moral Disengagement Scale (MDS), which measures disengagement from moral self-sanctions. Furthermore, the role of moral disengagement in the association between parenting and child behavior was examined. Two hundred and forty-five African American single-parent mothers and one of their children (mean age = 11.4 years) participated in the study. The MDS had similar factor structure, internal consistency, and demographic correlates as those reported by A. Bandura et al. (1996) with an Italian sample of children. The MDS also correlated with delinquent and aggressive child behavior, and moral disengagement partially mediated the relationship between parenting and child delinquent behavior.     

Contextual amplification of pubertal transition effects on deviant peer affiliation and externalizing behavior among African American children.

The effects of the pubertal transition on behavior problems and its interaction with family and neighborhood circumstances were examined with a sample of 867 African American children 10-12 years of age. Pubertal development status, pubertal timing, and primary caregivers' parenting behaviors were significantly related to affiliation with deviant peers and externalizing behaviors. Externalizing behavior among early-maturing children was associated positively with primary caregivers' use of harsh-inconsistent discipline and negatively with nurturant-involved parenting practices. Disadvantaged neighborhood conditions were significantly associated with deviant peer affiliation. The effect of pubertal transition varied according to family and neighborhood conditions: Early-maturing children living in disadvantaged neighborhoods were significantly more likely to affiliate with deviant peers. Early-maturing children with harsh and inconsistent parents were significantly more likely to have externalizing problems.     

African American Children’s Depressive Symptoms: The Prospective Effects of Neighborhood Disorder, Stressful Life Events, and Parenting

The prospective effects of observed neighborhood disorder, stressful life events, and parents’ engagement in inductive reasoning on adolescents’ depressive symptoms were examined using data collected from 777 African American families. Multilevel analyses revealed that stressful life events experienced at age 11 predicted depressive symptoms at age 13. Furthermore, a significant interaction between neighborhood disorder and parents’ engagement in inductive reasoning was found, indicating that parental use of inductive reasoning was a protective factor for depressive symptoms particularly for youths living in highly disordered neighborhoods. The importance of examining correlates of depressive symptoms from a contextual framework, focusing on individuals, families, and neighborhood contexts, is emphasized.     

Carkhuff's Human Technology: A Verification and Extension of Kelly's (1997) Suggestion to Integrate the Humanistic and Technical Components of Counseling

In the May/June 1997 issue of the Journal of Counseling & Development, Eugene Kelly contended that the counseling profession should integrate its theories to combine the strengths of both the humanistic and the technical orientations in the field. Kelly's recommendation is supported by previous efforts that have already advanced the field. Human Technology (HT) as devised by Robert Carkhuff integrated nondirective, psychodynamic, and behavioristic counseling modes. Extensions of HT also demonstrate the continuing growth potential in the integrative strategy. In this article, the authors discuss those endeavors to emphasize the potential contributions to be attained by integrating humanistic and technical orientations.     

Orthographic learning in learning to spell: The roles of semantics and type of practice

This study investigated the relevance of type of practice and presence of semantic representation for orthographic learning in learning to spell. A total of 36 students in Grade 2 (mean age = 7 years 10 months) were exposed to 10 novel nonwords, 5 of which were paired with semantic information. Half of the participants practiced reading these new items, whereas the others spelled them. The students were then tested 1 and 7 days later on a dictation task. Results revealed a significant main effect of practice type favoring spelling practice and a main effect of the teaching condition, where taught items paired with semantic information were spelled correctly more often than words presented without semantic support. There was no effect of testing time, with learned words being retained well over the 1-week delay, nor were there any significant interactions. The findings support the contention that spelling offers an excellent milieu for orthographic learning to occur. Furthermore, semantics are proposed as a relevant factor in learning to spell, supporting the view that orthographic learning involves the integration of phonological, orthographic, and semantic representations.     

Individual differences in episodic memory abilities predict successful prospective memory output monitoring

Output monitoring refers to memory for one’s previously completed actions. In the context of prospective memory (PM) (e.g., remembering to take medication), failures of output monitoring can result in repetitions and omissions of planned actions (e.g., over- or under-medication). To be successful in output monitoring paradigms, participants must flexibly control attention to detect PM cues as well as engage controlled retrieval of previous actions whenever a particular cue is encountered. The current study examined individual differences in output monitoring abilities in a group of younger adults differing in attention control (AC) and episodic memory (EM) abilities. The results showed that AC ability uniquely predicted successful cue detection on the first presentation, whereas EM ability uniquely predicted successful output monitoring on the second presentation. The current study highlights the importance of examining external correlates of PM abilities and contributes to the growing body of research on individual differences in PM.