Learning in combined-feature search: specificity to orientation

We investigated the dynamics and specificity of learning in the search for a target defined by combined features belonging to the same dimension (a rotated L) among homogeneous or heterogeneous distractors (differently rotated Ls). We found that learning makes searching faster although the search strategy does not change, remaining parallel with homogeneous distractors and serial with heterogeneous distractors. Learning was found to be specific for combined-feature orientation, although simple features did not change in the transfer stimulus: Transfer was partial when either the target or the distractors were rotated (so that their global orientation became the same) and totally absent when target and distractors were swapped. These results, which apply to searches among both homogeneous and heterogeneous distractors, rule out the possibility that learning is specific for orientation of just simple features. Instead, the results suggest that specificity of learning with combined features reflects the activation of junction detectors responding to a combined feature of a particular orientation.     

Spatial working memory activity of the caudate nucleus is sensitive to frame of reference

We used event-related fMRI to test the hypothesis that the caudate nucleus is preferentially recruited by a spatial working memory task employing egocentrically defined stimuli, which are amenable to transformation into a motor code, as contrasted with allocentrically defined stimuli, which are not. Our results revealed greater delay-epoch activity in egocentric than in allocentric trials in the caudate nucleus and trends in the same direction in the putamen and the lateral premotor cortex (PMC). Response-related activity was greater for egocentric trials in the lateral PMC. We propose that the neostriatum, possibly interacting with the PMC, may contribute to the sensory-motor transformation necessary to establish a prospective motor code (e.g., the representation of a saccade or a grasp). In addition, the PMC may participate in decision-making processes, prompted by the onset of the probe stimulus, that employ this prospective motor information. This model accounts for the empirical evidence that motor distraction disrupts spatial working memory performance.     

Parochial Altruism and Political Ideology

Parochial altruism refers to the propensity to direct prosocial behavior toward members of one's own ingroup to a greater extent than toward those outside one's group. Both theory and empirical research suggest that parochialism may be linked to political ideology, with conservatives more likely than liberals to exhibit ingroup bias in altruistic behavior. The present study, conducted in the United States and Italy, tested this relationship in the context of the COVID-19 pandemic, assessing willingness to contribute money to charities at different levels of inclusiveness—local versus national versus international. Results indicated that conservatives contributed less money overall and were more likely to limit their contribution to the local charity while liberals were significantly more likely to contribute to national and international charities, exhibiting less parochialism. Conservatives and liberals also differed in social identification and trust, with conservatives higher in social identity and trust at the local and national levels and liberals higher in global social identity and trust in global others. Differences in global social identity partially accounted for the effects of political ideology on donations.     

Modifiability of attention: Effects of dimensional salience and overtraining on discrimination shifts

Previous results have shown that there is an increased difference between intradimensional (ID) and extradimensional (ED) shifts when subjects shift to a nonpreferred dimension. Fisher and Zeaman (1973) have indicated that such findings can be explained not only by their attention-retention theory, which assumes that attention is completely modifiable, but also by models which assume that attention has a fixed, nonmodifiable component. The present experiment showed that the larger ID-ED difference with a nonsalient dimension is solely attributable to the improved performance of the ID shift condition, a results which is more consistent with the assumption of complete modifiability of attention.     

Classroom Collective Moral Disengagement Scale: Validation in Czech adolescents

Moral disengagement (MD) provides a fruitful framework for understanding how adolescents could attenuate moral self-regulation and behave aggressively. While measures of individual MD have a long tradition, only recently have Gini, Pozzoli, and Bussey developed an instrument measuring collective MD (CMD): Classroom Collective Moral Disengagement Scale (CCMDS). The present study examined psychometric properties of a Czech version of the scale with a sample of 662 adolescents, aged 11–15, from 20 randomly selected elementary schools. Participants completed the scale and a peer-rating measure of bullying, victimization, and defending. The analyses indicated that the CCMDS could be considered a unidimensional gender-invariant scale with very good internal consistency and criterion validity. Importantly, the scale score aggregated at the classroom level was associated with three bullying behaviors: bullying, victimization, and defending. The results support the use of the CCMDS as a promising measure of CMD.     

Weight Bias Internalization Scale Discriminates Obese and Overweight Patients with Different Severity Levels of Depression: the Italian Version of the WBIS

We have investigated the psychometric properties of the Italian version of the weight bias internalization scale (WBIS) in overweight and obese patients who were attending weight loss programs. Participants were 386 overweight and obese patients admitted in two medical centers specializing in the treatment of obesity. All the patients were administered the WBIS, and measures of binge eating, depression, self-esteem, and body dissatisfaction. Confirmatory factor analysis failed to confirm the fit of the original 11-item unidimensional model. Item analysis and exploratory factor analysis indicated that 9 items included in the original measure (the items 1 and 9 were excluded because low item-total correlations) formed a reliable unidimensional measure of internalized weight bias (WBIS-9). The WBIS-9 was significantly correlated with convergent measures and was able to categorize individuals with different severity levels of depression (sensitivity of 0.72 and specificity of 0.70). The WBIS-9 may be useful in clinical practice to discriminate patients with more severe psychopathology, comorbid disordered eating patterns, and risk for poor outcomes.     

The Role of Masculinity in Children’s Bullying

The aim of the present study was to explore the association between gender role, in terms of self-attribution of masculine and feminine characteristics, and children's involvement in bullying problems during the elementary-school years. A total of 113, six- to ten-year-old children completed self-report measures of bullying and victimization and a masculinity–femininity scale. Their teachers provided ratings of pupils’ reactive and proactive aggressive behavior. Data from a hierarchical regression on bullying scores showed that, irrespective of sex, masculine traits predicted active bullying behavior. Moreover, bullying was also related to victimization and to teacher's evaluation of reactive aggression. Our findings suggest the need for longitudinal and cross-cultural studies in this line of research.     

Peer and school problems in the lives of urban adolescents: Frequency, difficulty, and relation to adjustment

This study examined the occurrence of problem situations in the peer and school domains and their relation to adjustment among urban adolescents. Students from three urban middle schools (N = 176) serving a predominantly African American population rated 61 problem situations identified in a previous qualitative study and completed measures of adjustment. Ratings of frequency and difficulty confirmed the relevance of these situations for this population. Confirmatory factor analyses suggested that covariation in the frequency and difficulty of problem situations could be represented by separate factors representing peer situations involving friends, other peer situations, and school situations. The number of different problem situations experienced was significantly correlated with physical and relational aggression, delinquency, depression, anxiety, and self-worth. Several of these relations were strongest for peer situations that did not involve friends. There were few gender differences in the strength of these relations.