Attentional biases using the body in the crowd task: are angry body postures detected more rapidly?

Research using schematic faces has consistently demonstrated attentional biases towards threatening information (angry faces), which are accentuated for individuals with higher levels of anxiety. However, research has yet to reveal whether this is the case for other nonverbal channels of communication. In the research reported here, ninety-five undergraduates completed a body in the crowd task analogous to the face in the crowd task, to examine whether attentional biases for threat existed for schematic body postures. Participants demonstrated faster detection of threat. A discrepant angry posture in a neutral crowd was identified quicker than a discrepant happy posture in a neutral crowd. This effect was pronounced for individuals with higher self-reported levels of trait anxiety. Results also demonstrated evidence of delayed disengagement from threat. Individuals were slower (i.e., more distracted) by identical crowds of angry postures rather than happy or neutral crowds and were slower to detect a discrepant neutral posture among an angry crowd than neutral among a happy crowd. These findings are the first to establish threat biases using body postures in a visual search paradigm. The results are in accordance with previous research using schematic face stimuli. Theoretical and practical implications are discussed.     

Winners love winning and losers love money

Salience and satisfaction are important factors in determining the comparisons that people make. We hypothesized that people make salient comparisons first, and then make satisfying comparisons only if salient comparisons leave them unsatisfied. This hypothesis suggests an asymmetry between winning and losing. For winners, comparison with a salient alternative (i.e., losing) brings satisfaction. Therefore, winners should be sensitive only to the relative value of their outcomes. For losers, comparison with a salient alternative (i.e., winning) brings little satisfaction. Therefore, losers should be drawn to compare outcomes with additional standards, which should make them sensitive to both relative and absolute values of their outcomes. In Experiment 1, participants won one of two cash prizes on a scratch-off ticket. Winners were sensitive to the relative value of their prizes, whereas losers were sensitive to both the relative and the absolute values of their prizes. In Experiment 2, losers were sensitive to the absolute value of their prize only when they had sufficient cognitive resources to engage in effortful comparison.     

Word and Person Effects on Decoding Accuracy: A New Look at an Old Question

The purpose of this study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors that affect decoding, using a crossed random-effects model. The sample was comprised of 196 English-speaking grade 1 students. A researcher-developed pseudoword list was used as the primary outcome measure. Because grapheme-phoneme correspondence (GPC) knowledge was treated as person and word specific, we are able to conclude that it is neither necessary nor sufficient for a student to know all GPCs in a word before accurately decoding the word. And controlling for word-specific GPC knowledge, students with lower phonemic awareness and slower rapid naming skill have lower predicted probabilities of correct decoding than counterparts with superior skills. By assessing a person-by-word interaction, we found that students with lower phonemic awareness have more difficulty applying knowledge of complex vowel graphemes compared to complex consonant graphemes when decoding unfamiliar words. Implications of the methodology and results are discussed in light of future research.     

Training social cognition: from imitation to Theory of Mind

Evidence for successful socio-cognitive training in typical adults is rare. This study attempted to improve Theory of Mind (ToM) and visual perspective taking in healthy adults by training participants to either imitate or to inhibit imitation. Twenty-four hours after training, all participants completed tests of ToM and visual perspective taking. The group trained to inhibit their tendency to imitate showed improved performance on the visual perspective-taking test, but not the ToM test. Neither imitation training, nor general inhibition training, had this effect. These results support a novel theory of social cognition suggesting that the same self-other discrimination process underlies imitation inhibition and perspective taking. Imitation, perspective taking and ToM are all pro-social processes--ways in which we reach out to others. Therefore, it is striking that perspective taking can be enhanced by suppressing imitation; to understand another, sometimes we need, not to get closer, but to pull away.     

Phonological priming in adults who stutter

The purpose of this study was to compare the speed of phonological encoding between adults who stutter (AWS) and adults who do not stutter (ANS). Fifteen male AWS and 15 age- and gender-matched ANS participated in the study. Speech onset latency was obtained for both groups and stuttering frequency was calculated for AWS during three phonological priming tasks: (1) heterogeneous, during which the participants' single-word verbal responses differed phonemically; (2) C-homogeneous, during which the participants' response words shared the initial consonant; and (3) CV-homogeneous, during which the participants' response words shared the initial consonant and vowel. Response words containing the same C and CV patterns in the two homogeneous conditions served as phonological primes for one another, while the response words in the heterogeneous condition did not. During each task, the participants produced a verbal response after being visually presented with a semantically related cue word, with cue-response pairs being learned beforehand. The data showed that AWS had significantly longer speech onset latency when compared to ANS in all priming conditions, priming had a facilitating effect on word retrieval for both groups, and there was no significant change in stuttering frequency across the conditions for AWS. This suggests that phonological encoding may play no role, or only a minor role, in stuttering. EDUCATIONAL OBJECTIVES: The reader will be able to: (1) describe previous research paradigms that have been used to assess phonological encoding in adults and children who stutter; (2) explain performance similarities and differences between adults who do and do not stutter during various phonological priming conditions; (3) compare the present findings to past research that examined the relationship between phonological encoding and stuttering.     

Selective lesions of the dentate gyrus produce disruptions in place learning for adjacent spatial locations

The hippocampus (HPP) plays a known role in learning novel spatial information. More specifically, the dentate gyrus (DG) hippocampal subregion is thought to support pattern separation, a mechanism for encoding and separating spatially similar events into distinct representations. Several studies have shown that lesions of the dorsal DG (dDG) in rodents result in inefficient spatial pattern separation for working memory; however, it is unclear whether selective dDG lesions disrupt spatial pattern separation for reference memory. Therefore, the current study investigated the role of the dDG in pattern separation using a spatial reference memory paradigm to determine whether the dDG is necessary for acquiring spatial discriminations for adjacent locations. Male Long-Evans rats were randomly assigned to receive bilateral intracranial infusions of colchicine or saline (control) into the dDG. Following recovery from surgery, each rat was pseudo-randomly assigned to an adjacent arm or separate arm condition and subsequently tested on a place-learning task using an eight-arm radial maze. Rats were trained to discriminate between a rewarded arm and a nonrewarded arm that were either adjacent to one another or separated by a distance of two arm positions. Each rat received 10 trials per day and was tested until the animal reached a criterion of nine correct choices out of 10 consecutive trials across 2 consecutive days of testing. Both groups acquired spatial discriminations for the separate condition at similar rates. However, in the adjacent condition, dDG lesioned animals required significantly more trials to reach the learning criterion than controls. The results suggest that dDG lesions decrease efficiency in pattern separation resulting in impairments in the adjacent condition involving greater overlap among the distal cues. Conversely, in the separate condition, there was less overlap among distal cues during encoding and less need for pattern separation. These findings provide further support for a critical role for the dDG in spatial pattern separation by demonstrating the importance of a processing mechanism that is capable of reducing interference among overlapping spatial inputs across a variety of memory demands.     

Cadre et confidentialité de l’entretien clinique en psychologie scolaire : quelles représentations chez les professionnels ? Une recherche qualitative exploratoire

Despite the fact that the issue of the framework reveals many ethico-clinical considerations in the literature, confidentiality is rarely mentioned. How do professionals working in schools (psychologists, speech therapists, psychomotricians) see the rules of confidentiality? When faced with a fictitious dilemma, do they apply rules that are related only to the clinical framework? This qualitative study explores the representations of 20 professionals recorded during the discussions of two focus groups. Discourse analysis of thematic markers reveals that, in terms of frequency, two thirds of the rules invoked by the subjects are ethico-clinical rules, while the rest are legal or institutional, or appeal to another indeterminate reference.