Distinct mechanisms in visual category learning

The ways in which visual categories are learned, and in which well-established categories are represented and retrieved, are fundamental issues of cognitive neuroscience. Researchers have typically studied these issues separately, and the transition from the initial phase of category learning to expertise is poorly characterized. The acquisition of novel categories has been shown to depend on the striatum, hippocampus, and prefrontal cortex, whereas visual category expertise has been shown to involve changes in inferior temporal cortex. The goal of the present experiment is to understand the respective roles of these brain regions in the transition from initial learning to expertise when category judgments are being made. Subjects were explicitly trained, over 2 days, to classify realistic faces. Subjects then performed the categorization task during fMRI scanning, as well as a perceptual matching task, in order to characterize how brain regions respond to these faces when not explicitly categorizing them. We found that, during face categorization, face-selective inferotemporal cortex, lateral prefrontal cortex, and dorsal striatum are more responsive to faces near the category boundary, which are most difficult to categorize. In contrast, the hippocampus and left superior frontal sulcus responded most to faces farthest from the category boundary. These dissociable effects suggest that there are several distinct neural mechanisms involved in categorization, and provide a framework for understanding the contribution of each of these brain regions in categorization.     

Social experience and school bullying

The goal of the present study is to investigate the relationship between school bullying and various aspects of the urban and scholastic environment where participants live, such as sense of community, exposure to dangerous and violent situations within the neighbourhood, perceptions of the safety of the neighbourhood and perceptions of the school environment. The research, performed in Ercolano, a town near Naples, covered the whole of Ercolano's population (n = 734) of 7th, 10th and 13th grade students. Data were analysed using a multivariate analysis of variance. Results showed that bullying role (pure bullies, pure victims, bully victims, not‐involved) is significantly associated with the way subjects perceive their exposure to dangerous and violent situations within the neighbourhood, their relationship with classmates and their relationship with teachers. Pure bullies and bully victims are especially likely to experience dangerous and violent situations in the neighbourhood where they live and have a more negative perception of their relationship with teachers; for pure victims and bully victims, a significant association is obtained with negative perceptions of relationships with classmates. These findings suggest the need for intervention strategies that extend beyond the classroom to the broader community and neighbourhood. Copyright © 2008 John Wiley & Sons, Ltd.     

On procreating today

This work reflects on the suffering and difficulties that men and women often experience during the process of procreation, beginning with the decision to suspend the use of contraception. The shared project that a child represents involves difficulties that are also a consequence of the culture in which we live: subject to early tests, ultrasound scans and so on, a planned pregnancy is dominated, throughout its development, by the secondary process of monitoring. A delay in conception, at times deriving from intolerance towards a body that does not immediately fulfil one’s own desires, sets in motion the diagnostic inquiry. During this time, while the long‐awaited moment of conception is further delayed, the desire for a son/daughter changes in quality and intensity. In a substantial number of cases, infertility remains unexplained, a situation in turn characterized by the fear that not knowing implies. Although the excessively simplistic and limited notion of psychogenic infertility has faded, a residue of unexpressed horror, difficult to frame even in analysis, persists in the couple. The end of the diagnostic inquiry means that assisted conception must be eventually faced. Fortunately, nowadays in psychoanalytic culture the fundamentalist tendencies that, in the past, led to forecasts of catastrophe, have subsided. Yet this remains a highly problematic area with many questions and few answers.     

Mind the gap: On learning a foreign language in an adult education institute

Abstract

This article speculates on why adults wish to learn a foreign language and reflects on the learning process itself, as it progresses in an adult education course.     

Orientation,containment and the emergence of symbolic thinking

Orientation is viewed in this paper as an important dimension of containment for the development of thinking. Orientation refers to the particular positioning in space and time of mother and infant so they can find one another and then containment can take place. Bion's container–contained model for the development of thinking is based on the capacity of the mother's mind to function as a ‘home’ for the infant's primitive projections. Containment and orientation are explored in relation to an ancient Greek object called ‘σ?μβολον’ [symbolon], which I use here as a metaphor for the early negotiation between mother and infant to achieve a correct matching to each other's orientation. This is then mobilized and re‐enacted between analyst and patient in the psychoanalytic process. Orientation as part of the container–contained model enables us to view the development of thinking from a new perspective with greater integration of cognitive and emotional aspects. The clinical implication of the concept of orientation is explored in relation to the process of engagement/disengagement between analyst and patient and is illustrated by clinical material.     

Complexities of Genetic Counseling for ALS: A Case of Two Siblings with Discordant Genetic Test Results

Rapid advances in the genetics of amyotrophic lateral sclerosis (ALS) have dramatically changed the approach of clinicians and researchers to the motor neuron diseases. We report two siblings in whom the genetic study provided conflicting results, hence raising a number of issues which deserve to be considered by clinicians involved in genetic testing for ALS. The first patient died within 2 years of ALS onset, while her brother still manages to walk unaided, 7 years into onset. Genetic analyses, performed on the first patient as part of a research protocol, and as clinical genetic testing on the brother, provided different results. Results for Patient 1 were negative for all investigated genes, thus suggesting that her disease may be a phenocopy, while her brother carried an autosomal dominant TARDBP mutation (p.A382T). A multidisciplinary approach may help patients and clinicians face the emerging dilemmas in such a complex field. Sharing and updating of advances, not to mention uncertainties inherent to current knowledge, with patients and families may prove to be an effective way to support them and to make them aware of the present limits of our knowledge and of the blurred border between research and clinical practice.