The psychology of psychiatric genetics: evidence that positive emotions in females moderate genetic sensitivity to social stress associated with the BDNF Val-sup-6-sup-6Met polymorphism

Previous work indicated protective effects of positive emotions on genetically influenced stress sensitivity. Given the fact that expression of brain-derived-neurotrophic-factor (BDNF) is associated with stress-induced behavioral changes, it was hypothesized that the BDNF Val-sup-6-sup-6Met genotype may mediate genetic effects on stress sensitivity, conditional on the level of concurrent positive emotions. Subjects (n=446) participated in a momentary assessment study, collecting appraisals of stress and affect in the flow of daily life. Multilevel regression analyses examined moderation of daily life stress-induced negative affect (NA) by BDNF genotype, and to what degree this was conditional on concurrent positive emotions. Results showed that heterozygous BDNF "Met" carriers exhibited an increased NA response to social stress compared with "Val/Val" subjects. Positive emotions at the time of the stressor decreased BDNF genetic moderation of the NA response to social stress in a dose-response fashion. This effect was most pronounced in BDNF Met carriers. Thus, the impact of BDNF genotype on stress sensitivity is conditional on the experience of positive emotions. Interdisciplinary research in psychology and psychiatric genetics may lead to the improvement of treatment choices in stress-related disorders.     

Gender Representation in Television Advertisements in Britain and Saudi Arabia

This study conducted a content analysis of TV adverts from Channel One in Saudi Arabia and ITV1 in the United Kingdom in 2000–2001. A total of 164 adverts were analyzed from each country. The analysis compared the representation of men and women. Results showed that men and women were equally visually represented as lead characters in advertisements in both countries, but male voice-overs dominated in Saudi advertisements more so than in British advertisements. Women appeared more often in domestic roles and settings and less often in occupational or leisure roles and settings, and were much more likely than men to promote body care and household cleaning products. These differences were more pronounced in Saudi than in British advertisements.     

Calculation,culture, and the repeated operand effect

A basic phenomenon of cognitive arithmetic is that problems composed of a repeated operand, so-called "ties" (e.g. 6+6, 7 x 7), typically are solved more quickly and accurately than comparable non-tie problems (e.g. 6+5, 7 x 8). In Experiment 1, we present evidence that the tie effect is due to more efficient memory for ties than for non-ties, which participants reported solving more often using calculation strategies. The memory/strategy hypothesis accounts for differences in the tie effect as a function of culture (Asian Chinese vs. non-Asian Canadian university students), operation (addition, multiplication, subtraction, and division), and problem size (numerically small vs. large problems). Nonetheless, Blankenberger (Cognition 82 (2001) B15) eliminated the tie response time (RT) advantage by presenting problems in mixed formats (e.g. 4 x four), which suggests that the tie effect with homogenous formats (4 x 4 or four x four) is due to encoding. In Experiment 2, using simple multiplication problems, we replicated elimination of the tie effect with mixed formats, but also demonstrated an interference effect for mixed-format ties that slowed RTs and increased errors relative to non-tie problems. Additionally, practicing non-tie problems in both orders (e.g. 3 x 4 and 4 x 3) each time ties were tested once (cf. Cognition 82 (2001) B15) reduced the tie effect. The format-mismatch effect on ties, combined with a reduced tie advantage because of extra practice of non-ties, eliminated the tie effect. Rather than an encoding advantage, the results indicate that memory access for ties was better than for non-ties.     

Effects of Music Training on Attention,Processing Speed and Cognitive Music Abilities—Findings from a Longitudinal Study

The present study addresses visual attention and processing speed in primary school children (N = 345; 7–8 years of age) who received either music (MC) or natural science training (NC) over a period of 18 months. Dependent variables were collected three times (T1–T3) and included measures for processing speed, visual attention and cognitive music abilities. They were submitted to latent or manifest change models including socioeconomic status and basic cognitive functions as covariates. Groups performed similarly in all dependent tasks at baseline (T1). MC showed significant increases in processing speed as well as in music abilities from T2 to T3 and increases in rhythmic abilities from T1 to T2. Although MC also showed increases in both processing speed and visual attention over time, they were at a small advantage with respect to the former and at a clear disadvantage with respect to the latter measure as compared to NC. Copyright © 2014 John Wiley & Sons, Ltd.     

When hearing turns into playing: Movement induction by auditory stimuli in pianists

In this study, pianists were tested for learned associations between actions (movements on the piano) and their perceivable sensory effects (piano tones). Actions were examined that required the playing of two-tone sequences (intervals) in a four-choice paradigm. In Experiment 1, the intervals to be played were denoted by visual note stimuli. Concurrently with these imperative stimuli, task-irrelevant auditory distractor intervals were presented (“potential” action effects, congruent or incongruent). In Experiment 2, imperative stimuli were coloured squares, in order to exclude possible influences of spatial relationships of notes, responses, and auditory stimuli. In both experiments responses in the incongruent conditions were slower than those in the congruent conditions. Also, heard intervals actually “induced” false responses. The reaction time effects were more pronounced in Experiment 2. In nonmusicians (Experiment 3), no evidence for interference could be observed. Thus, our results show that in expert pianists potential action effects are able to induce corresponding actions, which demonstrates the existence of acquired action-effect associations in pianists.