Reduced spiking in entorhinal cortex during the delay period of a cued spatial response task

Intrinsic persistent spiking mechanisms in medial entorhinal cortex (mEC) neurons may play a role in active maintenance of working memory. However, electrophysiological studies of rat mEC units have primarily focused on spatial modulation. We sought evidence of differential spike rates in the mEC in rats trained on a T-maze, cued spatial delayed response task. Animals begin at the base of the T-maze where a 1-sec white noise and visual light cue are presented on the left or right side of the maze. Rats are rewarded for responding toward the cued direction. In correct trials, we observed decreased spike rates during the delay period, the time interval between cue presentation and reward delivery. Firing-rate histograms show significant decreases during the delay period compared to 5-sec windows from both pre-cue and post-reward periods. We analyzed how running speed and trajectory specificity correlated to spike rate. Twice as many cells were responsive to cue alone compared to running speed. Trajectory specificity did not relate significantly to firing rate. Decreased spike rate may reflect active maintenance in other structures inhibiting mEC. Alternately, the reduction may reflect decreases in background activity during enhanced attention and cholinergic modulation. Lastly, animals often ran through the T-maze choice-point with varying speed. We calculated the spatial posterior probability density from spike rates during these choice-point passes. Slow passes through the choice point were characterized by greater probability of decoding to the reward locations on correct trials compared to quick passes on the maze consistent with similar "look-ahead" properties previously reported in the hippocampus and ventral striatum.     

Information seeking by orangutans: a generalized search strategy?

Recent empirical work has suggested that some species of non-human primates may be aware of their knowledge states. One finding to support this claim is that they seek information about the location of a hidden food item when they are unsure of its location, but not when they already know where it is, which purportedly demonstrates metacognition. However, this behaviour may instead reflect a generalized search strategy, in which subjects reach for food when they see it, and search for it when they do not. In this experiment, this possibility was addressed by testing orangutans in three conditions in which the location of a food item was sometimes known to subjects, and other times required subjects to visually seek the missing information. All subjects exhibited behaviour consistent with a metacognitive interpretation in at least two of the three conditions. Critically, in two of the conditions, subjects refrained from seeking visual information, and correctly found the hidden food item without ever seeing it, using inference by exclusion. The results suggest that animals that succeed in this information-seeking task are not merely acting according to a generalized search strategy, and instead seek information adaptively according to their knowledge states.     

Perceived Parenting History and Current Parenting Attitudes: Examining Maternal Stress and Depression as Mediators

Journal of Child and Family Studies - Patterns of parenting behaviors tend to persist across generations, but less is known about the associations between mothers’ perceived histories of...     

Patienten- und Elternzufriedenheit bei intensiver,klinikvernetzter Zu-Hause-Behandlung

Background

Due to the increasing importance of effective, patient-oriented treatment options for mentally ill children and adolescents, new alternatives to established inpatient and outpatient care in child and adolescent psychiatry have to be found. Intensive cross-sectoral treatment settings may be an alternative but have not yet been evaluated or implemented in routine care.

Aim

The objective of this randomized study was to compare and assess satisfaction with a new model of care within the underlying BeZuHG (“behandelt zu Hause gesund werden”, treated at home become healthy) study with regular inpatient care (TAU). Patients in BeZuHG received early discharge from inpatient care followed by 3 months of intensive home treatment enhanced by clinical elements.

Material and methods

Youths and parents were asked to fill in a patient satisfaction questionnaire (BesT) at completion of treatment. Participants in the study were evaluated between April 2012 and January 2013.

Results

Neither BeZuHG nor inpatient care was clearly superior. Youths in the control group stated a higher satisfaction with the overall treatment than youths in the BeZuHG group (p?=?0.031), while youths in the BeZuHG group named a significantly higher satisfaction with the home treatment component than with the inpatient component of treatment (p?=?0.007).

Conclusion

Patient satisfaction could be shown for inpatient and BeZuHG treatment at discharge. Data may change at follow-up. A long-term follow-up should be implemented to confirm these results or to allow other conclusions.     

Apes communicate about absent and displaced objects: methodology matters

Displaced reference is the ability to refer to an item that has been moved (displaced) in space and/or time, and has been called one of the true hallmarks of referential communication. Several studies suggest that nonhuman primates have this capability, but a recent experiment concluded that in a specific situation (absent entities), human infants display displaced reference but chimpanzees do not. Here, we show that chimpanzees and bonobos of diverse rearing histories are capable of displaced reference to absent and displaced objects. It is likely that some of the conflicting findings from animal cognition studies are due to relatively minor methodological differences, but are compounded by interpretation errors. Comparative studies are of great importance in elucidating the evolution of human cognition; however, greater care must be taken with methodology and interpretation for these studies to accurately reflect species differences.     

Emotion Regulation Among Preschoolers on a Continuum of Risk: The Role of Maternal Emotion Coaching

Parental emotion coaching involves acknowledging and validating children’s feelings, as well as guiding them on how to manage intense or negative feelings. Although parental emotion coaching has been identified as a potentially important factor for children’s emotional development, research into this topic is scant. The present study examined whether maternal emotion coaching can play a mediational role between family risk (i.e. economic disadvantage, family stress, and maltreatment) and emotion regulation in preschoolers. Seventy-four preschoolers, aged 46–58 months, and their maternal caregivers participated in an observational laboratory study, including a narrative task in which mothers and children reminisced about a mildly upsetting event. We coded these conversations for maternal emotion coaching behaviors with the Family Emotional Communication Scoring System. A family risk score was obtained via the Family Events Checklist and demographic data. We measured children’s emotion regulation with the Emotion Regulation Checklist. Increased family risk was associated with both reduced child emotion regulation and reduced maternal emotion coaching. Maternal emotion coaching partially mediated the relation between family risk and child emotion regulation, in particular child emotional lability. The findings support further research into the possibilities of training mothers in high risk families in emotion coaching skills in order to foster their children’s emotional development.     

Proposed Strategies for Teaching Ethics of Nanotechnology

Nanotechnology and nanosciences have recently gained tremendous attention and funding, from multiple entities and directions. In the last 10 years the funding for nanotechnology research has increased by orders of magnitude. An important part that has also gained parallel attention is the societal and ethical impact of nanotechnology and the possible consequences of its products and processes on human life and welfare. Multiple thinkers and philosophers wrote about both negative and positive effects of nanotechnology on humans and societies. The literature has a considerable amount of views about nanotechnology that range from calling for the abandonment and blockage of all efforts in that direction to complete support and encouragement in hopes that nanotechnology will be the next big jump in ameliorating human life and welfare. However, amidst all this hype about the ethics of nanotechnology, relatively less efforts and resources can be found in the literature to help engineering professionals and educators, and to provide practical methods and techniques for teaching ethics of nanotechnology and relating the technical side of it to the societal and human aspect. The purpose of this paper is to introduce strategies and ideas for teaching ethics of nanotechnology in engineering in relation to engineering codes of ethics. The paper is neither a new philosophical view about ethics of nanotechnology nor a discussion of the ethical dimensions of nanotechnology. This is an attempt to help educators and professionals by answering the question of how to incorporate ethics of nanotechnology in the educational process and practice of engineering and what is critical for the students and professionals to know in that regard. The contents of the presented strategies and ideas focus on the practical aspects of ethical issues related to nanotechnology and its societal impact. It also builds a relation between these issues and engineering codes of ethics. The pedagogical components of the strategies are based on best-practices to produce independent life-long self-learners and critical thinkers. These strategies and ideas can be incorporated as a whole or in part, in the engineering curriculum, to raise awareness of the ethical issues related to nanotechnology, improve the level of professionalism among engineering graduates, and apply ABET criteria. It can also be used in the way of professional development and continuing education courses to benefit professional engineers. Educators and institutions are welcome to use these strategies, a modified version, or even a further developed version of it, that suits their needs and circumstances.     

Between Hippocrates and God: Ugandan mental health professional's views on suicide

A negative attitude towards suicide is generally assumed to be predominant in low-income countries. In order to understand the negative attitude in general it is necessary to look at how religion and morality influence the attitudes. Our aim in this qualitative interview study was to investigate what attitudes professional mental health workers in Uganda bear towards suicide and suicidal persons. The professionals argue for their attitude by employing religious, communal and medical ethics arguments, which draw both in a negative and positive direction. The professionals are in general unambiguously negative towards suicide and positive towards suicidal people who are mentally ill. In cases other than mental illness non-accepting attitudes surface. This is discussed against previous research showing that effective treatment of suicidal people is to be based on a trusting and accepting relationship.