A new group-training procedure for habituation demonstrates that presynaptic glutamate release contributes to long-term memory in Caenorhabditis elegans

In the experiments reported here we have developed a new group-training protocol for assessing long-term memory for habituation in Caenorhabditis elegans. We have replicated all of the major findings of the original single-worm protocol using the new protocol: (1) distributed training produced long-term retention of training, massed training did not; (2) distributed training at long interstimulus intervals (ISIs) produced long-term retention, short ISIs did not; and (3) long-term memory for distributed training is protein synthesis-dependent as it could be blocked by heat shock during the inter-block interval. In addition, we have shown that long-term memory for habituation is graded, depending on the number of blocks of stimuli in training. The inter-block interval must be >40 min for long-term retention of training to occur. Finally, we have tested long-term memory for habituation training in a strain of worms with a mutation in a vesicular glutamate transporter in the sensory neurons that transduce tap (eat-4). The results from these eat-4 worms indicate that glutamate release from the sensory neurons has an important role in the formation of long-term memory for habituation.     

Measuring socioeconomic status: reliability and preliminary validity for different approaches

This study investigated issues related to commonly used socioeconomic status (SES) measures in 140 participants from three cities (Atlanta, Boston, and Toronto) in two countries (United States and Canada). Measures of SES were two from the United States (four-factor Hollingshead scale, Nakao and Treas scale) and one from Canada (Blishen, Carroll, and Moore scale). Reliability was examined both within (interrater agreement) and across (intermeasure agreement) measures. Interrater reliability and classification agreement was high for the total sample (ranger = .86 to .91), as were intermeasure correlations and classification agreement (range r = .81 to .88). The weakest agreement across measures was found when families had one wage earner who was female. Validity data for these SES measures with academic and intellectual measures also were obtained. Some support for a simplified approach to measuring SES was found. Implications of these findings for the use of SES in social and behavioral science research are discussed.     

Evolving research misconduct policies and their significance for physical scientists

Scientific misconduct includes the fabrication, falsification, and plagiarism (FFP) of concepts, data or ideas; some institutions in the United States have expanded this concept to include “other serious deviations (OSD) from accepted research practice.” It is the absence of this OSD clause that distinguishes scientific misconduct policies of the past from the “research misconduct” policies that should be the basis of future federal policy in this area. This paper introduces a standard for judging whether an action should be considered research misconduct as distinguished from scientific misconduct: by this standard, research misconduct must involve activities unique to the practice of science and must have the potential to negatively affect the scientific record. Although the number of cases of scientific misconduct is uncertain (only the NIH and the NSF keep formal records), the costs are high in terms of the integrity of the scientific record, diversions from research to investigate allegations, ruined careers of those eventually exonerated, and erosion of public confidence in science. Existing scientific misconduct policies vary from institution to institution and from government agency to government agency; some have highly developed guidelines that include OSD, others have no guidelines at all. One result has been that the federal False Claims Act has been used to pursue allegations of scientific misconduct. As a consequence, such allegations have been adjudicated in federal courts, rather than judged by scientific peers. The federal government is now establishing a first-ever research misconduct policy that would apply to all research funded by the federal government regardless of which agency funded the research or whether the research was carried out in a government, industrial or university laboratory. Physical scientists, who up to now have only infrequently been the subject of scientific misconduct allegations, must nonetheless become active in the debate over research misconduct policies and how they are implemented since they will now be explicitly covered by this new federal wide policy. Disclaimer: The authors are grateful for the support for conduct of this research provided by the United States Department of Energy (DOE). The views expressed in this paper are solely those of the authors and were formed and expressed without reference to positions taken by DOE or the Pacific Northwest National Laboratory (PNNL). The views of the authors are not intended either to reflect or imply positions of DOE or PNNL.     

The Temple-Wisconsin Cognitive Vulnerability to Depression Project: lifetime history of axis I psychopathology in individuals at high and low cognitive risk for depression

The authors tested the cognitive vulnerability hypotheses of depression with a retrospective behavioral high-risk design. Individuals without current Axis I diagnoses who exhibited either negative or positive cognitive styles were compared on lifetime prevalence of depressive and other disorders and the clinical parameters of depressive episodes. Consistent with predictions, cognitively high-risk participants had higher lifetime prevalence than low-risk participants of major and hopelessness depression and marginally higher prevalence of minor depression. These group differences were specific to depressive disorders. The high-risk group also had more severe depressions than the low-risk group, but not longer duration or earlier onset depressions. The risk group differences in prevalence of depressive disorders were not mediated by current depressive symptoms.     

Premodern, modern, and postmodern perspectives on sex and gender mixes

Postmodern sensibilities, generally associated with relational psychoanalysis, are applicable also in traditional and contemporary Freudian psychoanalytic contexts. Historically speaking, views of femininity and female sexuality may be ordered according to positions designated as premodern, modern, and postmodern. This temporal continuum provides a basis for incorporating aspects of postmodern feminist approaches to deconstructing gender into a more traditional yet contemporary psychoanalytic framework. The postmodern "crisis of category" is addressed through a critique from a modern psychoanalytic point of view of the gender stereotyping inherent in certain false binaries and either/or thinking of premodern psychoanalytic thinking regarding female (as well as male) sex and gender. The cultural changes brought about by the consciousness-raising of postmodern feminist and contemporary psychoanalytic thinking contribute significantly to evolutionary changes in the understanding of gender that are further internalized and represented intrapsychically. That is, sequential transformations in the internalization of new cultural norms influence the development of still more new cultural norms, so that progression in these identificatory markers of gender can be observed over successive generations.     

The mediating role of parental expectations in culture and well-being

In two studies, we examined the role of perceived fulfillment of parental expectations in the subjective well-being of college students. In Study 1, we found that American college students reported having higher levels of life satisfaction and self-esteem than did Japanese college students. American college students also reported having fulfilled parental expectations to a greater degree than did Japanese college students. Most importantly, the cultural difference in well-being was mediated by perceived fulfillment of parental expectations. In Study 2, we replicated the mediational finding with Asian American and European American college students. Asian American participants also perceived their parents' expectations about their academic performance to be more specific than did European Americans, which was associated with the cultural difference in perceived fulfillment of parental expectations. In short, perceived parental expectations play an important role in the cultural difference in the well-being of Asians and European Americans.     

You can't always get what you want: educational attainment, agency, and choice

Using educational attainment to indicate socioeconomic status, the authors examined models of agency and effects of choice among European American adults of different educational backgrounds in 3 studies. Whereas college-educated (BA) participants and their preferred cultural products (i.e., rock music lyrics) emphasized expressing uniqueness, controlling environments, and influencing others, less educated (HS) participants and their preferred cultural products (i.e., country music lyrics) emphasized maintaining integrity, adjusting selves, and resisting influence. Reflecting these models of agency, HS and BA participants differently responded to choice in dissonance and reactance paradigms: BA participants liked chosen objects more than unchosen objects, but choice did not affect HS participants' preferences. Results suggest that HS and BA models of agency qualitatively differ, despite overlap between HS and BA worlds.