Hypothalamic circuit regulating colonic transit following chronic stress in rats

Although acute stress accelerates colonic transit, the effect of chronic stress on colonic transit remains unclear. In this study, rats received repeated restraint stress (chronic homotypic stress) or various types of stress (chronic heterotypic stress) for 5 and 7 days, respectively. Vehicle saline, oxytocin (OXT), OXT receptor antagonist or corticotropin-releasing factor (CRF) receptor antagonists were administered by intracerebroventricular (ICV) injection prior to restraint stress for 90 min. Immediately after the stress exposure, the entire colon was removed and the geometric center (GC) of Na51CrO4 (a nonabsorbable radioactive marker; 0.5 μCi) distribution was calculated to measure the transit. Gene expression of OXT and CRF in the paraventricular nucleus (PVN) was evaluated by in situ hybridization. Accelerated colonic transit with the acute stressor was no longer observed following chronic homotypic stress. This restored colonic transit was reversed by ICV injection of an OXT antagonist. In contrast, chronic heterotypic stress significantly accelerated colonic transit, which was attenuated by ICV injection of OXT and by a CRF receptor 1 antagonist. OXT mRNA expression in the PVN was significantly increased following chronic homotypic stress, but not chronic heterotypic stress. However, CRF mRNA expression in the PVN was significantly increased following acute and chronic heterotypic stress, but not chronic homotypic stress. These results indicate that central OXT and CRF play a pivotal role in mediating the colonic dysmotility following chronic stress in rats.     

Domestic dogs (Canis familiaris) flexibly adjust their human-directed behavior to the actions of their human partners in a problem situation

Domestic dogs (Canis familiaris) have been shown to actively initiate triadic communicative interactions by looking at a human partner or by alternating their gaze between the human and an object when being faced with an out-of-reach reward or an unsolvable problem. It has hardly been investigated, however, whether dogs flexibly adjust their human-directed behavior to the actions of their partners, which indicate their willingness and abilities to help them when they are faced with a problem. Here, in two experiments, we confronted dogs—after initially allowing them to learn how to manipulate an apparatus—with two problem situations: with an empty apparatus and a blocked apparatus. In Experiment 1, we showed that dogs looked back at their owners more when the owners had previously encouraged them, independently from the problem they faced. In Experiment 2, we provided dogs with two experimenters and allowed them to learn through an initial phase that each of the experimenters could solve one of the two problems: the Filler re-baited the empty apparatus and the Helper unblocked the blocked apparatus. We found that dogs could learn to recognize the ability of the Filler and spent time close to her when the apparatus was empty. Independently from the problem, however, they always approached the Helper first. The results of the present study indicate that dogs may have a limited understanding of physical problems and how they can be solved by a human partner. Nevertheless, dogs are able to adjust their behavior to situation-specific characteristics of their human partner’s behavior.     

The Vienna comparative cognition technology (VCCT): An innovative operant conditioning system for various species and experimental procedures

This article describes a laboratory system for running learning experiments in operant chambers with various species. It is based on a modern version of a classical learning chamber for operant conditioning, the so-called ??Skinner box??. Rather than constituting a stand-alone unit, as is usually the case, it is an integrated part of a comprehensive technical solution, thereby eliminating a number of practical problems that are frequently encountered in research on animal learning and behavior. The Vienna comparative cognition technology combines modern computer, stimulus presentation, and reinforcement technology with flexibility and user-friendliness, which allows for efficient, widely automatized across-species experimentation, and thus makes the system appropriate for use in a broad range of learning tasks.     

Learning and development of embodied numerosity

Recent empirical evidence indicates that seemingly abstract numerical cognitions are rooted in sensory and bodily experiences. In particular in finger counting finger-based representations reflect a specific case of embodied cognition, we termed embodied numerosity. Furthermore, we suggest that finger-based representations should be considered a distinct representation of number (magnitude) and argue that this representation is activated automatically whenever we encounter a number. We discuss in what way such a theoretical framework can account for the associations of fingers and numbers observed so far. In the final part, we evaluate whether the concept of embodied numerosity should be generalized beyond finger-based representations with particular focus on whether bodily-sensory experiences (such as moving the whole body along the mental number line) may corroborate numerical capabilities. In a series of intervention studies, we consistently observed more pronounced training effects for our embodied numerosity trainings for different age groups, different digital media, different number ranges, and different control conditions. Taken together, we conclude that embodied representations of number (magnitude) exist, are not limited to finger-based representations, and influence number processing in a systematic and functional way that can be used to foster the efficiency of numerical trainings.     

Decomposing the interaction between retention interval and study/test practice: the role of retrievability

Even without feedback, test practice enhances delayed performance compared to study practice, but the size of the effect is variable across studies. We investigated the benefit of testing, separating initially retrievable items from initially nonretrievable items. In two experiments, an initial test determined item retrievability. Retrievable or nonretrievable items were subsequently presented for repeated study or test practice. Collapsing across items, in Experiment 1, we obtained the typical cross-over interaction between retention interval and practice type. For retrievable items, however, the cross-over interaction was quantitatively different, with a small study benefit for an immediate test and a larger testing benefit after a delay. For nonretrievable items, there was a large study benefit for an immediate test, but one week later there was no difference between the study and test practice conditions. In Experiment 2, initially nonretrievable items were given additional study followed by either an immediate test or even more additional study, and one week later performance did not differ between the two conditions. These results indicate that the effect size of study/test practice is due to the relative contribution of retrievable and nonretrievable items.     

Paraverbal indicators of deception: a meta‐analytic synthesis

This meta‐analysis provides a quantitative synthesis of paraverbal indicators of deception as a function of different moderator variables. Of nine different speech behaviours analysed only two were reliably associated with deception in the weighted, and four in the analysis unweighted by sample size. Pitch, response latency and speech errors were positively, message duration negatively related to deception. As most effect sizes were found to be heterogeneous, analyses of moderator variables revealed that many of the observed relationships varied as a function of content, preparation, motivation, sanctioning of the lie, experimental design and operationalization. Of different theoretical approaches reviewed, a working memory model of lie production may best account for the findings. Because of the small effect sizes, and the heterogeneity in findings, practitioners must be cautioned to use such indicators in assessing the truthfulness of reports but nonetheless practical implications for different types of situations are outlined. Copyright © 2006 John Wiley & Sons, Ltd.     

The Effectiveness of Cognitive Processing Therapy for PTSD With Refugees in a Community Setting

Opinions vary on the generalizability of empirically supported treatments to diverse populations in naturalistic settings and on the relative merits of delivering treatments through interpreters. The authors present statistical analyses of outcome data from a community mental health program that served foreign-born refugees resettled in the U.S. The program used a manualized, empirically supported treatment, Cognitive Processing Therapy, to address symptoms of PTSD in this population. Participants received psychological treatment in native languages either with a therapist who spoke their language or with a therapist who used an interpreter. Results demonstrated that treatment of PTSD was highly effective whether delivered directly or through an interpreter.     

INCREASING RECYCLING IN ACADEMIC BUILDINGS: A SYSTEMATIC REPLICATION

We placed recycling receptacles in two locations in academic buildings and studied recycling behavior within an ABA multiple baseline design. During baseline, recycling receptacles were placed in a central location. During the intervention, receptacles were moved into classrooms where beverages were primarily consumed. Baseline conditions were then reinstated. The percentage of cans recycled daily increased during intervention and returned to near-baseline levels during withdrawal. The percentage of cans discarded daily in the trash decreased during the intervention and increased to near-baseline levels during withdrawal. Implications of this study include making recycling more convenient in institutional settings.     

Selection of consultees in school mental health consultation

To further understanding regarding the selection of teacher consultees, 15 mental health consultants completed a questionnaire. Consultants ranked teachers in their school consultation placements on ability to meet academic and socioemotional needs of children, receptivity to change, and likability. Next, after indicating which teachers they would most and least like to work with, consultants rated the teachers on nine 5-point rating scales. In general, results indicate that most preferred consultees, in comparison to least preferred consultees, are perceived as less needy of assistance around issues concerning children and lessons, more responsive to consultation, and more likable. It appears that teachers most in need of assistance are not selected for consultation.