The impact of an emotional self-management skills course on psychosocial functioning and autonomic recovery to stress in middle school children

Unmanaged emotional reactions to stress not only lead to behavior problems in young people but also create physiological conditions that inhibit learning and potentially increase the risk of disease later in life. For these reasons, the integration of emotional self-management skills training programs has become an increased priority in some schools. In this study, middle school students enrolled in a course in emotional competence skills learned techniques designed to intercept stressful responses during emotionally challenging situations. Behavioral outcomes were assessed using the Achievement Inventory Measure and autonomic function was measured by heart rate variability (HRV) analysis during and after a stressful interview. Following the program, students exhibited significant improvements in areas including stress and anger management, risky behavior, work management and focus, and relationships with family, peers and teachers. These improvements were sustained over the following six months. Students using the skills taught in the course to recover from acute emotional stress were also able to positively modulate their physiological stress responses. As compared to a control group, trained students demonstrated significantly increased HRV and more rhythmic, sine wave-like heart rhythm patterns during recovery. This response pattern reflects increased parasympathetic activity, heart rhythm coherence, and entrainment of other biological oscillatory systems to the primary heart rhythm frequency. Increased physiological coherence is associated with improved cognitive performance, emotional balance, mental clarity and health outcomes. These physiological shifts could promote the sustained psychological and behavioral improvements associated with the use of emotional management skills. It is suggested that learning emotional competence skills in childhood establishes healthier physiological response patterns which can benefit learning and long-term health. Results provide support for the integration in school curricula of courses designed to teach effective self-management skills to children.     

Common Sense and Maximum Entropy

This paper concerns the question of how to draw inferences common sensically from uncertain knowledge. Since the early work of Shore and Johnson (1980), Paris and Vencovská (1990), and Csiszár (1989), it has been known that the Maximum Entropy Inference Process is the only inference process which obeys certain common sense principles of uncertain reasoning. In this paper we consider the present status of this result and argue that within the rather narrow context in which we work this complete and consistent mode of uncertain reasoning is actually characterised by the observance of just a single common sense principle (or slogan). This revised version was published online in June 2006 with corrections to the Cover Date.     

Tales from the Crypt: On the Role of Death in Life

An existential psychodynamic theory is presented based on Ernest Becker's claim that self-esteem and cultural worldviews function to ameliorate the anxiety associated with the uniquely human awareness of vulnerability and mortality. Psychological equanimity is hypothesized to require (1) a shared set of beliefs about reality that imbues the universe with stability, meaning, and permanence; (2) standards by which individuals can judge themselves to be of value; and (3) promises of safety and the transcendence of death to those who meet the standards of value. An empirical research program in support of this theory is then described, and the personal and interpersonal implications of these ideas are briefly considered.     

Selective Abolition of the NMDA Component of Long-Term Potentiation in Mice Lacking mGluR5

The mechanisms underlying the differential expression of long-term potentiation (LTP) by AMPA and NMDA receptors, are unknown, but could involve G-protein-linked metabotropic glutamate receptors. To investigate this hypothesis we created mutant mice that expressed no metabotropic glutamate receptor 5 (mGluR5), but showed normal development. In an earlier study of these mice we analyzed field-excitatory postsynaptic potential (fEPSPs) in CA1 region of the hippocampus and found a small decrease; possibly arising from changes in the NMDAR-mediated component of synaptic transmission. In the present study we used whole-cell patch clamp recordings of evoked excitatory postsynaptic currents (EPSCs) in CA1 pyramidal neurons to identify the AMPAR- and NMDAR-mediated components of LTP. Recordings from control mice following tetanus, or agonist application (IS, 3R-1-amino-cyclopentane 1,3-dicarboxylic acid) (ACPD), revealed equal enhancement of the AMPA and NMDA receptor-mediated components. In contrast, CA1 neurons from mGluR5-deficient mice showed a complete loss of the NMDA-receptor-mediated component of LTP (LTP_NMDA), but normal LTP of the AMPA-receptor-mediated component (LTP_AMPA). This selective loss of LTP_NMDA was seen in three different genotypic backgrounds and was apparent at all holding potentials (−70 mV to +20 mV). Furthermore, the LTP_NMDA deficit in mGluR5 mutant mice could be rescued by stimulating protein kinase C (PKC) with 4β-phorbol-12,13-dibutyrate (PDBu). These results suggest that PKC may couple the postsynaptic mGluR5 to the NMDA-receptor potentiation during LTP, and that this signaling mechanism is distinct from LTP_AMPA. Differential enhancement of AMPAR and NMDA receptors by mGluR5 also supports a postsynaptic locus for LTP.     

Bootstrap assessment of the reliability of maxima in surface maps of brain activity of individual subjects derived with electrophysiological and optical methods

Surface maps of brain activity can be obtained with electrophysiological and optical recordings. However, there are no established methods for determining the reliability of maps of brain activity across subject groups or across tasks within the same subject. In this paper, we use bootstrapping to establish the reliability of the locations of maxima in maps of surface brain activity of individual subjects obtained with ERP and optical (EROS) recordings and report sample analyses for two data sets. Bootstrapping is a nonparametric method for estimating statistical accuracy from the data in a single sample. The distribution of the statistic of interest is estimated by constructing “bootstrap samples” from a pool of all available cases (with replacement). Many “bootstrap replications” are obtained by calculating the statistic of interest for each sample. In the case of brain activity, many (e.g., 10,000) amplitude distributions can be derived from the data of an individual subject. Frequency counts are then computed for each recording location to establish how many times that location corresponds to a maximum. The value obtained in this fashion represents an estimate of the reliability of the observation.     

Self-knowledge and scepticism

Donald Davidson has argued that most of our beliefs must be true and that global scepticism is therefore false. Davidson's arguments to this conclusion often seem to depend on externalist considerations. Davidson's position has been criticised, however, on the grounds that he does not defeat the sceptic, but rather already assumes the falsity of scepticism through his appeal to externalism. Indeed, it has been claimed that far from defeating the sceptic Davidson introduces an even more extreme version of scepticism according to which we cannot even know the contents of our own minds. This paper argues that these criticisms are mistaken and that Davidson does indeed have grounds to argue that scepticism is false. The externalism that figures in Davidson's antisceptical arguments is shown to be merely an element in Davidson's overall holism according to which the very possibility of having beliefs that could be true or false depends on most of those beliefs being true and their contents known.     

Provision of leisure activities for the reduction of challenging behavior

Behavioral treatment of challenging behaviors, such as aggression, self-injury, property destruction, and stereotyped movement is often a priority in residential facilities for persons with developmental disabilities. If these behaviors occur when the client is otherwise unengaged, a potentially effective treatment may be to provide alternative activities. In the present study, 3 adults with severe disabilities were observed. During baseline, these 3 individuals frequently displayed challenging behavior at times when they were otherwise unengaged. Opportunities to participate in leisure activities were then provided to each client in a multiple-baseline design. Provision of leisure opportunities was associated with increased adaptive behavior and collateral reductions in problem behaviors. The effectiveness of the intervention procedures suggest that these challenging behaviors may have been related to the lack of alternative activities.     

Case specificity of the stimulus probability effect

Four memory scanning experiments investigated the effect of the probability of occurrence of one case of a letter (e.g., “A”) on response time to the other case of that same letter (“a”). There was no effect: Responses to one case of a letter did not depend on the probability of occurrence of the other case of the letter. This finding indicates that facilitation of visual encoding by high probability of occurrence is not caused by increased activation at the level of the name code. Previous results rule out the possibility that facilitation occurs at the level of feature detectors responding to the individual visual features of the high-probability stimuli, and these results were replicated in the present experiments. It appears that facilitation is caused by activation along specific routes by which visual features activate letter names. This conclusion has implications for the locus of effect of stimulus probability in models of letter coding     

The pattern of exceptionality across domains in learning disabled children

The purpose of this study was to examine the intellectual, academic and behavioral competencies in learning disabled and normally achieving children. Fifty-eight pairs of children (LD and non-LD) in first, second, and third grade were administered the WISC-R and the PIAT; were observed with the SCAN Observational System in their regular classroom; and had teachers who filled out the Classroom Behavior Inventory. Results indicated that the LD children performed l less well on the WISC-R and the PIAT. There was no evidence of greater variability within the LD children nor was there a different pattern of performance in comparison to normally achieving children. The learning disabled children were consistently rated by their classroom teachers as displaying less desirable classroom behavior. The Observational System SCAN corroborated these results, indicating that LD children were more off-task than non-LD children. These result suggest that we re-examine the definition of learning disabilities in the public scholl to put more emphasis on behavioral indices and to refocus the interpretation of test scatter as an index of learning disabilities.     

Competence,guilt, and victimization: Sex differences in attribution of causality in television dramas

Sex differences in attribution of causality are investigated in three types of television programs: prime-time family, violent, and daytime serial shows. Both frequency and type of causal statements were studied, using DeCharm's conceptualization of personal causation as origin-like (internal to the self) or pawn-like (external to the self). There were striking sex differences in violent programs, with males modeling more origin behavior and females modeling more pawn behavior. In soap operas there were no sex differences, but both origin and pawn ideas were expressed in terms of personal responsibility, with fewer references to more competent origin behaviors such as goal setting, planned decision making, or self-confidence. These findings have implications for differential socialization of competent coping skills for males and females.The authors would like to express appreciation to Katie Henry and Jennifer Mardoyan, who assisted with this research.