The emergence of gender differences in physical aggression in the context of conflict between young peers

It is well known that a gender difference in physical aggression emerges by the preschool years. We tested the hypothesis that the gender difference is partly due to changing tactics in peer interaction. Observations of girls’ and boys’ social initiatives and reactions to opportunities for conflict were made, using the Peer Interaction Coding System (PICS) in four independent samples of children between 9 and 36 months of age, which were aggregated to form a summary data set (N= 323), divided into two age bands (below or above 24 months of age). Linear mixed‐model analyses revealed significant age by gender interactions in the use of bodily force in response to peers’ initiatives and in the tendency to use bodily force at later stages of conflicts with peers. The gender difference in use of force was not explained by differences in the use of verbal tactics. These cross‐sectional findings suggest that girls are initially more likely than boys to use reactive aggression, but then desist, whereas boys increase their use of force to defend their territory and possessions. The difference between older and younger girls likely reflects girls’ abilities to regulate their behaviour in response to social challenges and the fact that girls are explicitly socialized to yield to peers’ demands.     

Control of the corridor illusion in baboons (Papio papio) by gradient and linear-perspective depth cues

The corridor illusion was recently demonstrated in baboons with background pictures containing rich depth information (Barbet and Fagot 2002, Behavioural Brain Research 132 111-115). In the current research we determined the contribution of gradient texture and perspective lines to that illusion. In experiment 1, the corridor illusion was tested in two baboons, with pictures of a hallway as backgrounds, or the same image of the hallway represented by perspective lines. Findings confirmed that the baboons experience the corridor illusion with the picture of the hallway, and showed that this illusion remained with the perspective-line backgrounds. The same procedure was adopted in experiment 2, but with a hallway drawn from gradient textures. The two baboons experienced the illusion in this experiment too. Thus both gradient and perspective line cues convey sufficient information to control the corridor illusion in baboons. In baboons, the processing of these two kinds of depth cues interacts with the perception of object size, suggesting homologous processes of pictorial depth perception in humans and non-human primates.     

Four stages of Spiritual Experience: A comparison of the Ignatian Exercises and Jungian Psychotherapy

The Four Weeks of the Spiritual Exercises of St. Ignatius of Loyola are compared with four stages of Psychotherapy described by Carl Jung: confession, explanation, education, and transformation. The dynamics, goals, and outcomes of each of the Weeks are successively discussed and considered pairwise with the corresponding Jungian stage.Mary Jo Meadow is Professor of Psychology and Director of Religious Studies at Mankato State University, Mankato MN. She is the founder of Resources for Ecumenical Spirituality, a non-profit corporation promoting human understanding through interfaith spiritual practice and study. Her books includePsychology of Religion: Religion in Individual Lives andA Time To Weep, A Time To Sing: Faith Journeys of Women Scholars of Religion. She may be contacted at Box 35, Mankato State University, Mankato MN 56001.     

Interacting noradrenergic and corticosteroid systems shift human brain activation patterns during encoding

Emotionally arousing experiences are usually well retained, an effect that depends on the release of adrenal stress hormones. Animal studies have shown that corticosterone and noradrenaline – representing the two main stress hormone systems – act in concert to enhance memory formation by actions involving the amygdala, hippocampus and prefrontal cortex (PFC). Here we test whether interactions between these two stress hormone systems also affect human memory formation as well as the associated pattern of brain activation. To this end, forty-eight male human subjects received hydrocortisone, yohimbine or both before presentation of emotional and neutral pictures. Activity in the amygdala, hippocampus and PFC was monitored with functional Magnetic Resonance Imaging (fMRI) during encoding of these stimuli, when hormonal levels were elevated. Memory performance was tested 1 week later. We investigated whether an increased level of one of the two hormone systems would lead to differential effects compared to the combined application of the drugs on brain activation and memory performance. We report that the application of cortisol led to an overall enhancing effect on recognition memory, with no significant additional effect of yohimbine. However, during encoding the brain switched from amygdala/hippocampus activation with either hormone alone, to a strong deactivation of prefrontal areas under the influence of the combination of both exogenous hormones. Although we did not find evidence that exogenous stimulation of the noradrenergic and corticosteroid systems led to significant interaction effects on memory performance in this experiment, we conclude that stress hormone levels during encoding did differentially determine the activation pattern of the brain circuits here involved.     

What’s Love Got to Do with It? A Qualitative Grounded Theory Content Analysis of Romance Narratives in the PG Era of World Wrestling Entertainment (WWE) Programming

Although numerous studies have examined cultural representations of love and romance in myriad media sources, scarce attention has been paid to such representations in the genre of sports entertainment. As the most popular brand within this genre, World Wrestling Entertainment (WWE) is an important conduit of cultural knowledge in which to investigate narratives about modern romance. Using qualitative grounded theory content analysis methods, the current study examined representations of romance narratives in WWE’s two highest rated programs (Monday Night Raw and Friday Night Smackdown!) over a 6 month period. Fifty-two episodes comprising 105 h of televised programming were analyzed. Data analysis revealed evidence of six central romance narratives (Prince Charming, Dark Romance, Femme Fatale, Gold Digger, Cougar, and Woman Scorned). The meanings of these narratives were frequently contradictory in nature, revealing complex ideas about the nature of heterosexual romance. Many of the romantic relationships presented contained elements of multiple narratives, suggesting conflicting presentations of heterosexual gender relations not just across but also within individual relationships. Implications of these findings through the lens of social learning and schema theories are provided.     

Learning under stress: how does it work?

The effects of stress on learning and memory are not always clear: both facilitating and impairing influences are described in the literature. Here we propose a unifying theory, which states that stress will only facilitate learning and memory processes: (i) when stress is experienced in the context and around the time of the event that needs to be remembered, and (ii) when the hormones and transmitters released in response to stress exert their actions on the same circuits as those activated by the situation, that is, when convergence in time and space takes place. The mechanism of action of stress hormones, particularly corticosteroids, can explain how stress within the context of a learning experience induces focused attention and improves memory of relevant information.     

Letter-by-letter reading: natural recovery and response to treatment

The present investigation provides a longitudinal study of an individual (RB) with acquired alexia following left posterior cerebral artery stroke. At initial testing, RB exhibited acquired alexia characterized by letter-by-letter (LBL) reading, mild anomic aphasia, and acquired agraphia. Repeated measures of reading accuracy and rate were collected for single words and text over the course of one year, along with probes of naming and spelling abilities. Improvements associated with natural recovery (i.e., without treatment) were documented up to the fourth month post onset, when text reading appeared to be relatively stable. Multiple oral reading (MOR) treatment was initiated at 22 weeks post-stroke, and additional improvements in reading rate and accuracy for text were documented that were greater than those expected on the basis of spontaneous recovery alone. Over the course of one year, reading reaction times for single words improved, and the word-length effect that is the hallmark of LBL reading diminished. RB's response to treatment supports the therapeutic value of MOR treatment to in LBL readers. His residual impairment of reading and spelling one-year post stroke raised the question as to whether further progress was impeded by degraded orthographic knowledge.     

Conflicting visual and tactual-kinesthetic stimulation

The effects of stimulus and response probability on choice reaction time (RT) were independently investigated. In different conditions, two sets of three stimuli of probabilities of.1, .3, .6 and.3, .3, .4 were assigned to two responses-two of the stimuli assigned to one response. All combinations of S-R assignments were studied, yielding response probabilities of .1-.9, ,3-.7, and ,4-.6. With response probability held constant, variations in stimulus probability led to consistent and substantial effects on both RT and error rates. Response-probability effects were confined to error rates, and repetition effects were negligible. The results support the assumption of recent models of choice behavior that adjustments are made to the absolute (rather than just to the ordinal) values of stimulus probability.     

The role of modeling in prevention and extinction of phobic behaviour in cynomolgus monkeys (Macaca fascicularis)

In previous studies surrogate reared cynomolgus monkeys have been shown to become phobic of an unprepared harmless object. In the present study an attempt was made to prevent the development of phobic behaviour in young monkeys and to extinguish avoidance behaviour in phobic monkeys. In the first experiment subjects were exposed to the object in company of their (surrogate) mothers which approached the object. In the second experiment phobic subjects were exposed to the object in company of non-phobic conspecifics which approached the object. The results of the first experiment show that modeling was unsuccessful in preventing the acquisition of phobia in the surrogate-reared monkeys but seemed successful in accelerating approach in the mother-reared subjects. The results of the second experiment show that during the modeling treatment the phobic subjects followed the model and approached the object. However, in post treatment tests all subjects but one relapsed into avoidance. The effect of modeling during treatment is interpreted in terms of coaclive facilitation.