Elucidating the neural correlates of egoistic and moralistic self-enhancement

Self-enhancement is the biasing of one’s view of oneself in a positive direction. The brain correlates of self-enhancement remain unclear though it has been reported that the medial prefrontal cortex (MPFC) may be important for producing self-enhancing responses. Previous studies have not examined whether the neural correlates of self-enhancement depend on the particular domain in which individuals are enhancing themselves. Both moralistic and egoistic words were presented to participants while transcranial magnetic stimulation (TMS) was applied to the MPFC, precuneus or in a sham orientation. Participants were asked to make decisions as to the words describing themselves, some of which were positive and some of which were negative. It was found the MPFC TMS significantly disrupted egoistic self-enhancement when TMS was delivered to the MPFC. Judgments involving moralistic words were not influenced by TMS. These data provide further evidence that MPFC is involved in self-enhancement, and that the role of MPFC may be selective in this regard.     

Differential effects of beta-adrenergic receptor blockade in basolateral amygdala or insular cortex on incidental and associative taste learning

The importance of central β-adrenergic system has been essentially investigated in aversive/emotional learning tasks. However, recent data suggest that the β-adrenergic system is also required for incidental taste learning. In the present study we evaluated in rats whether β-adrenergic receptor activity is required for taste habituation, an incidental taste learning, and also for conditioned taste aversion (CTA) learning, an associative learning. To address this issue, a low dose of the β-adrenergic antagonist propranolol was infused before learning in either the basolateral amygdala (BLA) or the insular cortex (IC), two forebrain areas reported to play a key role in taste memory formation. Incidental taste learning was assessed using a single presentation of the sweet taste saccharin 0.1%, which is sufficient to increase saccharin consumption (relative to water baseline) during a second presentation. CTA was assessed by pairing the first saccharin 0.1% presentation with a delayed gastric malaise, thus causing a decrease in saccharin consumption (relative to water baseline) during a second presentation. Propranolol infusion in BLA (1 μg/0.2μl) or IC (2.5 μg/0.5 μl) before the first taste exposure impaired incidental taste learning but did not affect CTA. These results highlight the important role played by the β-adrenergic receptor activation in cortical and amygdaloid structures during taste learning. Moreover, they are the first to suggest that incidental learning is more sensitive to blockade of noradrenergic system than associative learning.     

Where creeds meet incredulity: educational research in a post-utopian age

In contrast to Jean-Francois Lyotard’s classic warning, postmodern society in the United States seems increasingly influenced by metanarratives—religious metanarratives. This article examines the implications of this religious resurgence for educational researchers. It offers a competing analysis of the postmodern that draws on Harold Bloom, Slavoj ŽiŽek and others to identify the gnostic elements in contemporary religiosity, both in Europe and the United States. This competing reading of postmodern religiosity suggests a reframing of Lyotard’s paralogy—research that searches for instabilities in the framework of knowledge. Drawing examples from recent educational research, I will argue for ways in which researchers can better engage religion in their work.The author would like to thank the anonymous reviewer who brought to his attention additional texts and debates about this highly interdisciplinary topic.     

Modeling the Developmental Patterning of Finiteness Marking in English, Dutch, German, and Spanish Using MOSAIC

In this study, we apply MOSAIC (model of syntax acquisition in children) to the simulation of the developmental patterning of children's optional infinitive (OI) errors in 4 languages: English, Dutch, German, and Spanish. MOSAIC, which has already simulated this phenomenon in Dutch and English, now implements a learning mechanism that better reflects the theoretical assumptions underlying it, as well as a chunking mechanism that results in frequent phrases being treated as 1 unit. Using 1, identical model that learns from child-directed speech, we obtain a close quantitative fit to the data from all 4 languages despite there being considerable cross-linguistic and developmental variation in the OI phenomenon. MOSAIC successfully simulates the difference between Spanish (a pro-drop language in which OI errors are virtually absent) and obligatory subject languages that do display the OI phenomenon. It also highlights differences in the OI phenomenon across German and Dutch, 2 closely related languages whose grammar is virtually identical with respect to the relation between finiteness and verb placement. Taken together, these results suggest that (a) cross-linguistic differences in the rates at which children produce OIs are graded, quantitative differences that closely reflect the statistical properties of the input they are exposed to and (b) theories of syntax acquisition need to consider more closely the role of input characteristics as determinants of quantitative differences in the cross-linguistic patterning of phenomena in language acquisition.     

Facets of psychopathy, heart rate variability and cognitive function

The aim of the present study was to investigate whether the four facets of Hare's Psychopathy Checklist-Revised (PCL-R; Hare, 1991; Bolt, Hare, Vitale, & Newman, 2004) were related to physiological and cognitive mechanisms. Fifty-three male prisoners participated in this study. Physiological responses were measured as heart rate variability (HRV) and heart rate (HR). Cognitive functions were measured using a continuous performance test (CPT; California Computerized Assessment Package, Abbreviated version) and a working memory test (WMT); based on Baddeley & Hitch (1974). The regression analysis of the HRV revealed that the interpersonal facet explained most of the variance during baseline (28%), CPT (16%), and WMT (12%). This was also true for the HR data during baseline (28%), CPT (20%), WMT (10%), and recovery (13%). The antisocial facet explained 10% of the variance only during baseline. Subjects scoring high compared to low on the interpersonal facet also showed better cognitive functioning. The study suggests that the different facets were differently associated with both physiological and cognitive functions.     

Motor and visual codes interact to facilitate visuospatial memory performance

The spatial working memory system constantly updates spatial representations and many studies have focused on the underlying principles of the encoding and maintenance of visual information. Here we investigated the question of how the production of actions influences spatial working memory. Participants were given a task that required concurrent maintenance of two spatial arrays, one encoded by visual observation accompanied with pointing movements, the other by only visual observation. Across two experiments, movement during encoding was found to facilitate recognition of spatial arrays in a load-dependent manner. The results suggest an action-based encoding principle within the working memory system, and possible underlying action-related mechanisms are discussed.