Is problem solving dependent on language?

There has been a long-standing debate in the fields of philosophy and cognitive science surrounding the relationship of language to cognition, but the exact nature of this relationship is still unclear (Sokolov, 1968/1972). In the current study, we explored the role of language in one aspect of cognition, namely problem solving, by administering the Wisconsin Card Sorting Test (WCST) to stroke patients with varying degrees of language impairment (Experiment 1) and to normal participants under conditions of articulatory suppression (Experiment 2). In Experiment 1, there was a significant correlation between performance on the WCST and language measures such as comprehension and naming. Demonstrating the specificity of this result, we also found a significant relationship between language performance and another test of problem solving, the Raven's Colored Progressive Matrices, but no relationship between language and a test of visuospatial functioning. In Experiment 2, normal participants were significantly impaired on the WCST under conditions of articulatory suppression, relative to a baseline condition. Together, these findings suggest that language plays a role in complex problem solving, possibly through covert language processes.     

Compelling untruths: content borrowing and vivid false memories

False memories are sometimes accompanied by surprisingly vivid experiential detail that makes them difficult to distinguish from actual memories. Such strikingly real false memories may be produced by a process called content borrowing in which details from presented items are errantly borrowed to corroborate the occurrence of the false memory item. In 2 experiments using think-out-loud protocols at both study and test, evidence for content borrowing occurred for more than half of the false remember judgments participants reported. The present study also provides evidence consistent with recollection rejection and distinctiveness playing a role in false-memory editing.     

The journey towards active self-care and empowerment: Insights from a thematic analysis of a women's therapeutic expressive writing group (UK)

There is a strong evidence base that demonstrates the beneficial impact of engaging in therapeutic writing tasks, often with reference to the successful emotional processing of traumatic life events. This paper looks to explore the experiences and impact of a community-based therapeutic expressive writing group, which embraced a direct psychoeducational model to enhance emotional well-being in a group of women. From an experiential qualitative position that embraces a “hermeneutics of empathy”, this study uses a thematic analysis (TA) methodology (informed by the work of Braun & Clarke (2013) to explore the group members' narratives obtained through semistructured interviews. The study reveals the significance of a number of key factors, including the importance of the group setting, the identification of core therapeutic writing activities, the beneficial impact of skilled and supportive therapist facilitation, and the emotional value in “letting go” of unhelpful thoughts and feelings in order to strengthen psychological well-being and resilience. The findings have important implications for service commissioning and the proactive delivery of effective time-limited, low-cost mental health interventions within primary settings across society.     

Association Between Gait and Dual Task With Cognitive Domains in Older People With Cognitive Impairment

The authors investigated whether impaired gait and dual-task performances are associated with specific cognitive domains among older people with preserved cognition (PC), mild cognitive impairment (MCI), and mild Alzheimer's disease (AD). The sample comprised 40 older adults with PC, 40 with MCI, and 38 with mild AD. The assessment consisted of gait (measured by 10-m walk test and Timed Up and Go Test [TUGT]), dual task (measured by TUGT associated with a cognitive-motor task of calling a phone number), and cognition (domains of the Addenbrooke Cognitive Examination–Revised and Frontal Assessment Battery [FAB]). For data analysis, the Pearson product-moment correlation and the backward stepwise linear regression were conducted. Language, fluency, and visuospatial domains predicted the 10-m walk test measure specifically in PC, MCI, and AD groups. Only the visuospatial domain was independently associated with the TUGT measure in the MCI and AD groups. FAB score, language domain, and FAB score and fluency domain were the strongest predictors for the isolated cognitive-motor task measure in the PC, MCI, and AD groups, respectively. The visuospatial domain was independently associated with the dual-task test measure in all 3 groups. The study findings demonstrate the influence of specific cognitive domains in daily mobility tasks in people with different cognitive profiles.     

Multiple peer victimization among elementary school students: relations with social-emotional problems

Research has indicated that children exposed to multiple risks often report worse mental health and academic performance than those experiencing only one risk. The present research examines whether exposure to more than one form of peer victimization (multiple peer victimization) at school is related to reports of negative outcomes. Eighty-six fourth and fifth grade students self-reported exposure to peer victimization and social-emotional problems. MANCOVAs indicated that children who experienced multiple peer victimization reported higher depressive symptoms, lower self-esteem, and self-blame attributions for their own victimization, than those who experienced victimization in only one form or none at all. Peer victimization to/from school was also investigated. While peer victimization was found to occur on the way to/from school, adding this to victimization at school did not show the same cumulative effects. Implications for schools are discussed.     

Cathodal tDCS of the Left Posterior Parietal Cortex Increases Proprioceptive Drift

In aiming movements the limb position drifts away from the defined target after some trials without visual feedback, a phenomenon defined as proprioceptive drift (PD). There are no studies investigating the association between the posterior parietal cortex (PPC) and PD in aiming movements. Therefore, cathodal and sham transcranial direct current stimulation (tDCS) were applied to the left PPC concomitantly with the performance of movements with or without vision. Cathodal tDCS applied without vision produced a higher level of PD and higher rates of drift accumulation while it decreased peak velocity and maintained the number of error corrections, not affecting movement amplitude. The proprioceptive information seems to produce an effective reference to movement, but with PPC stimulation it causes a negative impact on position.     

Family play,reading, and other stimulation and early childhood development in five low-and-middle-income countries

This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; M_age = 51.5; 49% girls). Results from random-effects and more conservative child-fixed effects models indicate that across these studies, family stimulation, measured by caregivers’ engagement in nine activities (e.g., reading, playing, singing), predicted increments in children's early numeracy, literacy, social-emotional, motor, and executive function skills (standardized associations ranged from 0.05 to 0.11 SD). Study-specific models showed variability in the estimates, with null associations in two out of the five studies. These findings indicate the need for additional research on culturally specific ways in which caregivers may support early development and highlight the importance of promoting family stimulation to catalyze positive developmental trajectories in global contexts.

Research Highlights

• Research on the links between family stimulation and early childhood development in low-and-middle-income countries (LMICs) is limited.
• We used longitudinal data from studies conducted in five LMICs to examine the links between family stimulation and early childhood development outcomes.
• Results suggest that family stimulation predicted increments in children's numeracy, literacy, social-emotional, motor, and executive function skills.
• We found variability in the observed estimates, with null associations in two out of the five studies, suggesting the need for additional research in LMICs.

     

Molecular Mechanisms Associated with the Benefits of Variable Practice in Motor Learning

Abstract

Variable practice promotes a higher level of motor learning than constant practice. The glutamate receptors, n-methyl-d-aspartate (NMDA) and alfa-amino-3-hydroxy-5-methyl-4-isoxazolepropionic (AMPA), have been associated with the changes in motor cortex that occur throughout the process of motor learning. Considering that, it is possible that variable practice is more associated with the NMDA and AMPA receptors than constant practice. This study aimed ao investigating the association between the glutamate receptors, NMDA and AMPA, and constant and variable practice schedules. Seventy-eight male mice practiced the rotarod task in a constant or variable scheduling, in two consecutive days (acquisition phase). Learning tests were performed 24?h and 10?days after the end of the acquisition phase. Variable practice was more associated with the NMDA receptor and had a greater AMPA receptor expression than constant practice. The results suggest that the benefits of variable practice are result of both the greater dependency on the NMDA receptor and the greater AMPA receptor expression.