The Genetic Association Between ADHD Symptoms and Reading Difficulties: The Role of Inattentiveness and IQ

Previous studies have documented the primarily genetic aetiology for the stronger phenotypic covariance between reading disability and ADHD inattention symptoms, compared to hyperactivity-impulsivity symptoms. In this study, we examined to what extent this covariation could be attributed to “generalist genes” shared with general cognitive ability or to “specialist” genes which may specifically underlie processes linking inattention symptoms and reading difficulties. We used multivariate structural equation modeling on IQ, parent and teacher ADHD ratings and parent ratings on reading difficulties from a general population sample of 1312 twins aged 7.9–10.9 years. The covariance between reading difficulties and ADHD inattention symptoms was largely driven by genetic (45%) and child-specific environment (21%) factors not shared with IQ and hyperactivity-impulsivity; only 11% of the covariance was due to genetic effects common with IQ. Aetiological influences shared among all phenotypes explained 47% of the variance in reading difficulties. The current study, using a general population sample, extends previous findings by showing, first, that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genes contributing to general cognitive ability and, second, that child-specific environment factors, independent from IQ, also contribute to the covariation between reading difficulties and inattention symptoms.     

William James and the ‘willfulness’ of belief

This paper explicates and defends some of William James' more controversial claims in ‘The Will to Believe’. After showing some of the weaknesses in standard interpretations of James' position, I turn to James' Principles of Psychology and The Varieties of Religious Experience to spell out in more detail James' account of the nature of the attitudes of belief, doubt, and disbelief and link them to an account of the subject. In so doing, the moral force of the argument comes to the fore by casting the question ‘Can we believe at will?’ in a new light. Through a discussion of the conversion experiences of The Varieties of Religious Experience and the kinds of self‐transformations in which beliefs that once appeared dead become live (or vice versa) that appear throughout James' psychology, the moral urgency of James' position in ‘The Will to Believe’ is clarified.     

Think ahead before you regulate: A focus on future consequences predicts choices of and beliefs about strategies for the down-regulation of negative emotions

Considering future consequences predicts many self-regulatory behaviors. Moreover, emotion regulation choices often involve trade-offs between immediate hedonic benefits and future well-being and mental health. We propose that focusing on future consequences may also predict emotion regulation choices. We examined whether people who consider future consequences of their actions are more likely to choose adaptive strategies and less likely to choose maladaptive strategies (Study 1) and whether people believe that adaptive and maladaptive strategies have differential short- and long-term consequences (Study 2). In Study 1, consideration of future consequences was related to choosing more adaptive and fewer maladaptive strategies for regulating negative emotions. In Study 2, participants believed that adaptive strategies are more effective in the short-term than in the long-term and that maladaptive strategies are more effective in the long-term than in the short-term. Moreover, commonalities in favored strategies were observed across the two studies. Taken together, the findings suggest that trait future time focus plays a significant role in emotion regulation preferences and that people have some knowledge about the varied temporal consequences of different strategies.     

Influence of Positive and Negative Film Portrayals of Drinking on Older Adolescents' Alcohol Outcome Expectancies

College students (76 females. 32 males) were shown videotaped clips from popular films depicting either (a) desirable outcomes of drinking distilled spirits, (b) undesirable outcomes of drinking distilled spirits, or (c) no portrayals of distilled spirits. After presenting the film clips, we assessed their alcohol outcome expectancies and intentions to drink alcoholic beverages in the next week Participants in the positive film condition endorsed more positive expectancies than did participants in the control condition, and participants in the positive and negative film conditions endorsed more negative expectancies than did the participants in the control condition. Intentions to drink distilled spirits in the next week did not differ by film condition.     

An exploratory investigation of coffee and lemon scents and odor identification

Fragrance sellers often provide coffee beans to their customers as a "nasal palate cleanser," to reduce the effects of olfactory adaptation and habituation. To test this idea, college students smelled three fragrances multiple times, rating odors each time. After completing nine trials, participants sniffed coffee beans, lemon slices, or plain air. Participants then indicated which of four presented fragrances had not been previously smelled; Coffee beans did not yield better performance than lemon slices or air.     

Human newborns match tongue protrusion of disembodied human and robotic mouths

No evidence had been provided so far of newborns’ capacity to give a matching response to 2D stimuli. We report evidence from 18 newborns who were presented with three types of stimuli on a 2D screen. The stimuli were video-recorded displays of tongue protrusion shown by: (a) a human face, (b) a human tongue from a disembodied mouth, and (c) an artificial tongue from a robotic mouth. Compared to a baseline condition, neonates increased significantly their tongue protrusion when seeing disembodied human and artificial tongue movements, but not when seeing a 2D full-face protruding tongue. This result was interpreted as revealing the exploration of top-heavy patterns of the 2D face that distracted infants’ attention from the tongue. Results also showed progressively more accurate matching (full tongue protrusion) throughout repeated exposure to each kind of stimulus. Such findings are not in line with the predictions of the innate releasing mechanism (IRM) model or of the oral exploration hypothesis. They support the active intermodal mapping (AIM) hypothesis that emphasizes not only the importance of repeated experience, as would the associative sequence learning (ASL) hypothesis, but also predicts a differential learning and progressive correction of the response adapted to each stimulus.     

Space Fortress game training and executive control in older adults: a pilot intervention

We investigated the feasibility of using the Space Fortress (SF) game, a complex video game originally developed to study complex skill acquisition in young adults, to improve executive control processes in cognitively healthy older adults. The study protocol consisted of 36 one-hour game play sessions over 3 months with cognitive evaluations before and after, and a follow-up evaluation at 6 months. Sixty participants were randomized to one of three conditions: Emphasis Change (EC)--elders were instructed to concentrate on playing the entire game but place particular emphasis on a specific aspect of game play in each particular game; Active Control (AC)--game play with standard instructions; Passive Control (PC)--evaluation sessions without game play. Primary outcome measures were obtained from five tasks, presumably tapping executive control processes. A total of 54 older adults completed the study protocol. One measure of executive control, WAIS-III letter-number sequencing, showed improvement in performance from pre- to post-evaluations in the EC condition, but not in the other two conditions. These initial findings are modest but encouraging. Future SF interventions need to carefully consider increasing the duration and or the intensity of the intervention by providing at-home game training, reducing the motor demands of the game, and selecting appropriate outcome measures.