Fear and the amygdala: manipulation of awareness generates differential cerebral responses to phobic and fear-relevant (but nonfeared) stimuli

Rapid response to danger holds an evolutionary advantage. In this positron emission tomography study, phobics were exposed to masked visual stimuli with timings that either allowed awareness or not of either phobic, fear-relevant (e.g., spiders to snake phobics), or neutral images. When the timing did not permit awareness, the amygdala responded to both phobic and fear-relevant stimuli. With time for more elaborate processing, phobic stimuli resulted in an addition of an affective processing network to the amygdala activity, whereas no activity was found in response to fear-relevant stimuli. Also, right prefrontal areas appeared deactivated, comparing aware phobic and fear-relevant conditions. Thus, a shift from top-down control to an affectively driven system optimized for speed was observed in phobic relative to fear-relevant aware processing.     

Regional brain electrical activity in posttraumatic stress disorder after motor vehicle accident

This study examined whether patients with posttraumatic stress disorder (PTSD) related to motor vehicle accidents (MVAs) would show an abnormal pattern of electroencephalographic (EEG) alpha asymmetries, which has been proposed for particular types of anxiety. Patients with PTSD (n = 22) or subsyndromal PTSD (n = 21), traumatized controls without PTSD (non-PTSD with MVA; n = 21), and healthy controls without MVA (n = 23) underwent measurement of EEG activity during baseline and exposure to a neutral, a positive, a negative, and an accident-related picture. Differences in brain asymmetry between groups were observed only during exposure to trauma-related material. PTSD and subsyndromal PTSD patients showed a pattern of enhanced right anterior and posterior activation, whereas non-PTSD with MVA participants showed the opposite pattern. Furthermore, posterior asymmetry in nontraumatized healthy controls varied with gender, with female participants showing a pattern of higher right posterior activation. The results support the hypothesis that symptomatic MVA survivors are characterized by a pattern of right hemisphere activation that is associated with anxious arousal and symptoms of PTSD during processing of trauma-specific information.     

Getting even or moving on? Power, procedural justice, and types of offense as predictors of revenge, forgiveness, reconciliation, and avoidance in organizations

A field study and an experimental study examined relationships among organizational variables and various responses of victims to perceived wrongdoing. Both studies showed that procedural justice climate moderates the effect of organizational variables on the victim's revenge, forgiveness, reconciliation, or avoidance behaviors. In Study 1, a field study, absolute hierarchical status enhanced forgiveness and reconciliation, but only when perceptions of procedural justice climate were high; relative hierarchical status increased revenge, but only when perceptions of procedural justice climate were low. In Study 2, a laboratory experiment, victims were less likely to endorse vengeance or avoidance depending on the type of wrongdoing, but only when perceptions of procedural justice climate were high.     

Part-list cuing of associative chains: tests of strategy disruption

Three experiments assess the veracity of the strategy disruption explanation of part-list cuing impairment. Experiment 1 demonstrated no mnemonic detriment in recall as a result of significant disruption of the participants' self-selected forward associative seriation retrieval strategy. Experiment 2 replicated Experiment 1 while reducing overall performance levels in an attempt to reveal any possible detrimental effects. Experiment 3 ruled out 2 possible alternative explanations by demonstrating the typical part-list cuing impairment within this experimental context. It is concluded that the results challenge a strict version of the strategy disruption hypothesis.     

Perceiving depth in point-light actions

The present study investigates how observers assign depth in point-light figures, by manipulating spatiotemporal characteristics of the stimuli. Previous research on the perception of point-light walkers revealed bistability (i.e., that a point-light walker is perceived as either facing the viewer or facing away from the viewer) and the presence of a perceptual bias (i.e., a tendency to perceive the figure as facing the viewer). Here, we study the generality of these phenomena by having observers indicate the global depth orientation of different ambiguous point-light actions. Results demonstrate bistability for all actions, but the presence of a preferred interpretation depends strongly on the performed action, showing that the process of depth assignment takes into account the movements the point-light figure performs. Two additional experiments, using unfamiliar movement patterns without strong semantic correlates, show that purely kinematic aspects of a naction also strongly affect d epth assignment. Together, the results reveal the perception of depth in point-light figures to be a flexible processinvolving both bottom-up and top-down components.     

A Swedish non-word repetition test for preschool children

A Swedish non-word repetition test for preschool children was constructed with the aim of measuring short-term phonological memory, which has been shown to correlate with language development and language proficiency. Normative data based on results for 200 children four to six years of age are presented. An item analysis of the original 30-item test resulted in a shortened 24 non-word version found suitable for four- to six-year old children. Results for this shortened version, which had a Cronbach's alpha of 0.73, showed longer non-words to be more difficult to repeat than shorter ones, and significant effects of age and compatibility of the tester's and the child's accent, but not of gender. The results are discussed within the framework of Baddeley's working memory model.     

The positivity proportion effect: A list context effect in masked affective priming

In the evaluative decision task, participants decide whether target words denote something positive or negative. Positive and negative prime words are known to engender so-called affective priming effects in this task. Primes were sandwich masked, and the proportion of positive to negative target words was manipulated. In Experiment 1, prime valence and positivity proportion interacted, so that primes of the less frequently presented target valence caused larger priming effects. Experiment 2 rendered an explanation of this interaction in terms of response bias unlikely, Experiment 3 ruled out a peripheral locus of the effect, and Experiment 4 ruled out an account in terms of stimulus repetition. The effect is explained by means of an attentional bias favoring the rare kind of valence.     

Learning to coordinate redundant degrees of freedom in a dynamic balance task

The present study investigated Bernstein's [The co-ordination and regulation of movements, 1967] proposal regarding the three stages of learning in the changing coordination and control of redundant joint-space degrees of freedom. Six participants practiced maintaining balance on a moving platform that was sinusoidally translated in the anterior-posterior direction for 30 trials on day 1 and 10 trials on day 2. At the beginning of practice, the motion of the torso and limb segments was less coherent in the attempt to compensate for the movement of the support surface in retaining a balanced posture. However, with practice, the organization of a compensatory postural coordination mode became highly coherent and also progressively utilized the passive, inertial forces generated by the movement of the support surface. The findings support the propositions that: (a) the pathway of change over time in the coordination pattern of the torso and joint motions depends on the task goal and constraints to action and (b) the changes in limb and torso motion are in support of the learning of a global body center of mass/platform dynamic.     

The current status of EHDI programs in the United States

The importance of identifying congenital hearing loss during the first few months of life has been recognized for almost 60 years. Unfortunately, until more effective newborn hearing screening equipment and procedures were developed in the late 1980s, it was not practical to implement programs for identifying hearing loss during the first few months of life. This paper reviews the activities implemented by the federal government in the last 15 years to promote more effective Early Hearing Detection and Intervention (EHDI) programs, and summarizes legislation passed by states related to universal newborn hearing screening. In surveys conducted in 1998 and 2001, State EHDI Coordinators were asked to rate the degree to which various issues were obstacles to implementing effective EHDI programs. The most serious obstacles are the shortage of qualified pediatric audiologists, inadequate reimbursement for screening and diagnosis, and lack of knowledge among primary health care providers about EHDI issues. Opposition to EHDI programs by hospital administrators was rated substantially lower in 2001 than in 1998. State EHDI Coordinators were also surveyed about how well their EHDI program is addressing issues related to screening, diagnosis, early intervention, linkages to medical home providers, tracking and data management, and family support programs. Although substantial progress has been made, many gaps remain with current EHDI programs.     

Animated diagrams in teaching statistics

In this study, we investigated whether computer-animated graphics are more effective than static graphics in teaching statistics. Four statistical concepts were presented and explained to students in class. The presentations included graphics either in static or in animated form. The concepts explained were the multiplication of two matrices, the covariance of two random variables, the method of least squares in linear regression, α error, β error, and strength of effect. A comprehension test was immediately administered following the presentation. Test results showed a significant advantage for the animated graphics on retention and understanding of the concepts presented.