Psychological and behavioural effects of bone density screening for osteoporosis

Abstract

To examine the psychological effects of bone density measurement, 298 women were assessed two weeks before the bone density scan, immediately before the scan, after the results, a week later and three months later. For the group as a whole, ratings of anxiety and perceived vulnerability were lower at the three month follow-up than at the initial assessment. Women who received a low bone mineral density (BMD) result were more anxious and reported more osteoporosis-preventive behaviours at the three month follow-up than women who received a high BMD result; these differences had not been apparent at the initial assessment Women with low BMD results had higher ratings of perceived vulnerability after the scan, although for some of these ratings there were group differences before the scan. Women with a low BMD result showed a decrease in ratings of the seriousness of a below-average result, which may reflect minimization of the health threat     

Cue competition effects in the planarian

The learning abilities of planarian worms (Dugesia tigrina) were assessed by using a number of Pavlovian conditioning paradigms. Experiment 1 showed that planaria were susceptible to basic conditioning in that they readily developed a conditioned response to a change in ambient luminance when it was consistently paired with an electric shock over a number of trials. In Experiment 2, the change in luminance was presented in a compound with a vibration stimulus during conditioning. Subsequent tests revealed poor conditioning of the elements compared with control groups in which the animals were conditioned in the presence of the elements alone, an instance of overshadowing. In Experiment 3, pre-training of one of the elements before compound conditioning resulted in blocking of learning about the other element. These results add to other studies that have reported cue competition effects in animal species belonging to different phyla (chordate, mollusk, arthropod), suggesting that learning in these phyla could be ruled by similar principles. The results are discussed adopting an evolutionary-comparative approach.     

Speed isn't everything: complex processing speed measures mask individual differences and developmental changes in executive control

The rate at which people process information appears to influence many aspects of cognition across the lifespan. However, many commonly accepted measures of ‘processing speed’ may require goal maintenance, manipulation of information in working memory, and decision‐making, blurring the distinction between processing speed and executive control and resulting in overestimation of processing speed contributions to cognition. This concern may apply particularly to studies of developmental change, as even seemingly simple processing speed measures may require executive processes to keep children and older adults on task. We report two new studies and a re‐analysis of a published study, testing predictions about how different processing speed measures influence conclusions about executive control across the lifespan. We find that the choice of processing speed measure affects the relationship observed between processing speed and executive control, in a manner that changes with age, and that choice of processing speed measure affects conclusions about development and the relationship among executive control measures. Implications for understanding processing speed, executive control, and their development are discussed.     

Relationship of Attachment and Social Support to College Students' Adjustment Following a Relationship Breakup

Two constructs integral to adolescent development, continuing parental attachment and social support, were investigated to assess whether the constructs are differentially related to indices of adjustment following a romantic relationship breakup. Participants were 241 undergraduate students (M age = 20.62 years, 61% female, 39% male) with a relationship breakup within the last year. As hypothesized, hierarchical regression analyses showed that current attachment levels were related to the outcome variables. Indices of social support accounted for additional variance only when broadly conceptualized as perceived connection to the social environment, rather than perceived support from family and friends. Implications for counseling are discussed.     

Effects of food deprivation upon cue utilization as measured by novelty-incentive

A series of three experiments was done to test the hypothesis that high levels of food deprivation would adversely affect cue utilization from a complex stimulus goal as tested by its novelty-incentive value when that goal was later opposed to food for hungry subjects in a T-maze. It was found that the hunger drive level under which the male rats had originally experienced the complex stimulus goal determined its later incentive value, whether the original experience was in a latent learning type II situation (Experiment I, 20 subjects), a drive-shift situation (Experiment II, 40 subjects), or a free exploration situation (Experiment III, 30 subjects). In each experiment, having first experienced the complex goal under low levels of deprivation significantly decreased the frequency of choices of that goal in a later test relative to the performance of the more deprived animals. The data was interpreted as indicating that utilization of cues, in the sense of input and possibly retention of information, was hindered by the higher levels of deprivation.     

The layman's use of trait and behavioral information to predict behavior

This study investigated conditions that determine subjects' preferences for information about another person's traits versus his specific past behavior in order to predict his future behavior. The similarity-dissimilarity between the situation for which past behavior was available and the one to which predictions had to be made strongly influenced the choice of specific behavioral information versus more general trait information. As expected, behavioral information was preferred most when the situation to which behavior had to be predicted was highly similar to the one for which the past behavioral data were available. On the other hand, more general trait information was preferred in predicting to situations that were not directly similar to those for which past behavioral information was available. The effect of the temporal span covered by available information was also explored.