Can attentional control settings be maintained for two color–location conjunctions? Evidence from an RSVP task

Previous investigations of the ability to maintain separate attentional control settings for different spatial locations have relied principally on a go/no-go spatial-cueing paradigm. The results have suggested that control of attention is accomplished only late in processing. However, the go/no-go task does not provide strong incentives to withhold attention from irrelevant color–location conjunctions. We used a modified version of the task in which failing to adopt multiple control settings would be detrimental to performance. Two RSVP streams of colored letters appeared to the left and right of fixation. Participants searched for targets that were a conjunction of color and location, so that the target color for one stream acted as a distractor when presented in the opposite stream. Distractors that did not match the target conjunctions nevertheless captured attention and interfered with performance. This was the case even when the target conjunctions were previewed early in the trial prior to the target (Exp. 2). However, distractor interference was reduced when the upcoming distractor was previewed early on in the trial (Exp. 3). Attentional selection of targets by color–location conjunctions may be effective if facilitative attentional sets are accompanied by the top-down inhibition of irrelevant items.     

Individual differences in skewed financial risk-taking across the adult life span

Older adults are disproportionately targeted by fraud schemes that advertise unlikely but large returns (positively skewed risks). We examined adult age differences in choice and neural activity as individuals considered risky gambles. Gambles were symmetric (50% chance of modest win or loss), positively skewed (25% chance of large gain), or negatively skewed (25% chance of large loss). The willingness to accept positively skewed relative to symmetric gambles increased with age, and this effect replicated in an independent behavioral study. Whole-brain functional magnetic resonance imaging analyses comparing positively (vs. negatively) skewed trials revealed that relative to younger adults, older adults showed increased anticipatory activity for negatively skewed gambles but reduced activity for positively skewed gambles in the anterior cingulate and lateral prefrontal regions. Individuals who were more biased toward positively skewed gambles showed increased activity in a network of regions including the nucleus accumbens. These results reveal age biases toward positively skewed gambles and age differences in corticostriatal regions during skewed risk-taking, and have implications for identifying financial decision biases across adulthood.     

Remote Limb Ischemic Conditioning at Two Cuff Inflation Pressures Yields Learning Enhancements in Healthy Adults

The authors tested whether 2 doses of remote limb ischemic conditioning (RLIC), induced via blood pressure cuff inflation, enhanced motor and cognitive learning to an equal extent, and explored a panel of blood biomarkers of RLIC. Thirty-two young adults were randomized to 3 groups and underwent a 7-day protocol of RLIC/sham followed by motor and cognitive training, with follow-up. Both RLIC groups had greater motor learning and a trend toward greater cognitive learning compared with the sham group. RLIC at the lower inflation pressure was as effective as RLIC with the higher inflation pressure. No significant candidate blood biomarkers were found. RLIC could be a well-tolerated method to enhance learning and improve rehabilitation outcomes in people with neurological conditions.     

Follow the Reader: An Effective Strategy to Support Students Reading More Complex Text

This article describes how one second-grade teacher implemented Follow the Reader, her term for dyad reading. Common Core expects students to read increasingly complex texts. Teachers can implement dyad reading with this end in mind. It is a modified version of the neurological impress method in which a lead reader and an assisted reader sit side by side and read a shared text aloud in unison. As this article demonstrates, this strategy can be implemented successfully with small groups or an entire class and is effective with both English-proficient and English-learning children. She included fiction and nonfiction texts, daily class discussions, book logs to maintain student accountability, and discussion between partners about texts. She provided modeling for students and gave them time to practice procedures.     

Anatomic Magnetic Resonance Imaging of the Developing Child and Adolescent Brain and Effects of Genetic Variation

Magnetic resonance imaging studies have begun to map effects of genetic variation on trajectories of brain development. Longitudinal studies of children and adolescents demonstrate a general pattern of childhood peaks of gray matter followed by adolescent declines, functional and structural increases in connectivity and integrative processing, and a changing balance between limbic/subcortical and frontal lobe functions, which extends well into young adulthood. Twin studies have demonstrated that genetic factors are responsible for a significant amount of variation in pediatric brain morphometry. Longitudinal studies have shown specific genetic polymorphisms affect rates of cortical changes associated with maturation. Although over-interpretation and premature application of neuroimaging findings for diagnostic purposes remains a risk, converging data from multiple imaging modalities is beginning to elucidate the influences of genetic factors on brain development and implications of maturational changes for cognition, emotion, and behavior.     

Response repetition as an error‐correction procedure for sight‐word reading: A replication and extension

We evaluated the effects of response repetition (RR) as an error‐correction procedure for increasing sight‐word reading for four individuals using a multiple baseline design. The results for each participant showed that correct responding increased following the introduction of the RR procedure. In addition, responding for three of four participants showed evidence of stimulus generalization, response generalization, or both. Likewise, we found that comparable behavior changes were produced when a participant's paraprofessional implemented RR in a typical classroom. These findings are briefly discussed in terms of procedures that promote behavior acquisition and generalization via negative reinforcement. Copyright © 2010 John Wiley & Sons, Ltd.     

THE INTERTWINED ROLES OF GENES AND CULTURE IN HUMAN EVOLUTION

This essay critiques dual-inheritance theory as presented in Peter Richerson and Robert Boyd's book Not by Genes Alone: How Culture Transformed Human Evolution (2005). The theory states that culture became prominent in human evolution because it allowed relatively rapid adaptation to changing environments by means of imitation. Imitating the behavior of other members of one's community produces adaptive behaviors more readily than either genetic evolution or individual learning. Imitation follows a number of patterns: imitating high-status individuals, imitating the most common forms of behavior, imitating behaviors perceived to be the most effective solutions to various problems relevant to survival. This process combined with occasional innovations in behavior lead to a process of cultural evolution involving populations of cultural variants. Different local human populations were associated with different local populations of cultural variants, and both the human and the cultural populations evolved over time. Human evolution cannot be understood without taking into account these parallel processes of genetic and cultural evolution. Not by Genes Alone traces the implication of dual-inheritance theory for understanding human evolution and refers to various bodies of evidence relevant to the theory.     

Human dignity and vulnerable agency: An ethical framework for forensic practice

In this paper, we present an integrated ethical framework that covers the different levels of ethical tasks inherent in forensic and correctional work. First, we briefly give an overview of the ethical framework and its component notion of human dignity. Second we analyze in depth the concept of dignity and its relationship to normative theories and ethical concepts that are particularly relevant for forensic practitioners. Third, we explore the capacity of the conceptions of human dignity and vulnerable agency to integrate principles typically contained in ethical codes and practice, such as beneficence, autonomy, and justice. Fourth, we discuss how conflict between ethical codes or duties of station adhered to by practitioners can be effectively addressed in light of the model of dignity and agency outlined earlier. Fifth, we explain how individuals' specific ethical judgments and actions should proceed in light of our framework model.