Being active and impulsive: The role of goals for action and inaction in self-control

Although self-control often requires behavioral inaction (i.e., not eating a piece of cake), the process of inhibiting impulsive behavior is commonly characterized as cognitively active (i.e., actively exerting self-control). Two experiments examined whether motivation for action or inaction facilitates self-control behavior in the presence of tempting stimuli. Experiment 1 used a delay discounting task to assess the ability to delay gratification with respect to money. Experiment 2 used a Go/No-Go task to assess the ability to inhibit a dominant but incorrect motor response to the words ??condom?? and ??sex??. The results demonstrate that goals for inaction promote self-control, whereas goals for action promote impulsive behavior. These findings are discussed in light of recent evidence suggesting that goals for action and inaction modulate physiological resources that promote behavioral execution.     

Immediate Psychological Impact of the Deepwater Horizon Oil Spill: Symptoms of PTSD and Coping Skills

Five hundred eighty-eight participants completed the Short Post Traumatic Stress Disorder Rating Interview (SPRINT; Connor &; Davidson, 2001 Connor, K. and Davidson, J. 2001. SPRINT: A brief global assessment of post-traumatic stress disorder. International Clinical Psychopharmacology, 16(5): 279–284. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and the Brief COPE (Carver, 1997 Carver, C. S. 1997. You want to measure coping but your protocol's too long: Consider the Brief COPE. International Journal of Behavioral Medicine, 4(1): 92–100. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) to determine the psychological impacts and coping styles of the Deepwater Horizon Oil Spill on Gulf Coast residents. Participants were divided into at-risk and nonrisk groups based on their occupations. Results indicated that 28% of the respondents scored above the SPRINT cutoff score, indicating significant levels of posttraumatic stress disorder (PTSD) symptoms. Furthermore, the Brief COPE results revealed that the at-risk group showed a negative correlation between active coping and the level of PTSD-related symptoms. The at-risk respondents also showed negative correlations of PTSD-related symptoms with coping strategies such as acceptance, planning, positive reframing, humor, and religion. Future research directions are also discussed.     

Neck formation processes of nanocrystalline silicon carbide: A tight-binding molecular dynamics study

Atomistic and electronic structures in the process of intergranular neck formation of nanocrystalline silicon carbide (SiC) have been investigated by a tight-binding molecular dynamics method. An order-N parallel algorithm is employed for efficient calculations of electronic energy and forces. We find that a defect-free neck is formed between SiC nanocrystals aligned along [112] axis at T     

Object-based anisotropies in the flash-lag effect

The relative visual position of a briefly flashed stimulus is systematically modified in the presence of motion signals. We investigated the two-dimensional distortion of the positional representation of a flash relative to a moving stimulus. Analysis of the spatial pattern of mislocalization revealed that the perceived position of a flash was not uniformly displaced, but instead shifted toward a single point of convergence that followed the moving object from behind at a fixed distance. Although the absolute magnitude of mislocalization increased with motion speed, the convergence point remained unaffected. The motion modified the perceived position of a flash, but had little influence on the perceived shape of a spatially extended flash stimulus. These results demonstrate that motion anisotropically distorts positional representation after the shapes of objects are represented. Furthermore, the results imply that the flash-lag effect may be considered a special case of two-dimensional anisotropic distortion.     

Perceived standing position after reduction of foot-pressure sensation by cooling the sole

We investigated the influence of the reduction of foot-pressure sensation by cooling the sole of the foot, at 1 degree C for 30 or 40 minutes, on the perception of standing position varied in the anteroposterior direction. The subjects were 16 healthy undergraduates. Firstly, for 4 of the subjects, cooling the sole of the foot decreased sensory information from the mechanoreceptors in the sole, by testing for an increase in the threshold for two-point discrepancy discrimination on the sole of the foot and for the disappearance of postural change with vibration to the sole. Next, the perception of standing position was measured by reproduction of a given standing reference position involving forward or backward leaning under both normal and cooled conditions of the feet. Standing position was varied in relation to the location of the center of foot pressure, defined as distance from the heel in percentage of the length of the foot. The reference positions, representing various locations of the center of foot pressure, were set at 10% increments from 20% to 80% of the length of the foot. With eyes closed, the subject first experienced the reference position and then attempted to reproduce it. The mean location of the center of foot pressure in the quiet standing posture was 45.7%. At the 40%, 50%, and 60% reference positions, those closest to quiet standing, absolute errors of reproduction were significantly larger than at other reference positions in both the normal and the cooled conditions. They were significantly larger in the cooled than in the normal condition. The 50% and 60% reference positions were reproduced significantly further forward in the cooled than in the normal condition. These results may be explained as due to an absence of marked changes in sensory information from both muscular activity and foot pressure when moving to reference positions close to the quiet standing posture.     

Processing Down the Garden Path in Japanese: Processing of Sentences with Lexical Homonyms

This paper investigates whether or not Japanese sentences with lexical homonyms cause measurable processing difficulties for Japanese speakers. Pairs of sentences involving lexical homonyms were tested with three types of questionnaires (who-did-what questions, difficulty ratings, and misleadingness ratings) and two experimental tests (an eye-movement monitoring experiment and a self-paced reading experiment). In both the difficulty rating and the misleadingness rating questionnaires, late boundary sentences, in which a phrase boundary followed a homonymous phrase, were rated as significantly more difficult and more misleading than early boundary sentences, where the boundary preceded the homonymous phrase. The results from the eye-movement study and the self-paced reading study showed that the late boundary difficulties were associated with the processing of the regions that followed the homonymous phrases. These results confirmed our prediction that the difficulty of late boundary sentences is likely to be caused by a subject's original misanalysis and subsequent revision. The results are discussed in terms of possible reasons why the early boundary version was preferred in these sentences.     

Effects of racial diversity on complex thinking in college students

An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N = 357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racial- and opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors.     

Metacognition and proofreading: the roles of aging,motivation, and interest

The current study examined younger and older adults’ error detection accuracy, prediction calibration, and postdiction calibration on a proofreading task, to determine if age-related differences would be present in this type of common error detection task. Participants were given text passages, and were first asked to predict the percentage of errors they would detect in the passage. They then read the passage and circled errors (which varied in complexity and locality), and made postdictions regarding their performance, before repeating this with another passage and answering a comprehension test of both passages. There were no age-related differences in error detection accuracy, text comprehension, or metacognitive calibration, though participants in both age groups were overconfident overall in their metacognitive judgments. Both groups gave similar ratings of motivation to complete the task. The older adults rated the passages as more interesting than younger adults did, although this level of interest did not appear to influence error-detection performance. The age equivalence in both proofreading ability and calibration suggests that the ability to proofread text passages and the associated metacognitive monitoring used in judging one’s own performance are maintained in aging. These age-related similarities persisted when younger adults completed the proofreading tasks on a computer screen, rather than with paper and pencil. The findings provide novel insights regarding the influence that cognitive aging may have on metacognitive accuracy and text processing in an everyday task.     

Writing errors and anosognosia in amyotrophic lateral sclerosis with dementia

Amyotrophic lateral sclerosis (ALS) with dementia (ALS-D) is known to exhibit characteristics of frontotemporal dementia. However, in clinical situations, it is often difficult to evaluate their cognitive functions because of impaired voluntary speech and physical disabilities. In order to identify characteristic and diagnostic cognitive symptoms of relatively advanced ALS-D patients, we retrospectively reviewed the clinical features of seven cases of clinically definitive ALS who had dementia, impaired voluntary speech, and physical disability. Their medical records showed that six out of seven patients made writing errors, and all of the patients demonstrated anosognosia. The writing errors consisted of paragraphia such as substitution, omission, or syntactic errors with individual differences in error types. Dissociation between kana and kanji were also observed. Anosognosia was evaluated by a self-rating scale with which the patients and the medical staff evaluated the patient's physical ability; the results indicated a large discrepancy between the evaluation by the patients and the medical staff. We emphasize that aphasic writing errors have been underestimated, particularly in ALS-D patients with impaired voluntary speech. We also reported that anosognosia was the most important and quantifiable symptom in ALS-D. The relationship between writing errors and anosognosia should be investigated further.     

A case report of compensation in daily life of a person with memory problems: detailed functional use of memory aids over a five-year period

Numerous studies have been conducted on memory aids for memory-impaired people. However, it is not known how they use these memory aids in a functional, practical way. A 20-year-old patient (MH) was monitored for five years to identify what memory aids or other means she used and how she used them to compensate for her memory problems, e.g., forgetting what was said by others in a few minutes and getting lost or turning in the wrong direction on a walk or in a building. Results indicated MH did not necessarily always use memory aids such as a notebook or calendar to compensate for her memory problems, although MH and her mother reported that she frequently used them in daily life. She coped with memory problems by using various "resources" besides the memory aid. These facts suggest that it may be necessary to redefine functionally useful compensations, which include both memory aids and resources in daily life.