The effects of hemispheric differences on feature perturbations

Summary Hemispheric differences for feature perturbations were investigated in two experiments. Stimulus displays consisting of five small squares arranged in a single row were presented tachistoscopically, with the subject instructed to state in which square a horizontal tick mark was located. Ticks could occur in any of the three middle squares, with half of the ticks presented on the inside and half presented on the outside of the square in relation to the fovea. Experiment 1 presented each array of five squares to the right or left of fixation at one of three distances from the fovea. Experiment 2 manipulated the distance between the squares and kept foveal distance constant. In each experiment, fewer errors were made when stimuli were presented to the left visual field/right hemisphere than when they were presented to the right visual field/left hemisphere, when ticks migrated toward the fovea. Experiment 1 found that increasing the distance from the fovea increased the error rate, but did not change the hemispheric differences. Experiment 2 found that increasing the distance between the squares did not change hemispheric effects reliably. The data imply that hemispheric differences for perceptual processing begin very early during sensory analysis.     

Internalized transphobia and mental health among transgender adults: A nationwide cross-sectional survey in South Korea

Abstract

Introduction: Transgender people are stigmatized in South Korea (hereafter Korea), where cultural expectations of a biologically-based, binary sex and gender system present fundamental challenges to those whose gender identity does not align with their birth-assigned sex. A growing international body of literature implicates gender minority stress as a key contributor to transgender mental health disparities, but little research has been conducted on this topic in Korea. As in other cultural settings, depression and suicidality are urgent public health concerns for transgender people in Korea, primarily for those who have not initiated gender affirming medical treatment (GAMT), such as cross-sex hormone therapy. In the current study, an international and interdisciplinary team of authors apply the lens of gender minority stress to elucidate the relationships between a key facet of gender minority stress, internalized transphobia (ITP), and outcomes of depressive symptoms and suicidality.

Methods: Based on a cross-sectional survey of 207 Korean transgender adults, the current study evaluates the relationships between ITP and depressive symptoms, suicidal ideation, and suicide attempts. ITP was measured with an eight-item, Korean-language questionnaire adapted from the Gender Minority Stress and Resilience Measure through a translation and back-translation process.

Results: Korean trans women and trans men mean (mean age?=?26.4) were included in the analysis, most of whom had at least one experience of any GAMT. The findings of this study show that Korean transgender adults face similar public health concerns such as high prevalence of depressive symptoms, suicidal ideation, and suicide attempts. As predicted, ITP was significantly related to depressive symptoms, suicidal ideation, and suicide attempts.

Conclusion: The authors suggest potential clinical, policy, and research applications, including institutional interventions, to address structural and cultural barriers to optimal mental health and GAMT as well as mental health interventions to reduce Korean transgender people’s internalized negative beliefs about their gender identity.     

Temporal experience in anxiety: embodiment,selfhood, and the collapse of meaning

Phenomenology and the Cognitive Sciences - This essay explores the unique temporal experience in anxiety. Drawing on first-person accounts as well as examples from literature, I attempt to show how...     

Leverpress escape/avoidance training increases neurotrophin levels in rat brain

In addition to their well-known role in neural development, the neurotrophins BDNF and NGF help mediate the plasticity that occurs in the brain to promote learning. Exposure to learning procedures often leads to increases in neurotrophins, while exposure to stress often results in decreases. It is unclear how the neurotrophins would respond to an aversive learning task. Therefore, BDNF and NGF content in the dorsal striatum, hippocampus, and basal forebrain was measured following discrete trial lever-press escape/avoidance conditioning. Conditioning significantly increased levels of both neurotrophins in hippocampus and basal forebrain, relative to home cage controls (HCC). Contrary to expectations, the dorsal striatum did not show any significant changes. However, significant correlations were observed between dorsal striatal neurotrophins and aspects of avoidance performance. This may indicate that the dorsal striatum is involved in the performance aspects of the task. Results are discussed in terms of the role of neurotrophins in the acquisition of new information, and the neural structures involved in different types of memory.     

Individual differences in trait rumination and the neural systems supporting cognitive reappraisal

Cognitive reappraisal can alter emotional responses by changing one’s interpretation of a situation’s meaning. Functional neuroimaging has revealed that using cognitive reappraisal to increase or decrease affective responses involves left prefrontal activation and goal-appropriate increases or decreases in amygdala activation (Ochsner, Bunge, Gross, & Gabrieli, 2002; Ochsner, Ray, et al., 2004). The present study was designed to examine whether patterns of brain activation during reappraisal vary in relation to individual differences in trait rumination, which is the tendency to focus on negative aspects of one’s self or negative interpretations of one’s life. Individual differences in rumination correlated with increases in amygdala response when participants were increasing negative affect and with greater decreases in prefrontal regions implicated in self-focused thought when participants were decreasing negative affect. Thus, the propensity to ruminate may reflect altered recruitment of mechanisms that potentiate negative affect. These findings clarify relations between rumination and emotion regulation processes and may have important implications for mood and anxiety disorders.     

Assessment of performance validity in the Stroop Color and Word Test in mild traumatic brain injury patients: A criterion‐groups validation design

The current study assessed performance validity on the Stroop Color and Word Test (Stroop) in mild traumatic brain injury (TBI) using criterion‐groups validation. The sample consisted of 77 patients with a reported history of mild TBI. Data from 42 moderate–severe TBI and 75 non‐head‐injured patients with other clinical diagnoses were also examined. TBI patients were categorized on the basis of Slick, Sherman, and Iverson (1999) criteria for malingered neurocognitive dysfunction (MND). Classification accuracy is reported for three indicators (Word, Color, and Color–Word residual raw scores) from the Stroop across a range of injury severities. With false‐positive rates set at approximately 5%, sensitivity was as high as 29%. The clinical implications of these findings are discussed.     

Balancing Critique and Commitment: A Synthetic Approach to Teaching Religion and the Environment

Courses about religion and the environment should work toward a synthesis of critical thinking – teaching students to examine and question the interplay of environmental degradation, religious traditions, and new religious movements – and advocacy – helping students to embrace, articulate, and refine their own environmentalist commitments, in religious terms when appropriate. To meet these goals, teachers of religion and the environment can learn from literature on balancing faith and critical analysis in other religion courses. This literature will help us to clarify the goals of our courses, critically examine the environmental movement with our students, and remain trustworthy to those who do not share environmentalist commitments. See a companion essay in this issue of the journal (Jennifer R. Ayres, “Learning on the Ground”) and a response to both of these essays (Forrest Clingerman, “Pedagogy as a Field Guide to the Ecology of the Classroom”) also published in this issue of the journal.     

The importance of contextual variables when judging fairness: An examination of counterfactual thoughts and fairness theory

This research empirically examines the underlying mechanisms of fairness theory (  and ), namely counterfactual thought processes. Study 1 used a policy-capturing design to examine the relative importance of contextual variables in predicting counterfactual thoughts and fairness perceptions. Study 2 utilized a between-subjects design and asked participants to generate their own counterfactuals in response to an unfortunate event. Results of both studies showed that fairness perceptions are influenced by contextual variables (i.e., outcome severity, target knowledge and expertise, sin of commission vs. omission) and counterfactual thinking. Counterfactual thoughts partially mediated the effects of contextual variables and fairness perceptions in Study 1. Exploratory analyses from Study 3 revealed that the measurement of counterfactual thoughts (frequency vs. strength) may capture different underlying constructs. Implications are discussed.     

Self-regulatory efficacy and activity: Examining gradations of challenge

Objectives

This study examined different scheduling demands as a moderator of the self-regulatory efficacy (SRE)/physical activity relationship.

Design

A prospective design was used.

Method

Adolescents (N = 275) reported SRE and activity during times that reflected high and low scheduling demands.

Results

When scheduling demands were high, SRE predicted individual activity behavior (p < .001). During a period that reflected lower scheduling demands, however, SRE did not predict physical activity behavior (p = .25).

Conclusions

These findings support the idea that the level of challenge (demands) may be an important factor to consider when examining the SRE/activity behavior relationship.     

Is all motivation good for learning? Dissociable influences of approach and avoidance motivation in declarative memory

The present study investigated the effects of approach versus avoidance motivation on declarative learning. Human participants navigated a virtual reality version of the Morris water task, a classic spatial memory paradigm, adapted to permit the experimental manipulation of motivation during learning. During this task, participants were instructed to navigate to correct platforms while avoiding incorrect platforms. To manipulate motivational states participants were either rewarded for navigating to correct locations (approach) or punished for navigating to incorrect platforms (avoidance). Participants' skin conductance levels (SCLs) were recorded during navigation to investigate the role of physiological arousal in motivated learning. Behavioral results revealed that, overall, approach motivation enhanced and avoidance motivation impaired memory performance compared to nonmotivated spatial learning. This advantage was evident across several performance indices, including accuracy, learning rate, path length, and proximity to platform locations during probe trials. SCL analysis revealed three key findings. First, within subjects, arousal interacted with approach motivation, such that high arousal on a given trial was associated with performance deficits. In addition, across subjects, high arousal negated or reversed the benefits of approach motivation. Finally, low-performing, highly aroused participants showed SCL responses similar to those of avoidance-motivation participants, suggesting that for these individuals, opportunities for reward may evoke states of learning similar to those typically evoked by threats of punishment. These results provide a novel characterization of how approach and avoidance motivation influence declarative memory and indicate a critical and selective role for arousal in determining how reinforcement influences goal-oriented learning.