Dimensions of the Integration of Faith and Learning An Interactionist Perspective

This article responds to the challenge to ‘unpack’ the ‘slogan’ of fait/learning integration. It discusses three ways by which the topic may be approached in academic discourse. These include institution building, the deconstruction of dichotomies and dualities, and the integration of creed and deed. While our discussion in regards to institution building and the integration of creed and deed constitutes an extension of current constructs, we advance the notion of the deconstruction of dichotomies and dualities as a new approach to the faith/learning integration theme.     

Extreme Values of Maternal Serum Analytes in Second Trimester Screening: Looking Beyond Trisomy and NTD’s

Second trimester maternal serum screening can identify high risk pregnancies and fetuses at risk for birth defects (in addition to those in the standard interpretation). The purpose of this study was to quantify such risks to improve counseling. We compared outcomes of 692 pregnancies that had abnormal levels of at least one analyte with a cohort of 713 pregnancies with normal analytes. Increased risks include: demise with high AFP and low uE3; intrauterine growth restriction with high AFP, high and low hCG, and low uE3; placental abnormalities with high AFP; fetal stress with high AFP and high hCG. Birth defects are increased with high AFP, high hCG, and low hCG. When two or more analytes are abnormal, 46% have a poor outcome. Abnormal levels of maternal serum analytes provide information in addition to the risks for neural tube defects, Down syndrome, and trisomy 18. This information is important for counseling and pregnancy management.     

Unconscious masked priming depends on temporal attention

The cognitive processes at work in masked priming experiments are usually considered automatic and independent of attention. We provide evidence against this view. Three behavioral experiments demonstrate that the occurrence of unconscious priming in a number–comparison task is determined by the allocation of temporal attention to the time window during which the prime–target pair is presented. Both response–congruity priming and physical repetition priming vanish when temporal attention is focused away from this time window. These findings are inconsistent with the concept of a purely automatic spreading of activation during masked priming.     

Olfactory fear conditioning induces field potential potentiation in rat olfactory cortex and amygdala

The widely used Pavlovian fear-conditioning paradigms used for studying the neurobiology of learning and memory have mainly used auditory cues as conditioned stimuli (CS). The present work assessed the neural network involved in olfactory fear conditioning, using olfactory bulb stimulation-induced field potential signal (EFP) as a marker of plasticity in the olfactory pathway. Training consisted of a single training session including six pairings of an odor CS with a mild foot-shock unconditioned stimulus (US). Twenty-four hours later, the animals were tested for retention of the CS as assessed by the amount of freezing exhibited in the presence of the learned odor. Behavioral data showed that trained animals exhibited a significantly higher level of freezing in response to the CS than control animals. In the same animals, EFPs were recorded in parallel in the anterior piriform cortex (aPC), posterior piriform cortex (pPC), cortical nucleus of the amygdala (CoA), and basolateral nucleus of the amygdala (BLA) following electrical stimulation of the olfactory bulb. Specifically, EFPs recorded before (baseline) and after (during the retention test) training revealed that trained animals exhibited a lasting increase (present before and during presentation of the CS) in EFP amplitude in CoA, which is the first amygdaloid target of olfactory information. In addition, a transient increase was observed in pPC and BLA during presentation of the CS. These data indicate that the olfactory and auditory fear-conditioning neural networks have both similarities and differences, and suggest that the fear-related behaviors in each sensory system may have at least some distinct characteristics.     

Evidence for two pitch encoding mechanisms using a selective auditory training paradigm

The neural mechanisms underlying the perception of pitch, a sensory attribute of paramount importance in hearing, have been a matter of debate for over a century. A question currently at the heart of the debate is whether the pitch of all harmonic complex tones can be determined by the auditory system's using a single mechanism, or whether two different neural mechanisms are involved, depending on the stimulus conditions. When the harmonics are widely spaced, as is the case at high fundamental frequencies (FOs), and/or when the frequencies of the harmonics are low, the frequency components of the sound fall in different peripheral auditory channels and are then "resolved" by the peripheral auditory system. In contrast, at low F0s, or when the harmonics are high in frequency, several harmonics interact within the passbands of the same auditory filters, being thus "unresolved" by the peripheral auditory system. The idea that more than one mechanism mediates the encoding of pitch depending on the resolvability status of the harmonics was investigated here by testing for transfer of learning in F0 discrimination between different stimulus conditions involving either resolved or unresolved harmonics after specific training in one of these conditions. The results, which show some resolvability-specificity of F0-discrimination learning, support the hypothesis that two different underlying mechanisms mediate the encoding of the F0 of resolved and unresolved harmonics.     

Who chooses a pSTEM academic major? Using social psychology to predict selection and persistence over the freshman year

Many social psychological variables, in addition to knowledge-based factors such as academic preparedness, have been investigated individually as sources of the persistent gender gap in pSTEM (physical science, technology, engineering, and mathematics) fields. The present work tested all of these factors simultaneously and longitudinally, in a sample drawn from an incoming freshman class measured at three timepoints over the course of their first year. One thousand nine hundred and twenty-nine students completed a survey with items assessing eleven social psychological constructs and were asked for permission to obtain institutional data regarding their academic preparedness and choice of academic major before matriculation, after the first semester, and at the end of freshman year. These social psychological and academic variables were used to predict pSTEM major status. Across multiple timepoints, and over and above academic preparedness, greater Math and Science Self-Efficacy, rejection of the stereotype that scientist careers are unsociable in nature, having a pSTEM role model in high school, and lower endorsement of communal goals were consistently related to the selection of a pSTEM major. Students who endorsed entity theories of math and science abilities were also less likely to select a pSTEM over life and social sciences major. As a set, the factors accounted for roughly half of the gender difference in pSTEM major selection. Interventions aimed at reducing the gender gap in pSTEM major selection might do well to focus on these more psychological factors as well as academic ones.     

Explaining Practical Normativity

Ethical non-naturalists often charge that their naturalist competitors cannot adequately explain the distinctive normativity of moral or more broadly practical concepts. I argue that the force of the charge is mitigated, because non-naturalism is ultimately committed to a kind of mysterianism about the metaphysics of practical norms that possesses limited explanatory power. I then show that focusing on comparative judgments about the explanatory power of various metaethical theories raises additional problems for the non-naturalist, and suggest grounds for optimism that a naturalistic realist about practical normativity will ultimately be able to explain the distinctive normativity of practical norms. I then show that radical pluralism or particularism about the structure of normative ethics would complicate the naturalistic strategy that I defend. This suggests a perhaps surprising way in which the resolution of the debate between ethical naturalists and non-naturalists may rest in part on the answers to substantive normative questions.     

From anticipation to integration: the role of integrated action-effects in building sensorimotor contingencies

Ideomotor approaches to action control have provided evidence that the activation of an anticipatory image of previously learned action-effects plays a decisive role in action selection. This study sought for converging evidence by combining three previous experimental paradigms: the response–effect compatibility protocol introduced by Kunde (Journal of Experimental Psychology: Human Perception and Performance, 27(2), 387–394, 2001), the acquisition-test paradigm developed by Elsner and Hommel (Journal of Experimental Psychology: Human Perception and Performance, 27(1), 229, 2001), and the object-action compatibility manipulation of Tucker and Ellis (Visual Cognition, 8(6), 769–800, 2001). Three groups of participants first performed a response–effect compatibility task, in which they carried out power and precision grasps that produced either grasp-compatible or grasp-incompatible pictures, or no action effects. Performance was better in the compatible than in the incompatible group, which replicates previous observations and extends them to relationships between grasps and objects. Then, participants were to categorize object pictures by carrying out grasp responses. Apart from replicating previous findings of better performance in trials in which object size and grasp type was compatible, we found that this stimulus–response compatibility effect depended on previous response-effect learning. Taken together, these findings support the assumption that the experience of action–effect contingencies establishes durable event files that integrate representations of actions and their effects.