The role of cuticular pheromones in courtship conditioning of Drosophila males

Courtship conditioning is an associative learning paradigm in Drosophila melanogaster, wherein male courtship behavior is modified by experience with unreceptive, previously mated females. While the training experience with mated females involves multiple sensory and behavioral interactions, we hypothesized that female cuticular hydrocarbons function as a specific chemosensory conditioned stimulus in this learning paradigm. The effects of training with mated females were determined in courtship tests with either wild-type virgin females as courtship targets, or with target flies of different genotypes that express distinct cuticular hydrocarbon (CH) profiles. Results of tests with female targets that lacked the normal CH profile, and with male targets that expressed typically female CH profiles, indicated that components of this CH profile are both necessary and sufficient cues to elicit the effects of conditioning. Results with additional targets indicated that the female-specific 7,11-dienes, which induce naive males to court, are not essential components of the conditioned stimulus. Rather, the learned response was significantly correlated with the levels of 9-pentacosene (9-P), a compound found in both males and females of many Drosophila strains and species. Adding 9-P to target flies showed that it stimulates courting males to attempt to copulate, and confirmed its role as a component of the conditioned stimulus by demonstrating dose-dependent increases in the expression of the learned response. Thus, 9-P can contribute significantly to the conditioned suppression of male courtship toward targets that express this pheromone.     

Coping responses of Asian, Black, and Latino/Latina New York City residents following the September 11, 2001 terrorist attacks against the United States

This study examined mechanisms for coping with adversity in a sample of 24 Asian, Black, and Latino/Latina residents of New York City following the September 11, 2001 World Trade Center (WTC) terrorist attacks. Using consensual qualitative research methodology (C. E. Hill, B. J. Thompson, & E. N. Williams, 1997), the authors identified 7 broad coping domains used by the participants: (a) sought additional information about the WTC tragedy, (b) expressed a range of emotions, (c) sought or gave support, (d) engaged in religious or spiritual activities, (e) avoidance, (f) forbearance, and (g) used indigenous healing techniques. Although there were similarities across racial or cultural groups and genders with regard to the coping responses used, there also were unique coping strategies by racial or cultural background and gender.     

Recommended housing conditions and test procedures can interact to obscure a significant experimental effect

Routine animal husbandry variables, such as group housing of mice and the order of testing of cagemates, are currently viewed to be essentially neutral with respect to the outcome of most, if not all, animal-based experiments, including those that utilize behavioral measurements. During the course of experiments that have utilized the elevated plus-maze to examine the ability of a bacterial challenge of mice to induce anxiety-like behavior, due to the activation of various cytokine pathways, we followed the recommendation of laboratory animal care staff to house the mice in pairs. When we tested the members of the pairs successively, it was found, for the first experimental set, that the behavior that reflects anxiety (time in closed arms) of the first-tested animal differed from that of the second-tested animal for both the experimental and the control animals and, critically, that these changes were in the opposite directions for the controls and the experimental animals, thus obscuring the effect of the experimental manipulation. A second, independent experimental set also obtained a significant effect for the order of testing effect in the bacterial-challenged group, but not in the saline control group, although a similar trend was evident in this group as well. These results indicate that special care should to be taken in implementing housing recommendations and that preliminary tests may be necessary to ensure that housing conditions do not interact with tests of the phenomenon under experimental investigation.     

Beliefs About Poverty and Inequality: Du Bois and Ethnic Differences Among Catholics

Poverty is among the most challenging social problems in the United States today, and beliefs about the government's role in reducing inequality and raising living standards for the poor are critical to alleviating poverty and its consequences. Du Bois recognized the complex challenges associated with poverty and was ahead of his time in pointing to ethnicity and religion as fundamental to creating change and alleviating poverty. Du Bois’ ideas continue to be relevant today, including for understanding ethnic differences among Catholics in attitudes toward poverty, which are likely changing given the growth of the Latino population. In the spirit of Du Bois’ seminal research, I compare Latino and non-Latino Catholic attitudes toward poverty and inequality using the 2021 General Social Survey. Findings document critical differences among Catholics in beliefs about poverty and inequality and highlight the interdependent role of religion, ethnicity, and demographics (e.g., age, gender, socioeconomic status [SES]) in shaping attitudes.     

On the inseparability of reasoning and virtue: Madame de Maintenon's Maison royale de Saint-Louis

This paper engages with the curriculum at Madame de Maintenon's school for girls at Saint-Cyr to raise and address a set of questions: What is it to teach someone to reason? The curricular materials of Saint-Cyr suggest that learning to reason is a matter of practice. How is one to distinguish autonomous reason giving from habituation or automatic trained responses? How can practices in reason giving informed by social mores have objective validity? Moreover, if we think of the role of a philosopher as the cultivation of rational faculties and recognize that how this role is played is bound up with social norms, by what standards ought we to evaluate whether a philosophical educator is good or bad? Intertwined with the discussion is also a question about the limits of philosophy for the question.     

Rethinking the Role of Positive Affect in Self-Regulation

This introduction to the two-part special issue reviews recent evidence that suggests that positive mood may play a beneficial, multifaceted, and flexible role in self-regulatory processes that cannot be explained by most current theories. First, under some conditions positive mood seems to facilitate careful processing of goal-relevant information, even negative information. Second, the relation of positive mood to cognition and behavior seems to be strongly moderated by goal-relevant features of the task context. Three frameworks (mood as input, processing advantages conferred by positive mood, and mood as resource) that may account for these facilitating effects of positive mood on self-regulation are discussed.     

Adult Influence on the Participation of Peers Without Disabilities in Peer Support Programs

Three peers without disabilities who volunteered to serve as peer supports and were identified by general education teachers as having academic difficulties were studied across three conditions. In baseline, a peer without disabilities worked alone, while the student with severe disabilities was supervised by an adult. In the Peer Support condition, peers without disabilities worked with the student with severe disabilities, and both individuals were supervised by an adult. In the Adult Involvement condition, peers without disabilities were supervised by an adult as in the Peer Support condition, but peers worked separately from the student with severe disabilities. Dependent measures included the active engagement of peers without disabilities and students with severe disabilities, and social interactions between students and peers. Our data indicate that the Peer Support and Adult Involvement conditions resulted in higher, but similar, levels of active engagement for two of three peers without disabilities when compared to baseline. For the third peer, high levels of active engagement occurred across all conditions. Active engagement varied across students with severe disabilities, but was typically highest in conditions where peers without disabilities were involved. For all students with severe disabilities, social interactions were more frequent and longer in the Peer Support condition.     

Effects of Posttraining Intrahippocampal Injections of Platelet-Activating Factor and PAF Antagonists on Memory

The present experiments examined the effects of posttraining intrahippocampal injections of the degradative enzyme-resistant methylcarbamyl analog of the bioactive phospholipid platelet-activating factor (mc-PAF) and the platelet-activating factor (PAF) receptor antagonists BN52021 and BN 50730 on memory in male Long-Evans rats trained in a hidden platform version of the Morris water maze. Following an eight-trial training session, rats received a unilateral intrahippocampal injection of mc-PAF (0.5, 1.0, or 2.0 μg/0.5 μl), lyso-PAF (1.0 μg/0.5 μl), the cell surface PAF receptor antagonist BN 52021 (0.25, 0.5, or 1.0 μg/0.5 μl), the intracellular PAF receptor antagonist BN 50730 (2.0, 5.0, or 10.0 μg/0.5 μl), or vehicle (50% DMSO in 0.9% saline; 0.5 μl). On a retention test conducted 24 h after training, the escape latencies of rats administered mc-PAF (1.0 or 2.0 μg) were significantly lower than those of the vehicle-injected controls, demonstrating a memory-enhancing effect of mc-PAF. Injections of lyso-PAF, a structurally similar metabolite of PAF, had no influence on memory, indicating that the memory-enhancing effect of mc-PAF is not caused by membrane perturbation by the phospholipid. The retention test escape latencies of rats administered BN 52021 (0.5 μg) and BN 50730 (5.0 or 10 μg) were significantly higher than those of the controls, indicating a memory impairing effect of both PAF antagonists. When mc-PAF, BN 52021, or BN 50730 was administered 2 h posttraining, no effect on retention was observed, indicating a time-dependent effect of the neuroactive substances on memory storage. The findings suggest a role for endogenous PAF in hippocampal-dependent memory processes.