Differential effects of red and blue coloured lighting on gambling behaviour

Gambling at a modified version of three-card brag was observed for 28 volunteers, subjected to red or blue light conditions. It is concluded that subjects within a red light environment gambled more money more often and selected riskier odds than did subjects gambling under blue light. Furthermore, riskier bets were generally associated with later trials and red light again enhanced such an effect as compared with blue light. The results are discussed in terms of psychoanalytical theory, psychophysiology and choice shifts within group situations for various gambling activities.     

Atheism,faith, and the social scientific study of religion

The social “scientific”; study of religion originated in atheism and the basic theses pursued today, especially by psychologists and anthropologists, are little changed since they were first proposed by militant opponents of religion in the seventeenth and early eighteenth century. In this essay I trace these links from major scholar to major scholar across the centuries. I then examine the remarkable irony that the recent emergence of a truly scientific approach to religion was accomplished mainly by an influx of “believers”;. I sketch why and how this happened before turning to an assessment of the persistence of atheistic biases. I conclude with suggestions about how a truly scientific study of religion can be pursued by both believers and unbelievers, if not by fanatics of either stripe.     

The Hopelessness Scale for Children: Psychometric properties with normal and emotionally disturbed adolescents

The psychometric properties of the Hopelessness Scale for Children (HSC) were evaluated with a sample of 834 normal adolescents and 93 adolescent suicide attempters. Factor analyses studies revealed two factors with both groups. Internal consistency with item-total score correlations were acceptable, while moderate test-retest reliability was found over a 10-week period with the normal sample. Support for the validity of the HSC was provided via studies with the suicide attempter group in which positive correlations with depression and depressive attributional style were found. Predicted differences between the suicide attempters, an outpatient psychiatric sample, and normal controls were also found. However, some items did not appear to discriminate suicide attempters from controls. Results are discussed in terms of the utility of the HSC with adolescents and adolescent suicide attempters and with regard to differences between child and adult samples in hopelessness.     

Neural activity during encoding predicts false memories created by misinformation

False memories are often demonstrated using the misinformation paradigm, in which a person's recollection of a witnessed event is altered after exposure to misinformation about the event. The neural basis of this phenomenon, however, remains unknown. We used fMRI to investigate encoding processes during the viewing of an event and misinformation to see whether neural activity during either encoding phase could predict what would be remembered. fMRI data were collected as participants studied eight vignettes (Original Event phase). Shortly afterward, participants studied the same vignettes during scanning, but with changes to several details, serving as the misinformation (Misinformation phase). Two days later, their memories for the Original Event were assessed. Activity that subsequently led to true and false memories was examined during both encoding phases. Two interaction patterns between encoding phase (Original Event and Misinformation) and type of memory (true and false) were observed in MTL and PFC regions. In the left hippocampus tail and perirhinal cortex, a predictive item-encoding pattern was observed. During the Original Event phase, activity was greater for true than false memories, whereas during the Misinformation phase, activity was greater for false than true memories. In other regions, a pattern suggestive of source encoding was observed, in which activity for false memories was greater during the Original Event phase than the Misinformation phase. Together, these results suggest that encoding processes play a critical role in determining true and false memory outcome in misinformation paradigms.     

“I'm Having a Little Struggle With This,Can You Help Me Out?”: Examining Impacts and Processes of a Social Capital Intervention for First‐Generation College Students

Social capital plays a key role in college and career success, and research indicates that a dearth of on‐campus connections contributes to challenges first‐generation college students face in effectively navigating the college environment. This study investigates a novel intervention that focuses on the development of skills and attitudes to empower first‐generation college students to cultivate social capital and on‐campus connections during the transition to college. A mixed methods, explanatory design was used to evaluate impacts and processes of the intervention among first‐generation college students (n = 164) in the context of an ethnically diverse, urban, public university in the Northeast. Results indicated that students who participated in the intervention demonstrated improved attitudes and behaviors around seeking support in college, closer relationships with instructors, and higher GPAs at the end of their first year in college. These results suggest the potential benefits of a relatively scalable approach to supporting the needs of first‐generation college students.     

Alpha2A-adrenoceptor stimulation improves prefrontal cortical regulation of behavior through inhibition of cAMP signaling in aging animals

The working-memory functions of the prefrontal cortex (PFC) are improved by stimulation of postsynaptic, alpha2A-adrenoceptors, especially in aged animals with PFC cognitive deficits. Thus, the alpha2A-adrenoceptor agonist, guanfacine, greatly improves working-memory performance in monkeys and rats following systemic administration or intra-PFC infusion. Alpha2A-adrenoceptors are generally coupled to Gi, which can inhibit adenylyl cyclases and reduce the production of cAMP. However, no study has directly examined whether the working-memory enhancement observed with guanfacine or other alpha2A-adrenoceptor agonists results from cAMP inhibition. The current study confirmed this hypothesis in both rats and monkeys, showing that treatments that increase cAMP-mediated signaling block guanfacine's beneficial effects. In aged rats, guanfacine was infused directly into the prelimbic PFC and was challenged with co-infusions of the cAMP analog, Sp-cAMPS. In aging monkeys, systemically administered guanfacine was challenged with the phosphodiesterase 4 inhibitor, rolipram, using intramuscular doses known to have no effect on their own. In both studies, agents that mimicked the actions of cAMP (rats) or increased endogenous cAMP (monkeys) completely blocked the enhancing effects of guanfacine on working-memory performance. These results are consistent with alpha2A-adrenoceptor stimulation enhancing PFC working-memory function via inhibition of cAMP-mediated signaling.     

Perceived family environments of depressed and anxious children: Child's and maternal figure's perspectives

This study examined perceived environment among families with a depressed, depressed and anxious, anxious, or normal child from the 4th to 7th grades. Fifty-one such children were classified according to criteria from the K- SADS and a set of self-ratings of depression and anxiety. Results showed that children in all three diagnostic groups, and to a lesser extent their mothers, experienced their families as more distressed on a host of dimensions relative to controls. In addition, significant differences were found between families with a depressed and anxious child and those with an anxious child. Discriminant function analyses revealed that 68.63 % of the youngsters could be classified correctly into depressed and anxious groups on the basis of their family ratings alone.     

Cognitive processing in specifically language-impaired children

Eighteen language-impaired children and 25 non-language-impaired children were evaluated to investigate the relationship between language ability and selected aspects of the five-component problem-solving process defined by Kagan and Kogan (1970). Non-impaired children performed better than language-impaired children on nearly all components of the problem-solving process. Language-impaired children had particular difficulties in the areas of coding and hypothesis generation. In fact, coding ability was inversely related to the number of errors made in hypothesis evaluation. Coding ability was also positively correlated with language ability. The exact causal relationship between coding ability, language ability, and error-making in hypothesis evaluation is unclear; however, improving coding skills through training may increase automaticity and lead to improved performance in the higher levels of the problem-solving process.