The effects of exercise withdrawal on mood and inflammatory cytokine responses in humans

Mechanisms underlying the relationship between exercise and mood are not well understood. This study sought to investigate the role of pro- and anti-inflammatory cytokines and autonomic balance in determining the impact of exercise withdrawal on negative mood. Healthy men and women who regularly exercised (N?=?26, mean age?=?25.5 years, SD?=?4.5 years) were randomised to exercise withdrawal or exercise maintenance for 2 weeks. Protocol adherence was monitored using accelerometers. Inflammatory markers from plasma (interleukin-6, IL-6; tumour necrosis factor-alpha; interleukin-10; and interleukin-1 receptor antagonist), heart-rate variability (HRV) and measures of mood (General Health Questionnaire-28 (GHQ) and the Profile of Mood States (POMS)) were assessed at study entry and at 2-week follow-up. Exercise withdrawal resulted in significant increases in negative mood over time on both the GHQ (p?=?0.028) and the POMS (p?=?0.005). Following the intervention, IL-6 concentration was lower in the exercise withdrawal than exercise maintenance condition (p?=?0.05). No intervention effects were observed for other cytokines or HRV. The mood changes were significantly related to changes in IL-6 concentration (β?=?-?0.50, p?=?0.011), indicating that reduction in IL-6 was related to increased negative mood. Our results are consistent with positive effects of exercise on mental health, but further research on inflammatory pathways is warranted.     

Shades of emotion: What the addition of sunglasses or masks to faces reveals about the development of facial expression processing

Three studies investigated developmental changes in facial expression processing, between 3years-of-age and adulthood. For adults and older children, the addition of sunglasses to upright faces caused an equivalent decrement in performance to face inversion. However, younger children showed better classification of expressions of faces wearing sunglasses than children who saw the same faces un-occluded. When the mouth area was occluded with a mask, children under nine years showed no impairment in expression classification, relative to un-occluded faces. An early selective focus of attention on the eyes may be optimal for socialization, but mediate against accurate expression classification. The data support a model in which a threshold level of attentional control must be reached before children can develop adult-like configural processing skills and be flexible in their use of face- processing strategies.     

No genuine self‐forgiveness without accepting responsibility: Value reaffirmation as a key to maintaining positive self‐regard

Measures of self‐forgiveness that merely focus on the outcome of positive self‐regard risk neglecting the process through which offenders restore it. They may thus tap pseudo self‐forgiveness where offenders downplay their responsibility for the wrongdoing. For genuine self‐forgiveness, the process should instead involve an attenuation of the negative link between responsibility acceptance and positive self‐regard. In this paper, we examine how acts of value reaffirmation facilitate genuine self‐forgiveness. In Study 1, a role‐play experiment (N = 90), participants either confessed their wrongdoing to the victim or not. Although responsibility acceptance was strongly negatively related to reported self‐forgiveness (i.e., self‐regard), this relationship was tempered when participants confessed their wrongdoing to the victim and, through this, reaffirmed the violated values. In Study 2, a longitudinal study referring to self‐reported transgressions (N = 74), responsibility acceptance was negatively related to self‐forgiveness measures as well as self‐esteem when offenders showed little value reaffirmation, but not when they more strongly reaffirmed the violated values. Copyright © 2012 John Wiley & Sons, Ltd.     

Simultaneous auditory and tactile information processing

Subjects were required to perform perceptual tasks when stimuli were presented simultaneously in the auditory and tactile modalities and when they were presented in one of the modalities alone. The results indicated that when the demands on cognitive processes are small, auditory and tactile stimuli presented simultaneously can be processed as well as when stimuli are presented in only one modality. In a task which required a large amount of cognitive processing, it became difficult for subjects to maintain high levels of performance in both modalities and the distribution of attention became an important determinant of performance. The data were consistent with a theory that cognitive, but not perceptual, processing is disrupted when subjects have difficulty performing two perceptual tasks simultaneously.     

The place of the conditioned reflex in psychology and psychiatry: Reply to reese,dykman, and peters

Razran’s “The Place of the Conditional Reflex in Psychology and Psychiatry” delivered at GAP Symposium No. 9 traced historically the influence of Russian physiology on American behavior systems, first in the classical Watson period and then in present-day Neobehaviorism. The address collated Pavlovianism and Behaviorism, and mentioned recent Soviet emphasis of interoceptive, semantic, and compound-stimulus conditioning. Within the limits of time, it dealt with group developments and not with individual contributions. And it assumed that a behavior system comprises both normal and abnormal aspects; that is, the basics of both psychology and psychiatry. The assertion by Reese, Dykman and Peters that “Psychiatrists tend to avoid contributions of experimental psychologists and vice versa” is not shared by Razran, nor, he believes, by American psychiatry and experimental psychology as such. And the assertion is contrary to the Pavlovian tradition. Pavlov’s first, 1903, publication on conditioned reflexes was entitled “Experimental Psychology and Psychopathology in Animals” which he later renamed “the physiology and pathology [or pathophysiology] of higher nervous activity.”     

Humean supervenience and best-system laws

David Lewis has proposed an analysis of lawhood in terms of membership of a system of regularities optimizing simplicity and strength in information content. This article studies his proposal against the broader background of the project of Humean supervenience. In particular, I claim that, in Lewis's account of lawhood, his intuition about small deviations from a given law in nearby worlds (in order to avoid backtracking and epiphenomena) leads to the conclusion that laws do not support (certain) counterfactuals and do not bestow nomic necessity on (certain) facts induced by these laws. Support of counterfactuals and nomic necessity, however, are widely held to be important aspects of the concept of lawhood. In my view, therefore, it is not possible to abandon these criteria in any satisfactory analysis of the notion of laws of nature. In a final section, I suggest that the whole project of Humean supervenience is misleading. It does not sufficiently take notice of the important role that reasoning about contrary-to-fact situations plays in modern scientific practice.     

Rehearsal in immediate serial recall

We report for the first time overt rehearsal data in immediate serial recall (ISR) undertaken at three presentation rates (1, 2.5, and 5 sec/word). Two groups of participants saw lists of six words for ISR and were required either to engage in overt rehearsal or to remain silent after reading aloud the word list during its presentation. Typical ISR serial position effects were obtained for both groups, and recall increased with slower rates. When participants rehearsed, they tended to do so in a cumulative forward order up to Serial Position 4, after which the amount of rehearsal decreased substantially. There were similarities between rehearsal and recall data: Both broke down toward the end of longer sequences, and there were strong positive correlations between the maximum sequence of participants' rehearsals and their ISR performance. We interpret these data as suggesting that similar mechanisms underpin both rehearsal and recall in ISR.     

The Role of Teacher Cognition and Behavior in Children’s Peer Relations

This study explored the role of the classroom teacher in peers’ evaluations of liking and disliking of their classmates. Teacher cognitions about children (teacher liking of students, teacher attributions for aggressive student behavior) and teacher behavior toward children (positive, corrective/negative) were examined as mediators in the link between children’s own behavior (aggression, prosocial behavior) and peer liking and disliking. Participants were 127 second-graders in 12 classrooms (64 males, 63 females). Data on child behavior were collected through peer and teacher report, data on teacher cognitions about children were collected through self report, data on teacher behavior toward children were collected through naturalistic classroom observations, and data on peer liking and disliking were collected through peer nominations. Data were analyzed using path analysis. Results indicated that teacher cognitions about children and corrective/negative teacher behavior toward children mediated the relations between aggressive and prosocial child behavior and peer disliking.     

The Troubled Success of Black Women in STEM

We examine the experiences of 3 high-achieving Black undergraduate and graduate women in science, technology, engineering, and mathematics (STEM). Our findings reveal that structural racism, sexism, and race-gender bias were salient in the women's STEM settings. These experiences were sources of strain, which the women dealt with in ways that demonstrate both resilience and trauma. We discuss how their experiences might motivate institutions to offer support for high-achieving students who sometimes face risks from multiple sources.     

Subjective qualities of memories associated with the picture superiority effect in schizophrenia

Patients with schizophrenia (n = 24) matched with 24 normal subjects were presented with both words and pictures. On a recognition memory task, they were asked to give remember, know, or guess responses to items that were recognized on the basis of conscious recollection, familiarity, or guessing, respectively. Compared with normal subjects, patients exhibited a lower picture superiority effect selectively related to remember responses. Unlike normal subjects, they did not exhibit any word superiority effect in relation to guess responses; this explains why the overall picture superiority effect appeared to be intact. These results emphasize the need to take into account the subjective states of awareness when analyzing memory impairments in schizophrenia.