Attentional demands associated with obstacle crossing while carrying a load

The extent to which different locomotor tasks require cognitive control is not well characterized. In this article, the authors consider the potential increase in attentional demands associated with carrying an anterior load while clearing an obstacle. Nine healthy male volunteers participated in 80 walking trials, 20 in each of 4 conditions: 1 no load condition (NL) and 3 carrying conditions (2KG, 5KG, and 10KG). Of the 20 trials in each condition, 12 included a probe reaction time (PRT) test during lead limb obstacle crossing, which was used to measure cognitive load. A load-dependent increase in PRT was observed, with PRT in the 2KG condition being significantly greater than in the NL condition, and PRT in the 5KG and 10KG conditions being significantly greater than in the 2KG condition. These results suggested that cognitive load was increased when: (a) the obstacle was occluded from vision by the load, and (b) the magnitude of load was increased.     

Peripheral pain enhances the effects of incentive downshifts

Physical pain (induced by tissue damage) and psychological pain (induced by surprising incentive loss) share a set of common neural substrates, but little is known about their interactions. The present research studied such interactions using the formalin test to induce physical pain and consummatory successive negative contrast (cSNC) to induce psychological pain. In the formalin test, animals receive an intradermal injection of formalin (1%) in a hind paw. In cSNC, rats with free access to 32% sucrose show a sharp suppression of drinking behavior after a downshift to 4% sucrose, compared to rats that always receive 4% sucrose. In Experiment 1, formalin administration before the first and second 32-to-4% sucrose downshift trials enhanced cSNC. In Experiment 2, a similar treatment before the first downshift trial after a 16-to-4% sucrose downshift, which normally produces little or no evidence of cSNC, significantly increased cSNC. In Experiment 3, using a 32-to-4% sucrose downshift procedure similar to that of Experiment 1, no effects were observed following formalin administration immediately after Trial 11. Thus, no evidence was found that the effects of physical pain on cSNC were caused by changes in memory consolidation. The procedures used in these experiments offer a new approach to study the neural substrates of interactions between physical and psychological pain.     

Attributing illness to 'old age:' consequences of a self-directed stereotype for health and mortality

Stereotypic beliefs about older adults and the aging process have led to endorsement of the myth that 'to be old is to be ill.' This study examined community-dwelling older adults' (N?=?105, age 80+) beliefs about the causes of their chronic illness (ie, heart disease, cancer, diabetes, etc.), and tested the hypothesis that attributing the onset of illness to 'old age' is associated with negative health outcomes. A series of multiple regressions (controlling for chronological age, gender, income, severity of chronic conditions, functional status and health locus of control) demonstrated that 'old age' attributions were associated with more frequent perceived health symptoms, poorer health maintenance behaviours and a greater likelihood of mortality at 2-year follow-up. The probability of death was more than double among participants who strongly endorsed the 'old age' attribution as compared to those who did not (36% vs. 14%). Findings are framed in the context of self-directed stereotypes and implications for potential interventions are considered.     

Meta-Analysis of Single-Case Design Research on Self-Regulatory Interventions for Academic Performance

The current study examined the effects of self-regulatory interventions on reading, writing, and math by conducting a meta-analysis of single-case design research. Self-regulatory interventions have promise as an effective approach that is both minimally invasive and involves minimal resources. Effects of the interventions were analyzed by academic subject, grade, educational placement, and the number of sessions. Results indicated that self-regulatory strategies showed promise in addressing academic issues in the areas of reading, writing, and math regardless of age, grade, educational placement, and intervention length.