The role of syllabic structure in French visual word recognition

Two experiments are reported in which the processing units involved in the reading of French polysyllabic words are examined. A comparison was made between units following the maximal onset principle (i.e., the spoken syllable) and units following the maximal coda principle (i.e., the basic orthographic syllabic structure [BOSS]). In the first experiment, it took longer to recognize that a syllable was the beginning of a word (e.g., the FOE of FOETUS) than to make the same judgment of a BOSS (e.g., FOET). The fact that a BOSS plus one letter (e.g., FOETU) also took longer to judge than the BOSS indicated that the maximal coda principle applies to the units of processing in French. The second experiment confirmed this, using a lexical decision task with the different units being demarcated on the basis of color. It was concluded that the syllabic structure that is so clearly manifested in the spoken form of French is not involved in visual word recognition.     

Infant rule learning facilitated by speech

Sequences of speech sounds play a central role in human cognitive life, and the principles that govern such sequences are crucial in determining the syntax and semantics of natural languages. Infants are capable of extracting both simple transitional probabilities and simple algebraic rules from sequences of speech, as demonstrated by studies using ABB grammars (la ta ta, gai mu mu, etc.). Here, we report a striking finding: Infants are better able to extract rules from sequences of nonspeech--such as sequences of musical tones, animal sounds, or varying timbres--if they first hear those rules instantiated in sequences of speech.     

Detecting small taxa using simulated comparison data: A reanalysis of Beach, Amir, and Bau's (2005) data

On the basis of taxometric analyses of data sets that they created to pose interpretive challenges, S. R. H. Beach, N. Amir, and J. J. Bau (2005) cautioned that using comparison data simulated by J. Ruscio's programs can lead to inaccurate conclusions. Careful examination of S. R. H. Beach et al.'s methods and results plus reanalysis of their data fails to substantiate this concern: Using comparison data identified the taxonic structure of S. R. H. Beach et al.'s data sets, even when the taxon base rate was very low. The authors show that J. Ruscio's simulation programs generate comparison data appropriately and that analyzing these data provides a useful interpretive aid. Additionally, the authors discuss and illustrate the effective use of the inchworm consistency test to disambiguate taxometric results for small taxa and dimensional constructs with positively skewed indicators.     

Reinstatement of episodic-like memory in rats by neurokinin-1 receptor antagonism

We previously showed that a systemic administration of the selective non-peptide neurokinin-1-receptor (NK-1-R) antagonist SR140333 increases hippocampal acetylcholine levels and facilitates long term memory. In the present study, we investigated whether systemic SR140333 has beneficial effects on episodic-like memory for unique experiences. Rats received either no injection, a vehicle injection or SR140333 at doses of 1, 3 and 9 mg/kg (i.p.) prior to the acquisition of an object memory for what, where and when. In line with previous results, untreated rats showed episodic-like memory, while vehicle-injected rats were impaired. A low dose of 1mg/kg SR140333 reinstated episodic-like memory. This result might be related to the effects of SR140333 on hippocampal cholinergic transmission and/or on the stress-response elicited by the injection procedure. Higher doses of SR140333 (3 and 9 mg/kg) induced psychomotor effects, including stereotypic behaviors and arched posture. Since NK-1-R antagonists have anxiolytic and promestic properties and induce hippocampal acetylcholine release at lower doses, they might be effective in the alleviation of the cognitive deficits and increased anxiety seen in early stages of Alzheimer's disease.     

Social Neuroscience: Progress and Implications for Mental Health

ABSTRACT— Social neuroscience is a new, interdisciplinary field devoted to understanding how biological systems implement social processes and behavior. Social neuroscience capitalizes on biological concepts and methods to inform and refine theories of social behavior, and it uses social and behavioral constructs and data to inform and refine theories of neural organization and function. We focus here on the progress and potential of social neuroscience in the area of mental health. Research in social neuroscience has grown dramatically in recent years. Among the most active areas of research we found are brain-imaging studies in normal children and adults; animal models of social behavior; studies of stroke patients; imaging studies of psychiatric patients; and research on social determinants of peripheral neural, neuroendocrine, and immunological processes. We also found that these areas of research are proceeding along largely independent trajectories. Our goals in this article are to review the development of this field, examine some currently promising approaches, identify obstacles and opportunities for future advances and integration, and consider how this research can inform work on the diagnosis and treatment of mental disorders.     

On the links between self-discrepancies, rumination, metacognitions, and symptoms of depression in undergraduates

The present study aimed to test the central components of Papageorgiou and Wells' (2003) non-clinical metacognitive model of rumination and depression that is grounded on the Self-Regulatory Executive Function (S-REF) model of emotional disorders [Wells, A., & Matthews, G. (1994). Attention and emotion: A clinical perspective. Hove, UK: Lawrence Erlbaum.]. A second aim of this study was to extend the non-clinical model with the concept of self-discrepancy in line with the S-REF model. Data of the current study were collected in a large sample of non-clinical Dutch undergraduates (N=196), who completed a battery of questionnaires including measures of rumination, positive and negative metacognitions, depressive symptoms, and self-discrepancy (i.e., actual-ideal, actual-ought, and actual-feared discrepancies). Hypothesized relationships among these variables were tested by means of structural equation modelling. Following some theoretically consistent modifications, the model was an adequate fit to the data. With respect to the second aim of the study, self-discrepancies were directly linked to symptoms of depression as well as indirectly via the cognitive processes involved in the metacognitive model of rumination and depression. Evidence was found for positive beliefs about rumination to partially mediate the relation between self-discrepancy and rumination. Clinical implications of the findings, including implementation of a metacognitive-focused cognitive therapy of depression, and suggestions for future research are discussed.     

Oculomotor and manual indexes of incidental and intentional spatial sequence learning during middle childhood and adolescence

The goal of this study was to examine incidental and intentional spatial sequence learning during middle childhood and adolescence. We tested four age groups (8-10 years, 11-13 years, 14-17 years, and young adults [18+ years]) on a serial reaction time task and used manual and oculomotor measures to examine incidental sequence learning. Participants were also administered a trial block in which they were explicitly instructed to learn a sequence. Replicating our previous study with adults, oculomotor anticipations and response times showed learning effects similar to those in the manual modality. There were few age-related differences in the sequence learning indexes during incidental learning, but intentional learning yielded differences on all indexes. Results indicate that the search for regularities and the ability to learn a sequence rapidly under incidental conditions are mature by 8 to 10 years of age. In contrast, the ability to learn a sequence intentionally, which requires cognitive resources and strategies, continues to develop through adolescence.     

Telephone versus print delivery of an individualized motivationally tailored physical activity intervention: Project STRIDE.

OBJECTIVE: Given that only 25% of Americans meet physical activity recommendations, there is a need to develop and disseminate effective, evidence-based interventions to promote physical activity. The authors tested 2 delivery channels, telephone and print, to determine whether one was more effective in promoting physical activity. DESIGN: The authors randomly assigned 239 healthy, sedentary adults to (a) telephone-based individualized feedback, (b) print-based individualized feedback, or (c) contact control. Both intervention arms were guided by a motivationally tailored, theoretically driven computer expert system. MAIN OUTCOME MEASURES: Physical activity as measured by the 7-day Physical Activity Recall interview. RESULTS: At 6 months, both telephone and print arms significantly increased in minutes of moderate intensity physical activity compared with control, with no differences between the intervention arms. At 12 months, print participants reported a significantly greater number of moderate intensity minutes than both telephone and control participants, who did not differ. CONCLUSION: Results suggest that both telephone and print enhance the adoption of physical activity among sedentary adults; however, print interventions may be particularly effective in maintaining physical activity in the longer term.