Interspecific aggression and reactivity in rats: Effects of selective raphe lesions and additional olfactory bulb ablation

Large depletion of brain 5 HT has been shown to induce mouse-killing behavior in the rat. Selective lesions of the raphe nuclei have been investigated in order to determine whether the various components of the 5 HT system exert some specific control over this aggressive behavior. Electrolytic lesions of the dorsal or the median raphe nucleus do not induce mouse killing, whereas combined lesions of these nuclei elicit this behavior in about 40% of naive rats. Consequently, it appears that serotonergic neurons originating in the dorsal and median raphe nuclei work synergistically in mediating inhibitory control over mouse-killing behavior. Loco-motor activity is increased in novel environments by each of the selective lesions and to a larger extent by combined raphe lesions; 24 hours activity in resting conditions is unchanged during the light period, and increased during the dark period of the daily cycle by the various lesions. As it has been shown previously that hyper-activity in response to novelty following raphe lesions is not directly related to the 5 HT decrease in the brain, it appears that interspecific aggression and motor responsiveness must not be dependent on the same neural substrate within the raphe nuclei. The raphe lesions do not facilitate the elicitation of mouse killing by further olfactory bulb ablations, in contrast to earlier results where bulbectomy facilitated the induction of this behavior by raphe lesions.     

Rorschach Indices of Perceptual and Conceptual Disorganization

Figure drawings were obtained from 97 preadolescent males who differed in self and behavioral assessments of self-esteem. These subjects had been selected from a much larger sample and represented five different types of self-esteem. The figure drawings were scored for 15 variables, dealing with formal characteristics, content, and global-interpretations of the total drawings. Five significant differences were obtained, with the content and global-interpretative categories proving more differentiating between self-esteem groups than did the formal characteristics. Behavioral expressions of self-esteem were more associated with figure drawing characteristics than were subjective evaluations. Discussion focuses on the nature of self-concept and self-esteem in children as a sensorimotor rather than symbolic expression.     

Personality Patterns in Adolescence as Portrayed by the Rorschach Ink-Blot Method: III. The “Erlebnistypus” (A Normative Study)

The effect of bigram cues on the solution of five-letter monosyllabic and bisyllabic solution-word anagrams was investigated. This was accomplished through the construction of anagrams with and without solution-word bigrams for both monosyllable and bisyllable words. The results revealed that the monosyllabic words were significantly easier to solve when bigram cues were provided, but that there was no difference between the two types of words when bigram cues were not present in the anagrams. Furthermore, no advantage was observed in the solution of bisyllable words even when the bigram in the anagram was also a syllable of the solution word. It was concluded that the facilitating effect of a bigram cue seems to be peculiar to monosyllabic words, and that the result appears to be a function of an initial solution process that favors a single-syllable response.     

A computerized test of self-control predicts classroom behavior

We assessed choices on a computerized test of self-control (CTSC) for a group of children with features of attention deficit hyperactivity disorder (ADHD) and a group of controls. Thirty boys participated in the study. Fifteen of the children had been rated by their parents as hyperactive and inattentive, and 15 were age- and gender-matched controls in the same classroom. The children were observed in the classroom for three consecutive mornings, and data were collected on their activity levels and attention. The CTSC consisted of two tasks. In the delay condition, children chose to receive three rewards after a delay of 60 s or one reward immediately. In the task-difficulty condition, the children chose to complete a difficult math problem and receive three rewards or complete an easier problem for one reward. The children with ADHD features made more impulsive choices than their peers during both conditions, and these choices correlated with measures of their activity and attention in the classroom.     

Toni Morrison's Beloved: A Journey through the Pain of Grief

This paper elucidates the structure of Toni Morrison's novel, Beloved, using the framework of human emotions in response to grieving and death as developed by Elisabeth Kubler-Ross. Through her studies of terminally ill patients, Kubler-Ross identified five stages when approaching death: denial and isolation, anger, bargaining, depression and acceptance. These stages accurately fill the process that the character Sethe experiences in the novel as she learns to accept her daughter's death.     

Early receptive and productive language skills in preterm and full-term 8-month-old infants

Early receptive and productive language skills were examined for preterm low birthweight infants and full-term normal birthweight infants from middle-class homes. Nineteen preterm infants and 19 full-term infants were observed in a laboratory setting at the gestationally corrected age of 8 months. To avoid the frequent confound between prematurity and low socioeconomic status, mothers of the two groups of infants were matched on educational levels. Regression analyses were used to assess the relative influence of infant cognitive skills, infant sociability, infant birth status, and the mothers' language input as possible predictors of infant receptive language and vocal behavior. Receptive language skills were associated with higher cognitive performance, greater sociability, and preterm birth. Productive language skills were associated with higher cognitive performance. On the basis of this research, the prognosis for language development in preterm infants raised in middle-class homes appears to be excellent.This research was aided by Social and Behavioral Sciences Research grant No. 12-11 from the March of Dimes Birth Defects Foundation and supported by DHHS Grant HD03352. Computing was provided by the Waisman Center Computing Facility at the University of Wisconsin-Madison. Donna Boylan, Sue DaPra, Maria Kleczewski, Michal Rubin, Susan Silverber, and Paula VanLaanan assisted with data collection.     

Effects of documentary and fictional television formats on children's acquisition of schemata for unfamiliar occupations

Children's acquisition of real-world role schemata from factual and fictional television was tested experimentally in two studies. In study 1, 144 second- and fifth-graders saw a drama and a documentary about a caterer or a film director. In study 2, 125 fifth-graders saw the caterer tapes under conditions of high or low attentional involvement. Role schemata about real caterers or directors were measured by free response, frequency ratings, and multiple choice questions. Children acquired schemata about real occupations from bath documentary and fictional programs. On some measures, their schemata were influenced more by documentary than by fiction, but that difference faded slightly after a month. Level of involvement did not reduce the difference between real and fictional videos. Children learn social role schemata from both fictional and factual television, but they acquire more schema information from real than from fictional TV, at least when fiction is signaled by obvious cues (e.g., comedy) or when it is not percieved as socially realistic.     

Les habiletés et régulations motrices au cours de l'escalade et de la descente d'un escalier hélicoïdal chez des enfants de 17 à 27 mois

Nous rapportons dans cet article des données nouvelles sur les comportements d'escalade et de descente d'un escalier hélicoïdal par 12 enfants, dans un local spécialement aménagé. Âgés entre 17 et 21 mois au début de la recherche, ils ont été répartis en deux groupes: pour l'un, la première marche était triangulaire; pour l'autre, quadrangulaire. Les měmes enfants ont été étudiés entre 23 et 27 mois dans les měmes conditions et selon le měme protocole, mais avec une inversion de la configuration de la première marche. On observe que: (1) dès la classe d'âges de 17 à 21 mois, les enfants des deux groupes privilégient le pied droit pour attaquer la première marche, avec le plus souvent alternance des deux pieds sans diminution du pas et sans arrět; (2) la configuration de la première marche joue un rôle significatif dans la fréquence de choix du pied d'attaque en début d'escalade et en fin de descente; (3) les comportements en fin d'escalade et en début de descente apparaissent influencés par la configuration du sommet de l'escalier et par la configuration de la première marche d'escalade; (4) entre 23 et 27 mois, l'influence des facteurs de développement est particulièrement nette en début d'escalade et en fin de descente; (5) les comportements en fin d'escalade et en début de descente apparaissent influencés par une combinaison de facteurs de développement, de la configuration du sommet de l'escalier, des expériences individuelles au début de l'escalade et des expériences individuelles au cours de la première partie de l'étude.