Evidence for specificity of ERP abnormalities during response inhibition in ADHD children: A comparison with reading disorder children without ADHD

Executive function and working memory deficits are not only present in ADHD, but also in reading disorder (RD). Here, high-density ERPs were recorded during the Stop Signal Task in 53 children and adolescents: An ADHD-combined type group, a group with RD, and a healthy control group. The ADHD-C group displayed unique abnormalities of the frontal N200. Both healthy controls and RD groups showed a success-related right frontal N200 modulation, which was absent in the ADHD group. Second, for Success Inhibition trials, the ADHD-C had smaller right frontal N200 waves relative to healthy controls, while the RD group did not. In contrast, NoGo-P3 abnormalities were present both in the ADHD-C and RD groups. Impaired early response inhibition mechanisms, indexed by the frontal N200, appear to be limited to ADHD-C. In contrast, deficits in later cognitive control and error monitoring mechanisms, indexed by the NoGo-P3, appear to be present in both conditions.     

Feeling socially powerless makes you more prone to bumping into things on the right and induces leftward line bisection error

Social power affects the manner in which people view themselves and act toward others, a finding that has attracted broad interest from the social and political sciences. However, there has been little interest from those within cognitive neuroscience. Here, we demonstrate that the effects of power extend beyond social interaction and invoke elementary spatial biases in behavior consistent with preferential hemispheric activation. In particular, participants who felt relatively powerless, compared with those who felt more powerful, were more likely to bisect horizontal lines to the left of center, and bump into the right-hand (as opposed to the left-hand) side when walking through a narrow passage. These results suggest that power induces hemispheric differences in visuomotor behavior, indicating that this ubiquitous phenomenon affects not only how we interact with one another, but also how we interact with the physical world.     

Conceptual Change,Crucial Experiments and Auxiliary Hypotheses. A Theoretical Contribution

Theories about conceptual change have been generally related to historical and philosophical analysis of science. Yet, there is still much debate on how ideas coming from the history of science and their implications can be applied in this field. Our study intends to investigate the complex structure of conceptual change, by making use of some particularly representative features of the History and Philosophy of science, while considering the structure of so-called crucial experiments and the specific role of implicit hypotheses. Due to their historical importance and logical reasoning aspects, examining these issues may contribute to understand how conceptual change may take place.     

The effect of job quality on quality of life and wellbeing in later career stages: A multilevel and longitudinal analysis on older workers in Europe

Applied Research in Quality of Life - This paper uses data from four waves of the Survey of Health, Ageing and Retirement in Europe (SHARE) and investigates the effect of job quality on CASP-12,...