A Necessity for MAP Kinase Activation in Mammalian Spatial Learning

Although the biochemical mechanisms underlying learning and memory have not yet been fully elucidated, mounting evidence suggests that activation of protein kinases and phosphorylation of their downstream effectors plays a major role. Recent findings in our laboratory have shown a requirement for the mitogen-activated protein kinase (MAPK) cascade in hippocampal synaptic plasticity. Therefore, we used an inhibitor of MAPK activation, SL327, to test the role of the MAPK cascade in hippocampus-dependent learning in mice. SL327, which crosses the blood-brain barrier, was administered intraperitoneally at several concentrations to animals prior to cue and contextual fear conditioning. Administration of SL327 completely blocked contextual fear conditioning and significantly attenuated cue learning when measured 24 hr after training. To determine whether MAPK activation is required for spatial learning, we administered SL327 to mice prior to training in the Morris water maze. Animals treated with SL327 exhibited significant attenuation of water maze learning; they took significantly longer to find a hidden platform compared with vehicle-treated controls and also failed to use a selective search strategy during subsequent probe trials in which the platform was removed. These impairments cannot be attributed to nonspecific effects of the drug during the training phase; no deficit was seen in the visible platform task, and injection of SL327 following training produced no effect on the performance of these mice in the hidden platform task. These findings indicate that the MAPK cascade is required for spatial and contextual learning in mice.     

Leadership and Rehabilitation Training for Troubled Adolescents in a Tri-ethnic Setting

In many school systems in the country, especially in urban areas, large numbers of adolescent students feel alienated and frustrated because they are not allowed to participate in the decision-making process and in school activities. The result of this lack of participation is illustrated by the large number of adolescents who drop out, are pushed out, or are suspended and expelled. Unless these students become involved, rehabilitated, and their leadership potential is developed, the gap will continue to widen between those who have assumed leadership through authority (administrators, teachers, and counselors) and those who are most affected by a lack of involvement (students).     

Distinguishing instrumental and hostile aggression: Does it make a difference?

An analogue task of instrumental and hostile aggression during a competitive game, modified to minimize overlap between aggressive responses, was evaluated in 8- to 14-year-old clinically referred boys (n=33). Postgame interviews indicated that the hostile response, an aversive noise, was perceived by over 80% of subjects as hostile and not instrumental. In contrast, the instrumental response, blocking the opponent's game, was perceived about equally as having instrumental and hostile functions. The hostile aggressive response was uniquely correlated with continuous performance task impulsive commission errors (r=51), which supported the theoretical relation of hostile aggression to poor impulse control. These results suggest that instrumental and hostile aggression can be distinguished and when precisely defined are distinct in theoretically important ways.The authors are grateful to Mary Milnamow, Susan Panichelli, Nancy Benzal, Elissa Batshaw, and Nancy Stone for assistance in data collection. This research was supported in part by an NIMH First Award MH4682 to the first author and support from NICHD Mental Retardation Research Center Core Center Grant DH26979, and by NIMH grants MH40364 and M00590 awarded to the second author. Preliminary data were presented at the annual meeting of the Society for Research in Child Adolescent Psychopathology, Costa Mesa, California, January 1990.     

Gender-Role Cognition in Three-Year-Old Boys and Girls

Although the multidimensionality of gender roles has been well established, few researchers have investigated male and female roles separately. Because of the substantial differences in the ways male and female roles are portrayed in our culture, boys and girls may think and learn about these roles differently. The male role is more clearly defined, more highly valued, and more salient than the female role; thus, children's cognitions about these two roles may be expected to differ. The present study addressed the question of whether there is sex-typical variation in gender labeling, gender-role knowledge, and schematicity. Participants were 120 families; 15% were from minority ethnic groups, and 17% were single-parent families; 25% of the parents had a high school education or less. Results indicated that at 36 months of age, boys were less able to label gender and less knowledgeable about gender roles than were girls. Boys' knew more about male stereotypes than female stereotypes, whereas girls knew considerably more than boys about the female role and as much as boys about the male role. Boys and girls were found to be similar in gender schematicity. Traditionality of parental attitudes regarding child-rearing and maternal employment were not strongly related to children's gender cognition.     

Patient autonomy and the challenge of clinical uncertainty

Bioethicists have articulated an ideal of shared decision making between physician and patient, but in doing so the role of clinical uncertainty has not been adequately confronted. In the face of uncertainty about the patient's prognosis and the best course of treatment, many physicians revert to a model of nondisclosure and nondiscussion, thus closing off opportunities for shared decision making. Empirical studies suggest that physicians find it more difficult to adhere to norms of disclosure in situations where there is substantial uncertainty. They may be concerned that acknowledging their own uncertainty will undermine patient trust and create additional confusion and anxiety for the patient. We argue, in contrast, that effective disclosure will protect patient trust in the long run and that patients can manage information about uncertainty. In situations where there is substantial uncertainty, extra vigilance is required to ensure that patients are given the tools and information they need to participate in cooperative decision making about their care.     

What happens when we relearn part of what we previously knew? Predictions and constraints for models of long-term memory

 Part-set relearning studies examine whether relearning a subset of previously learned items impairs or improves memory for other items in memory that are not relearned. Atkins and Murre have examined part-set relearning using multi-layer networks that learn by optimizing performance on a complete set of items. For this paper, four computer models that learn each item additively and separately were tested using the part-set relearning procedure (Hebbian network, CHARM, MINERVA 2, and SAM). Optimization models predict that part-set relearning should improve memory for items not relearned, while additive models make the opposite prediction. This distinction parallels the relative ability of these models to account for interference phenomena. Part-set relearning provides another source of evidence for choosing between optimization and additive models of long-term memory. A new study suggests that the predictions of the additive models are broadly supported. Received: 29 April 1999 / Accepted: 26 July 1999     

Grounded Theory in Genetic Counseling Research

The practice of genetic counseling is in need of evidence-based theoretical frameworks. Although strategies used in genetic counseling are increasingly evidence-based, the field of genetic counseling does not have a generally accepted theoretical basis for development of therapeutic interventions. We know very little about (1) what actually happens in genetic counseling and (2) the impact it has on clients and their families. A number of researchers have used a variety of approaches in an attempt to introduce some theoretical basis for genetic counseling research and practice. Other workers have used experience in their clinical practice to write theoretically about the kinds of processes that might be going on in and around genetic counseling. However, there are few studies to date, which have attempted to build theory modeling the psychosocial processes that take place in and around the genetic counseling clinic using empirical data. This paper describes a methodology (grounded theory) that is designed specifically to build theory about psychosocial processes from a strong evidence base, and explains how it can contribute to the development of practice in genetic counseling.     

Stereotype Threat,Social Class,Gender, and Academic Under-Achievement: When Our Reputation Catches Up to Us and Takes Over

According to Steele (1997), negative stereotypes about intellectual abilities can act as a threat that disrupts the performance of students targeted by bad reputations. Previous research on stereotype threat has showed that on a stereotype-relevant test, stigmatized group members (e.g., African Americans) performed worse than others on an intellectual verbal task. However, when the instructions accompanying the test did not create stereotype threat, stigmatized group members' performance was equal to that of other participants. In this paper, we present studies documenting the effect of stereotype threat and discuss ways to counter it. Two strategies derived from Self-Categorization Theory (Turner & Oakes, 1989) and Self-Affirmation Theory (Steele, 1988) are presented, tested, and discussed. This revised version was published online in August 2006 with corrections to the Cover Date.