Is Obstructive Sleep Apnoea Related to Neuropsychological Function in Healthy Older Adults? A Systematic Review and Meta-Analysis

Previous systematic reviews and meta-analyses have identified cognitive deficits in adults with obstructive sleep apnoea (OSA). However, quantitative analysis of the association between OSA and neuropsychological performance has not been conducted specifically in older adults, for whom there is a greater risk of cognitive decline. We searched Medline, Embase and PsycINFO through August 2016 for studies describing associations between OSA and neuropsychological outcomes in people aged>50 years. Meta-analyses were performed on these studies for overall cognition and within cognitive domains. Subgroup analyses were performed taking into account risk of bias and moderating differences in study design. 13 studies met eligibility criteria for analysis. A small negative association was found between OSA and all neuropsychological outcomes combined, g=0.18(95% CI 0.04–0.32), and in memory and processing speed domains. Small case-control studies from sleep clinic populations observed the greatest associations, while larger cohort studies from community samples illustrated no association. Analysis accounting for publication bias resulted in a null overall association, g=0.02 (95%CI -0.12 to 0.16). Associations between OSA and cognition in later life are highly variable and the findings differ based on the type and setting of study. It appears some older adults may be at risk of cognitive impairments attributable to OSA; however, the risk of bias renders the evidence inconclusive. High quality research is warranted in clinically diagnosed OSA patients as well as those already experiencing neuropsychological impairment and who may be regarded at higher risk of further cognitive decline.     

Illocutionary Force and Its Relation to Mood: Comparative Methodology Reconsidered

It is sometimes argued that the study of grammar is irrelevant or unimportant in the business of comparative philosophy, or that it ought to be avoided in favor of methods that presuppose a strongly pragmatic point of view. In this regard, some philosophers have expressed skepticism about whether facts about grammar have anything to offer in the adjudication of competing theories of interpretation or translation. This essay argues that a strongly pragmatic orientation in comparative philosophy invariably overlooks an important role that the study of grammar can play in shedding light on the nature of intention and communicative practice, and that an essential part of the methodology of comparative philosophy should involve a grammatical approach to interpretation and translation. These points are supported by a semantical analysis of passages from Confucius’ Analects that clarifies the relationship between illocutionary force and grammatical mood.     

Learning to attend: a connectionist model of situated language comprehension

Evidence from numerous studies using the visual world paradigm has revealed both that spoken language can rapidly guide attention in a related visual scene and that scene information can immediately influence comprehension processes. These findings motivated the coordinated interplay account ( Knoeferle & Crocker, 2006 ) of situated comprehension, which claims that utterance-mediated attention crucially underlies this closely coordinated interaction of language and scene processing. We present a recurrent sigma-pi neural network that models the rapid use of scene information, exploiting an utterance-mediated attentional mechanism that directly instantiates the CIA. The model is shown to achieve high levels of performance (both with and without scene contexts), while also exhibiting hallmark behaviors of situated comprehension, such as incremental processing, anticipation of appropriate role fillers, as well as the immediate use, and priority, of depicted event information through the coordinated use of utterance-mediated attention to the scene.     

Fluency Training a Writing Skill: Editing for Concision

The Psychological Record - The goal of this study was to design and evaluate fluency-based training units to help students eliminate inconcision. Participants first completed a 1.5-hr lesson on...     

The Impact of Gender and Setting on Perceptions of Others' Ethics

In this article we explore how differences in gender and setting affect individuals' perceptions of others' ethics. We examine 4 hypotheses: first, that men would be perceived as more utilitarian in their ethics and women would be perceived as more formalist; second, individuals would be perceived to be more utilitarian in work settings than in nonwork settings; third, women would be more accurate in their perceptions of others' ethics; fourth, both men and women would be more accurate in their perceptions of women's ethics. Results strongly support the first, refute the second, modestly support the third, and support the fourth. Overall, the data suggest that men and women share very similar perceptions of own-gender and other-gender ethics. However, these shared perceptions are often quite inaccurate.     

Do people with low self-esteem really want to feel better? Self-esteem differences in motivation to repair negative moods.

This research examined the hypothesis that people with low self-esteem (LSE) are less motivated than people with high self-esteem (HSE) to repair their negative moods. In Study 1, participants completed diaries in response to either a success or a failure in their everyday lives. Participants described what they intended to do next and the reasons behind those plans. After failure, fewer LSE than HSE participants expressed a goal to improve their mood. A follow-up investigation (Study 2) suggested that this difference was not due to a self-esteem difference in knowledge of mood repair strategies. In Study 3, after undergoing a negative mood induction, fewer LSE than HSE participants chose to watch a comedy video, even though both groups believed the comedy video would make them happy. Studies 4 and 5 explored possible reasons why LSE people are less motivated than HSE people to repair their negative moods.     

Reading Wittgenstein: The Rehersal of Prejudice A response to Dr. McCarty

Studies in Philosophy and Education -     

‘Developing’ the Self in the Knowledge Economy

The term ‘knowledge economy’, like the term ‘globalisation’, has become a catchword in political and educational debate over the last decade or so, especially in debates upon educational policy where the role of education in preparing young people to take their part in the Knowledge Economy is often seen as paramount over other traditional schooling activities. It is said in such debates that the production of knowledge, information and skills, will become more valuable than traditional primary and secondary production. A lot is said about the knowledge required in the Knowledge Economy, and about how institutions, businesses, activities and human beings are to be ordered or structured in accordance with views of knowledge and new Management theories. But little is said of the young people expected to take their part in the knowledge economy. Do they have a choice? Is lying on a surfboard excluded from their life options? How will they be developed, trained or educated to take their part? Will they be committed to developing their selves in accordance with the model of the IT Knowledge Entrepreneur (hereinafter TIKE) presented as a model for education by policy makers in the Knowledge Economy? This article will argue against this latter notion of the development of the self, arguing that because knowledge is prioritised over ethics, there is both an inadequate notion of the self and the educational development of the self and, because of its implicit view only of ethics, an inadequate ethical and moral view of education [246 words].     

Family-supportive organization perceptions, multiple dimensions of work-family conflict, and employee satisfaction: A test of model across five samples

Using samples of managers drawn from five Western countries, we tested a theoretical model linking employees’ perceptions of their work environment’s family-supportiveness to six different dimensions of work-family conflict (WFC), and to their job satisfaction, family satisfaction, and life satisfaction. Our results are consistent with a causal process whereby employees working in an environment viewed as more family-supportive experience lower levels of WFC. Reduced WFC then translates into greater job and family satisfaction, followed by greater overall life satisfaction. These findings were generalizable across the five samples.