Evaluation of an imputed pitch velocity model of the auditory tau effect

This article extends an imputed pitch velocity model of the auditory kappa effect proposed by Henry and McAuley (2009a) to the auditory tau effect. Two experiments were conducted using an AXB design in which listeners judged the relative pitch of a middle target tone (X) in ascending and descending three-tone sequences. In Experiment 1, sequences were isochronous, establishing constant fast, medium, and slow velocity conditions. No systematic distortions in perceived target pitch were observed, and thresholds were similar across velocity conditions. Experiment 2 introduced to-be-ignored variations in target timing. Variations in target timing that deviated from constant velocity conditions introduced systematic distortions in perceived target pitch, indicative of a robust auditory tau effect. Consistent with an auditory motion hypothesis, the magnitude of the tau effect was larger at faster velocities. In addition, the tau effect was generally stronger for descending sequences than for ascending sequences. Combined with previous work on the auditory kappa effect, the imputed velocity model and associated auditory motion hypothesis provide a unified quantitative account of both auditory tau and kappa effects. In broader terms, these findings add support to the view that pitch and time relations in auditory patterns are fundamentally interdependent.     

Use of rhythm in acquisition of a computer-generated tracking task.

This research assessed whether rhythm aids acquisition of motor skills by providing cues for the timing of those skills. Rhythms were presented to participants visually or visually with auditory cues. It was hypothesized that the auditory cues would facilitate recognition and learning of the rhythms. The three timing principles of rhythms were also explored. It was hypothesized that rhythms that satisfied all three timing principles would be more beneficial in learning a skill than rhythms that did not satisfy the principles. Three groups learned three different rhythms by practicing a tracking task. After training, participants attempted to reproduce the tracks from memory. Results suggest that rhythms do help in learning motor skills but different sets of timing principles explain perception of rhythm in different modalities.     

Anxiety, self-esteem and self-perceived satisfaction as predictors of health: differences between men and women

The main objective of this research is to analyze whether there are differences in physical health between men and women when considering their working situation. Three psychological variables are analyzed (anxiety, self-esteem and satisfaction) as well as several indicators of physical health for different working situations. The results seem to indicate that although women have worse health than men (when the group is analyzed in general), these differences vary when we take into account the working condition of the participants, and the differences even disappear. The psychological variables used in this survey only explain the variance of the subjective indicators of physical health, most of all, the Physiological Anxiety, which is responsible for the highest rate of the explained variance. The psychological variables predict women's physical health more than men's, what seems to indicate that women's physical health is closely related to psychological health.     

Schizotypy in relatives of patients with schizophrenia

Previous studies indicate that relatives of patients with schizophrenia are more likely to present characteristics of schizotypal personality than the general population. Few transcultural studies of schizotypy have been carried out. Most instruments constructed to measure schizotypy have been applied in specific cultures; conceivably, in other populations its components may be distributed in different ways. These cultural differences may affect the relations between schizotypy and schizophrenia. The objective of this study is to obtain data on schizotypy in relatives of patients with schizophrenia and relatives of patients with other disorders in a Latin American rural population. The results suggest that cultural factors must be taken into account in order to establish the relationship between schizotypy and schizophrenia.     

The effects of metabolic stress and vagotomy on emotional learning in an animal model of anxiety

The aim of the present study is to evaluate the role of the blood glucose (BG) level in emotional learning in the elevated plus maze (EPM), an animal model of anxiety. In Experiment 1, male Wistar rats were submitted to different EPM trial lengths (1- or 5-min). Blood samples were withdrawn before and after the maze exploration, through a polyethylene cannula chronically implanted into the jugular vein. In Experiment 2, the animals received either saline or 2-deoxy-D-glucose, a glucoprivic drug (2-DG, 250 or 500 mg kg(-1)) by i.p. route, 30 min before a 5-min EPM exposure and were retested in the maze (Trial1/Trial2 EPM procedure) 24 h later. In an independent group of rats, blood samples were withdrawn 0, 5, 15, and 30 min after 2-DG administration, through the jugular vein, to determine BG. In Experiment 3, the animals underwent a vagotomy and were tested in a Trial1/Trial2 EPM procedure four weeks later. The results showed that rats exploring the EPM for 5 min displayed increased fear and higher hyperglycemia than those exploring the EPM for 1 min. In addition, rats submitted to 5-min EPM Trial1 length displayed higher level of fear on Trial2, as well as higher percentage of shortening of the %Open arm entries and %Open arm time from Trial1 to Trial2, which characterizes the occurrence of emotional learning. In contrast, rats previously vagotomized or treated with 2-DG (500 mg kg(-1)) showed the same level of fear on both EPM trials and a low percentage of shortening, from Trial1 to Trial2, of the %Open arm entries and %Open arm time, indicating poor emotional learning. The data is discussed regarding the role of glycaemia in emotional learning in the EPM.     

A test of major assumptions about behavior change: a comprehensive look at the effects of passive and active HIV-prevention interventions since the beginning of the epidemic

This meta-analysis tested the major theoretical assumptions about behavior change by examining the outcomes and mediating mechanisms of different preventive strategies in a sample of 354 HIV-prevention interventions and 99 control groups, spanning the past 17 years. There were 2 main conclusions from this extensive review. First, the most effective interventions were those that contained attitudinal arguments, educational information, behavioral skills arguments, and behavioral skills training, whereas the least effective ones were those that attempted to induce fear of HIV. Second, the impact of the interventions and the different strategies behind them was contingent on the gender, age, ethnicity, risk group, and past condom use of the target audience in ways that illuminate the direction of future preventive efforts.