Decomposability of the Finitely Generated Free Hoop Residuation Algebra

In this paper we prove that, for n > 1, the n-generated free algebra in any locally finite subvariety of HoRA can be written in a unique nontrivial way as Ł₂ × A′, where A′ is a directly indecomposable algebra in . More precisely, we prove that the unique nontrivial pair of factor congruences of is given by the filters and , where the element is recursively defined from the term introduced by W. H. Cornish. As an additional result we obtain a characterization of minimal irreducible filters of in terms of its coatoms. Presented by Daniele Mundici     

Do all kids look alike? Evidence for an other-age effect in adults

The current study provides evidence for the existence of an other-age effect (OAE), analogous to the well-documented other-race effect. Experiments 1 and 2 demonstrate that adults are better at recognizing adult faces compared with faces of newborns and children. Results from Experiment 3 indicate that the OAE obtained with child faces can be modulated by experience. Moreover, in each of the 3 experiments, differences in the magnitude of the observed face inversion effect for each age class of faces were taken to reflect a difference in the processing strategies used to recognize the faces of each age. Evidence from Experiment 3 indicates that these strategies can be tuned by experience. The data are discussed with reference to an experience-based framework for face recognition.     

Adherence to antiretroviral medications in HIV: differences in data collected via self-report and electronic monitoring.

Controversy remains regarding the reliability of methods used to determine adherence to antiretroviral medication in HIV. In this study the authors compared adherence rates of 119 HIV-positive participants during a 6-month study, as estimated via electronic monitoring (EM) and self-report (SR). Adherence for both short (4-day) and long (4-week, or intervisit) periods was examined, as well as factors that underlie discrepancies between EM and SR. Results showed that intervisit EM estimates were consistently lower than those of SR. SR estimates based on shorter periods (4 days) were closer to those of EM. Higher discrepancies between EM and SR estimates were associated with lower cognitive functioning and externalized locus of control. These findings lend support for using both EM and SR methods; however, study design (e.g., length) and other factors (e.g., cognitive status, cost) should be considered.     

Classroom ecology: relations between seating location, performance, and attendance

Data from 70 classes and 1829 students over a period of 15 years were analyzed. Grade and attendance differences were analyzed for five different seating configurations: by row, by column, the front of the room versus the back of the room, the center of the room versus the perimeter of the room, and the middle of the room versus the sides of the room. Results utilizing numeric percentage grades and attendance percentages indicated students sitting in the more central parts of the class had higher percentage grades and attended classes more frequently than those students sitting in the less central parts of the class. Women attended class more frequently than men, yet there were no sex differences on grades.     

Unrealistic Optimism: Still a Neglected Trait

Purpose  

Unrealistic optimism is all around us, and it is a well-documented psychological phenomenon. The purpose of this study is to take a critical approach of the main research done in the area and to analyze the important impact that it has in many economic and managerial contexts. We also analyze current trends in terms of entrepreneurship by policy makers.     

Social modulation of learning in rats

It is well known that emotions participate in the regulation of social behaviors and that the emotion displayed by a conspecific influences the behavior of other animals. In its simplest form, empathy can be characterized as the capacity to be affected by and/or share the emotional state of another. However, to date, relatively little is known about the mechanisms by which animals that are not in direct danger share emotions. In the present study, we used a model of between-subject transfer of fear to characterize the social interaction during which fear is transmitted, as well as the behavioral effects of socially transmitted fear. We found that (1) during social interaction with a recently fear-conditioned partner, observers and demonstrators exhibit social exploratory behaviors rather than aggressive behaviors; (2) learning and memory in a shock-motivated shuttle avoidance task are facilitated in rats that underwent a social interaction with a partner that had been fear conditioned; and (3) a brief social interaction with a recently fear-conditioned partner immediately before fear conditioning increases conditioned freezing measured on the next day. The observed effects were not due to a stress-induced increase in pain sensitivity or analgesia. Collectively, these data suggest that a brief social interaction with a cage mate that has undergone an aversive learning experience promotes aversive learning in an otherwise naïve animal. We argue that socially transferred fear is an adaptation that promotes defensive behavior to potentially dangerous situations in the environment.Human empathy can be defined as the ability to experience and share the thoughts and feelings of others (de Waal 2008). Obviously, this is a complex social phenomenon that, until recently, has received much attention from philosophers and psychologists rather than neuroscientists (Decety and Lamm 2006). However, in its simplest form, empathy can be characterized as the capacity to be affected by and/or share the emotional state of another (de Waal 2008). Tuning one''s emotional state to that of another increases the probability of similar behavior, which thereby allows rapid adaptation to environmental challenges (Hatfield et al. 1994). This social adaptation may be particularly important for emotions that signal a potential danger, such as fear. Although one can learn about potentially harmful stimuli by directly experiencing an aversive event, observation or interaction with a conspecific in danger and/or in pain may also provide information about threats in the environment. There is a vast literature on learning about direct danger (Maren 2001) as well as sharing emotions through observation (see, e.g., Church 1959; Langford et al. 2006; Olsson and Phelps 2007). However, relatively little is known about the mechanisms by which animals that are not in a direct danger share emotions.We have recently designed an experimental rat model of between-subject transfer of emotional information (Knapska et al. 2006). In this model, rats are housed in pairs and one member of the pair (the “demonstrator”) is removed and subjected to fear conditioning. After the fear-conditioning episode, the conditioned animal is allowed to interact with its naïve cage mate (the “observer”). We showed that the demonstrator''s fear is socially transferred to the observer, resulting in both rapid increase in exploratory behavior of the observer and a pattern of c-Fos activation in the observer''s amygdala that parallels that of the shocked demonstrators.These results suggest that the social interaction between the demonstrator and observer results in a transfer of information that promotes aversively motivated learning in the observer. However, the nature of the social interaction and how it comes to influence aversively motivated behavior is not known. Therefore, the present study aimed to characterize the behavior of both the demonstrators and observers during their social interaction and further characterize the nature of the influence of socially transmitted fear on aversively motivated learning and memory. We hypothesized that the social interaction between observers and demonstrators would result in a social transfer of fear that would promote learning and memory of both active defensive responses (avoidance) as well as defensive immobility (freezing). To test this hypothesis, we carried out five experiments that examined the nature of the social interaction between shocked demonstrators and observers (Experiment 1), the acquisition and retention of active avoidance (Experiment 2), and conditioned freezing (Experiment 3). Because it is not clear if social transfer effects can be observed among unfamiliar animals and to control for social buffering, we also compared the social transfer of fear in familiar and unfamiliar rats (Experiment 4). To control for the possible influence of different pain sensitivity thresholds in the observers paired with shocked demonstrators, we carried out pain tests (Experiment 5).     

The Resilient Organisation: A Meta-Analysis of the Effect of Communication on Team Diversity and Team Performance

The Input-Process-Output framework is adopted to examine the impact of diversity attributes (the input) on communication (the process) and their influence on performance (the output), to understand the internal group/team working mechanisms of organisational resilience. A meta-analysis of 174 correlations from 35 empirical studies undertaken over 35 years (1982–2017) showed that members of a team who have different experiences are more likely to share information and communicate openly when they deal with a task that requires collaboration outside the team. This supports the view that organisations are more resilient by being more closely connected with the external environment. Differences in social categories tend to favour openness of communication, especially in the case of age diversity and race/ethnicity diversity. An increase in openness of communication is likely to enhance team performance, particularly for small and medium-sized teams operating in manufacturing industries, while frequency of communication can be beneficial for both large and medium-sized teams working in the high technology industry. The positive workings of these associations form the resilient organisation.