Deviations in the emergence of representations: a neuroconstructivist framework for analysing developmental disorders

A common way of studying developmental disorders is to adopt a static neuropsychological deficit approach, in which the brain is characterized in terms of a normal brain with some parts or ‘modules’ impaired. In this paper we outline a neuroconstructivist approach in which developmental disorders are viewed as alternative developmental trajectories in the emergence of representations within neural networks. As a concrete instantiation of the assumptions underlying this general approach, we present a number of simulations in an artificial neural network model. The representations that emerge under different architectural, input and developmental timing conditions are then analysed within a multi‐dimensional state space. We explore alternative developmental trajectories in these simulations, demonstrating how initial differences in the same parameter can lead to very different outcomes, and conversely how different starting states can sometimes result in similar end states (phenotypes). We conclude that the assumptions of the neuroconstructivist approach are likely to be more appropriate for analysing developmental deviations in complex dynamic neural networks, such as the human brain.     

Effects of Playing Videogames on Children's Aggressive and Other Behaviors1

Noting the pervasiveness of videogames in American culture, the authors set out to examine the effects that playing videogames has on children. Thirty-one children were matched on sex, randomly assigned to play either a violent (karate) videogame or a nonviolent (jungle vine swinging) videogame, and then observed during free play. The main results were that the children who had played the jungle swing videogame later played more with a jungle swing toy and that the children who played the violent videogame later showed more aggression. The authors interpreted the findings as an indication that young children who play videogames later tend to act similarly to how their videogame character acted.     

Associative facilitation of word recognition as measured from a neutral prime

It is shown that lexical decision times to strong associates with an associative strength of approximately 40% are facilitated relative to targets following a neutral prime, “blank,” whereas very weak associates with an associative strength of less then 3% are neither facilitated nor inhibited. It is also shown that relative to the “blank” baseline time, a row of crosses inhibits processing of the following target. The latter finding has implications for earlier studies that have used crosses as a neutral prime. In these studies, facilitation effects have been overestimated and inhibition effects have been underestimated. Neely 1976 has proposed a predict-and-match strategy according to which subjects are assumed to predict one or more targets from the prime and to match the actual target onto the predicted targets. A part of this theory is not supported by the present data. The results are discussed in terms of the two-process theory of expectancy (Posner & Snyder, 1975). They are also considered in the light of a recent theory by Becker (1980). As an alternative interpretation of part of the reported data, a coherence assumption by the subjects about all reading materials is introduced.     

On the modularity of implicit sequence learning: independent acquisition of spatial, symbolic, and manual sequences

Learning sequential structures is of fundamental importance for a wide variety of human skills. While it has long been debated whether implicit sequence learning is perceptual or response-based, here we propose an alternative framework that cuts across this dichotomy and assumes that sequence learning rests on associative changes that can occur concurrently in distinct processing systems and support the parallel acquisition of multiple uncorrelated sequences. In three experiments we used a serial search task to test critical predictions of this framework. Experiments 1 and 2 showed that participants learnt uncorrelated sequences of auditory letters and manual responses, as well as sequences of visual letters, spatial locations, and manual responses simultaneously, as indicated by a reliable response time (RT) cost incurred by occasional deviants violating either of the sequences. This RT cost was reliable even when participants showing explicit knowledge were excluded. In Experiment 3 learning of spatial and nonspatial sequences was functionally dissociated: whereas a spatio-motor distractor task disrupted learning of location but not of letter sequences, a phonological distractor task had the reverse effect. The distractor tasks thus did not reduce unspecific attentional resources, but selectively disrupted the formation of sequential associations within spatial and nonspatial processing dimensions. These results support the view that implicit sequence learning rests on experience-dependent changes that can occur in parallel in multiple processing systems involved in spatial attention, object recognition, phonological processing, and manual response selection. The resulting dimension-specific sequence representations support independent predictions of what will appear next, where it will appear, and how one will have to respond to it.     

Letting go of unmet goals: Does self-focused rumination impair goal disengagement?

Self-regulation of behavior frequently requires that people disengage from goals that are too difficult to attain. The current studies investigate whether self-focused rumination hinders the execution of this crucial self-regulatory competence. In study one, participants attempted to solve anagrams, some of which were unsolvable, and their predisposition to engage in self-focused rumination was assessed. The tendency to ruminate was associated with getting stuck in the attempt to solve unsolvable anagrams. In study two, ruminative thoughts were manipulated by asking participants to focus on their self, personality, and goals in life, a task frequently employed to induce rumination. Compared to participants undergoing a distraction induction, ruminating participants were more likely to get stuck trying to solve unsolvable anagrams. These results suggest that self-focused rumination hinders disengagement from unattainable goals.     

Family influence on disordered eating: The role of body image dissatisfaction

Research has linked an appearance-focused family culture (including parental commentary about weight/size) with increased disordered eating and body image dissatisfaction in daughters. Since body image dissatisfaction is also a risk factor for disordered eating, body image dissatisfaction may contribute to the link between family focus on appearance and disordered eating. This correlational study included a sample of 268 college women who completed the Family Influence Scale, Bulimia Test – Revised, Body Shape Questionnaire, and a series of items about their parents’ comments about their weight/size. Both family appearance focus and daughters’ body image dissatisfaction predicted increased disordered eating in daughters. Additionally, body image dissatisfaction partially mediated the influence of family appearance focus on daughters’ disordered eating. No specific type of parental comments regarding weight/size emerged as a superior predictor of eating disturbance, but encouragement to control weight/size was a stronger predictor of body dissatisfaction than other types of parental comments.     

Coping through emotional approach: a new look at emotion, coping, and health-related outcomes

Researchers studying stress and coping processes have attempted to identify which coping strategies are most adaptive in stressful encounters. A generally accepted conclusion has been that emotion-focused coping processes are associated with dysfunctional outcomes. Studies from our and other research teams challenge the "bad reputation" of emotion-focused coping by demonstrating that items measuring emotion-focused strategies in published coping questionnaires are confounded with distress and self-deprecation. We have developed and validated new instruments to assess coping though acknowledging, understanding, and expressing emotion, that is, coping through emotional approach. Longitudinal and experimental studies using these new scales have documented the adaptive potential of emotional-approach coping in the context of several types of stressors, including infertility, breast cancer, and chronic pain. However, characteristics of the environmental context, stressful experience, and individual are important moderators of the relations of emotional-approach coping and health-related outcomes. Potential mediators and moderators of coping through emotional approach, clinical relevance of the construct, and directions for research are discussed.     

The role of cognitive factors in the pathogenesis of obsessive-compulsive symptoms: a prospective study

Cognitive models of obsessive-compulsive disorder (OCD) posit that specific kinds of dysfunctional beliefs (e.g., pertaining to responsibility and the significance of intrusive thoughts) underlie the development of this disorder. The present study was designed to prospectively evaluate whether dysfunctional beliefs thought to underlie OCD act as a specific vulnerability factor in the pathogenesis of obsessive-compulsive symptomatology. Eighty-five individuals were prospectively followed over a period of time thought to be associated with an increased onset of OCD symptoms -- childbirth and the postpartum. The majority of these new mothers and fathers experienced intrusive infant-related thoughts and performed neutralizing behaviors similar to, but less severe than, those observed in OCD. Scores on a measure of dysfunctional beliefs thought to underlie OCD predicted the development of obsessive-compulsive symptoms after controlling for pre-existing OCD symptoms, anxiety, and depression. Dysfunctional beliefs also predicted the severity of checking, washing, and obsessional OCD symptom dimensions, but not neutralizing, ordering, or hoarding symptom dimensions. These data provide evidence for specific dysfunctional beliefs as risk factors in the development of some types of OCD symptoms.     

Parenting Behaviors of Mothers and Fathers of Preschool Age Children with Internalizing Disorders

This study investigated parenting behaviors of mothers and fathers of clinically anxious preschool children (with or without depressive comorbidity) and healthy comparison children. Studies assessing children from early school age onwards have found that parental control, rejection, and inconsistent discipline are associated with the presence of children’s internalizing symptoms/disorders. Despite the scarcity of studies investigating these associations at preschool age, we assumed that findings with older children would also apply to children in this age group. In a cross-sectional study we assessed N = 176 children of preschool age (M = 5; 2 years) and both of their parents. A diagnostic interview (Preschool Age Psychiatric Assessment) was conducted to determine children’s psychiatric diagnoses, yielding the following results: a group of n = 67 children with pure anxiety disorders (AD group), a group of n = 38 children with anxiety disorders with depressive comorbidity (AD/DC group), and a comparison group of n = 71 children without psychiatric disorders. Both parents completed the German extended version of the Alabama Parenting Questionnaire. We evaluated maternal depressive symptoms and children’s temperament as further correlates. All variables that differed significantly between groups were entered into multinomial logistic regression analyses to test which variables predict group membership. When comparing each of the two anxiety groups with the comparison group we obtained the following results: (1) Inconsistent paternal discipline and maternal depressive symptoms increased and children’s positive affectivity decreased the probability of children of being in the AD group rather than in the comparison group. (2) Maternal overinvolvement, maternal depressive symptoms and children’s negative affectivity increased and children’s positive affectivity decreased the probability of children of belonging to the AD/DC group rather than to the comparison group. When comparing the two anxiety groups with each other, we found that inconsistent paternal discipline increased and children’s negative affectivity decreased the probability of children of being in the AD group rather than in the AD/DC group. The results suggest that paternal parenting behaviors show different associations with internalizing disorders at preschool age than maternal parenting behaviors. This underlines the importance of including fathers in the prevention and treatment of internalizing disorders at preschool age.     

Psychophysiological and behavioral differences as a function of age and Parkinson’s disease

Differences related to age and to specific neurological (Parkinsonian) damage were studied by contrasting, respectively, old (mean age 64 years) and young (27 years) subjects (N=15), and old-normal (N=15) and old-Parkinsonian (N=15) subjects. Both behavioral as well as psychophysiological dependent variables were employed. The behavioral measure was performance on a discrimination learning task, while the psychophysiological measures were based on habituation to a repeated tone stimulus and on a Pavlovian differential conditioning preparation. The behavioral task showed predominantly age-related differences, with the young learning faster. Another age-related difference was interpreted as showing a more insight-like learning process in the young. Response-bias (beta) values did not differ between groups. Age-related differences also emerged more clearly than specific-neurological-damage differences in the psychophysiological data. The older subjects manifested markedly less autonomic conditioning, which was probably due to a lowering of reactivity, as well as the emergence of habituation to the (loud-noise) unconditional stimulus. A correlational analysis of discrimination conditioning also yielded age-related differences. Most notably, reactivity played a greater role in conditioning in the old than in the young subjects. The results illustrated how psychophysiological measures can provide information that complements those provided by behavioral measures.