Expectations,gains, and losses in the anterior cingulate cortex

The anterior cingulate cortex (ACC) participates in evaluating actions and outcomes. Little is known on how action-reward values are processed in ACC and if the context in which actions are performed influences this processing. In the present article, we report ACC unit activity of monkeys performing two tasks. The first task tested whether the encoding of reward values is context dependent—that is, dependent on the size of the other rewards that are available in the current block of trials. The second task tested whether unexpected events signaling a change in reward are represented. We show that the context created by a block design (i.e., the context of possible alternative rewards) influences the encoding of reward values, even if no decision or choice is required. ACC activity encodes the relative and not absolute expected reward values. Moreover, cingulate activity signals and evaluates when reward expectations are violated by unexpected stimuli, indicating reward gains or losses.     

The Laozi Code

The term “dao” (道) has been playing the theoretically paradigmatic role in almost all East Asian philosophies, religions, and cultures. The meanings of the term “dao” in the Dao De Jing and other ancient East Asian texts have remained hermeneutically problematic up to this point in time. This article argues that one of the main causes of this hermeneutical problematic is the failure to establish a theoretically formal typology of the “dao.” It further suggests that a hermeneutically disciplined reading of the 76 uses of the term “dao” in the Dao De Jing accomplishes two important goals: (1) it demonstrates that a typological approach may enhance an understanding of the Laoian Dao, and (2) it provides some good data to begin reconstructing such a theoretically formal dao-typology.     

Aligning confidence with accuracy: revisiting the role of feedback

Evaluation point feedback was used to align confidence judgments with accurate/inaccurate responding to general knowledge questions. Rehearsal of item-answer pairs and three evaluation systems based on a scoring rule had different effects on confidence, accuracy and their relationship. Using standard calibration measures (Yates, J.F., (1990). Judgment and Decision Making. Englewood Cliffs, NJ: Prentice Hall) we found that a point system comprising of both rewarding (positive) and punishing (negative) consequences produced the best performance across levels of knowledge in comparison to all-rewarding and all-penalty rules.     

The interplay between values,acculturation and adaptation: A study on Turkish‐Belgian adolescents

Although there is a bulk of evidence for the relations between values, acculturation, and adaptation, the interrelations between these key concepts of the acculturation literature have not yet been investigated simultaneously. The present study proposes a model connecting value orientations (separatedness and conformity) to adaptation outcomes (sociocultural and psychological). Furthermore, this link was hypothesized to be strengthened by an indirect relationship where acculturation strategies (culture maintenance and culture adoption) would relate certain values to certain aspects of adaptation. The model was tested on 287 Turkish‐Belgian adolescents with an average age of 16.27 years (SD = 1.86 years). SEM analysis confirmed the hypothesized indirect links underlining the crucial role of acculturation strategies as mediators in the adaptation process. Separatedness predicted sociocultural adaptation via culture adoption whereas conformity impacted psychological adaptation via culture maintenance. In addition, separatedness predicted poorer psychological adaptation. Results were discussed with reference to inverse benefits and costs of individualism and collectivism.     

Detecting Deceit in Pairs of Children1

This study examined adults’ ability to distinguish between truthful and deceptive pairs of children. Adult observers (N = 88) judged the veracity of one of 22 truthful or deceptive pairs of children (12–13 years). The children were interviewed separately about their real or imagined encounters with an unknown man. Analyses showed that the overall accuracy was 62.5%; significantly better than chance level of 50%. Deception detection accuracy was higher when watching both pair members than when watching one child. The analysis of self‐reported cues to deception given by observers showed that the consistency between the children's statements was the most frequent cue. An analysis of the actual consistency of children's statements showed significantly more contradictions in the deceptive statements.     

Dimensionality of the Rosenberg Self-Esteem Scale and its relationships with the Three-and the Five-factor personality models

We investigated the dimensionality of the French version of the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965) using confirmatory factor analysis. We tested models of 1 or 2 factors. Results suggest the RSES is a 1-dimensional scale with 3 highly correlated items. Comparison with the Revised NEO-Personality Inventory (NEO-PI-R; Costa, McCrae, & Rolland, 1998) demonstrated that Neuroticism correlated strongly and Extraversion and Conscientiousness moderately with the RSES. Depression accounted for 47% of the variance of the RSES. Other NEO-PI-R facets were also moderately related with self-esteem.     

Program of training in solution of practical problems applied to people with intellectual disability

The lack of programs to train people in practical problem-solving is one of the challenges that professionals who attend people with mental deficiency must cope with. The main goal of this study is to assess the effects of a program designed to improve these skills, aimed at people with intellectual discapacity. The sample was made up of 66 subjects, aged between 17 and 36 years old. The program was based on the use of examples of fictitious characters who undergo situations that are similar to those of the subjects to whom the program is administered, and techniques to improve skills were generated from these situations. In order to achieve the goal, a classic pre- posttest design was used, with an experimental and a control group. The results show positive effects in most of the variables considered as a consequence of the administration of the program.     

Multimodal intervention program to improve attention deficits

Is it possible to learn to attend? The purpose of this article is to provide information about the development, administration, and contrast of an intervention program to improve selective and sustained attention in students from 5 to 19 years of age, all attending school, and with difficulties to learn the academic materials corresponding to their age. Two groups participated in the study: one with difficulties in selective attention and the other with difficulties in sustained attention. The group with selective attention difficulties was made up of 102 students, of whom 59 made up the experimental group and 43 the control group. The group of students with difficulties in sustained attention was made up of 106 students, of whom 58 participated as the experimental group and 48 as the control group. The results indicate that this kind of intervention (which combines visual therapy, cortical activation, and training with activity banks) is effective to improve attentional deficits, both at the level of selective attention and of sustained attention.     

Influence of the recording interval and a graphic organizer on the writing process/product and on other psychological variables

An experimental study of the influence of the recording interval and a graphic organizer on the processes of writing composition and on the final product is presented. We studied 326 participants, age 10 to 16 years old, by means of a nested design. Two groups were compared: one group was aided in the writing process with a graphic organizer and the other was not. Each group was subdivided into two further groups: one with a mean recording interval of 45 seconds and the other with approximately 90 seconds recording interval in a writing log. The results showed that the group aided by a graphic organizer obtained better results both in processes and writing product, and that the groups assessed with an average interval of 45 seconds obtained worse results. Implications for educational practice are discussed, and limitations and future perspectives are commented on.     

Psychometric evaluation of the Brazelton Scale in a sample of Spanish newborns

This study analyses the data obtained from a sample of 220 healthy full-term neonates evaluated with the Neonatal Behavioral Assessment Scale, NBAS, 3rd edition. Standard scores were obtained for each of the 35 behavioral items and analysis of the main components of all the clusters was performed. Similarly to the original scale, the five following factors were obtained: Autonomic and Motor Systems, Habituation, State Organization, State Regulation, and Social Interactive. The analysis of the reliability of these groupings reveals that it is between moderate and high (the average Cronbach's alpha coefficient was .78).