Having to identify a target reduces latencies in prosaccades but not in antisaccades

In a princeps study, Trottier and Pratt (2005) showed that saccadic latencies were dramatically reduced when subjects were instructed to not simply look at a peripheral target (reflexive saccade) but to identify some of its properties. According to the authors, the shortening of saccadic reactions times may arise from a top-down disinhibition of the superior colliculus (SC), potentially mediated by the direct pathway connecting frontal/prefrontal cortex structures to the SC. Using a “cue paradigm” (a cue preceded the appearance of the target), the present study tests if the task instruction (Identify vs. Glance) also reduces the latencies of antisaccades (AS), which involve prefrontal structures. We show that instruction reduces latencies for prosaccade but not for AS. An AS requires two processes: the inhibition of a reflexive saccade and the generation of a voluntary saccade. To separate these processes and to better understand the task effect we also test the effect of the task instruction only on voluntary saccades. The effect still exists but it is much weaker than for reflexive saccades. The instruction effect closely depends on task demands in executive resources.     

Testing the developmental distinctiveness of male proactive and reactive aggression with a nested longitudinal experimental intervention

An experimental preventive intervention nested into a longitudinal study was used to test the developmental distinctiveness of proactive and reactive aggression. The randomized multimodal preventive intervention targeted a subsample of boys rated disruptive by their teachers. These boys were initially part of a sample of 895 boys, followed from kindergarten to 17 years of age. Semiparametric analyses of developmental trajectories for self‐reported proactive and reactive aggression (between 13 and 17 years of age) indicated three trajectories for each type of aggression that varied in size and shape (Low, Moderate, and High Peaking). Intent‐to‐treat comparisons between the boys in the prevention group and the control group confirmed that the preventive intervention between 7 and 9 years of age, which included parenting skills and social skills training, could impact the development of reactive more than proactive aggression. The intervention effect identified in reactive aggression was related to a reduction in self‐reported coercive parenting. The importance of these results for the distinction between subtypes of aggressive behaviors and the value of longitudinal‐experimental studies from early childhood onward is discussed. Aggr. Behav. 36:127–140, 2010. © 2010 Wiley‐Liss, Inc.     

The relation between consciousness and attention: An empirical study using the priming paradigm

Dehaene et al., 2006, Koch and Tsuchiya, 2007 recently proposed taxonomies that distinguish between four processing states, based on bottom-up stimulus strength and top-down attentional amplification. The aim of the present study was to empirically test these processing states using the priming paradigm. Our results showed that attention (prime attended or not) and stimulus strength (prime presented subliminally or not) significantly modulated priming effects: either receiving top-down attention or possessing sufficient bottom-up strength was a prerequisite for a stimulus to elicit priming. When both top-down attention and sufficient bottom-up strength were present, the priming effect was boosted. The origins of the observed priming effects also varied between different processing states. We can conclude that our empirical study using the priming paradigm confirmed the presence of four processing states, which displayed a differential pattern of response priming effects and differential origins of the response priming effects.     

Regret and the negative evaluation of decision outcomes in major depression

Disruption of normal emotional experience is central to the phenomenology of depression. Twenty-three depressed outpatients and 23 control subjects performed a computerized decision-making task, during which affective ratings were assessed online to identify various dimensions of emotional experience. We sought to contrast regret (the comparison of the outcomes of selected and nonselected options) with the general negative appraisal of task events. The experience of regret was reduced in depressed patients, an effect that was particularly related to self-reported apathy scores. In an exploratory analysis, we observed that females had a general downward shift in their ratings, as compared with males, but disappointment and regret effects were of similar magnitude. The possible contribution of the orbitofrontal cortex to the phenomenology of regret is discussed. Supplemental materials for this article may be downloaded from http://cabn.psychonomic-journals.org/content/ supplemental.     

Maternal distancing and event memory at 20 months

Maternal distancing strategies (Sigel, 1993 in The Development and Meaning of Psychological Distance , Cocking R, Renninger KA (eds). Erlbaum: Hillsdale, NJ; 141–158) with 20‐month‐olds were analysed during a mother–child interaction in a free play situation. Then, they were related to memory performance of the children as assessed by the elicited imitation paradigm with 4 three‐step sequences of actions (Bauer, Hertsgaard, Child Dev. 1993; 64 :1204). The aim of this work was to (1) confirm that the Sigel's model of distancing could be used with very young children under two; (2) study relationships between maternal distancing that stimulate representational competence of the child and memory performance of the children. Results showed two different patterns of correlations depending on the sequence type: for enabling sequences, significant positive correlations were obtained for the first two distancing levels whereas for arbitrary sequences no correlation was found whatever the distancing level. As discussed, the first pattern brings new arguments in support of declarative memory before the age of 2 years and reframes the memory development in a Vygotskyian interactionist perspective. The second pattern of correlations calls for replication and more investigation about the processes implied in memory of very young children for different sequence types. Copyright © 2003 John Wiley & Sons, Ltd.     

Commitment through Employee Volunteering: Accounting for the Motives of Inter‐Organisational Volunteers

This study investigated whether participating in inter‐organisational (i.e. self‐directed, non‐strategic) employee volunteering, which is common but rarely studied, is associated with increased organisational commitment. We find evidence for this relation in a sample (N = 385) of employee volunteers and their non‐volunteering co‐workers. We statistically account for self‐selection into the volunteering program by incorporating individual motives for volunteering. Volunteers compared to non‐volunteers exhibited relatively stronger motives of expressing altruistic values and avoiding negative affect, but a weaker motive of attaining career advancement. Our findings point to an efficient way of increasing organisational commitment that is relatively inexpensive to implement. They also complement existing research from other employee volunteering contexts, pointing to a possible trade‐off between the desired outcomes of effectively managing volunteering programs.