Using a flipped spoon to decrease packing in children with feeding disorders

We evaluated the effects of redistribution and swallow facilitation with a flipped spoon on packing in 2 children with a feeding disorder. For both participants, packing decreased when we implemented the flipped spoon treatment package. Mechanisms responsible for behavior change and areas of future research are discussed.     

A combined planning and self-efficacy intervention to promote physical activity: a multiple mediation analysis

Many individuals are motivated to improve their physical activity levels, but often fail to act upon their intention. Interventions fostering volitional strategies, such as action planning, coping planning, and self-efficacy beliefs, can help to translate intentions into behavior. This study examines the effectiveness and the mechanisms of a combined planning and self-efficacy intervention to promote physical activity among motivated individuals. Participants (N = 883) were randomly assigned to the intervention or to a waiting-list control condition. Multivariate analysis of variance revealed that the intervention resulted in significantly more physical activity, higher levels of action planning, coping planning, and volitional self-efficacy beliefs (p < 0.01). In addition, multiple mediation analysis showed that action planning, coping planning, and volitional self-efficacy mediate between the intervention and physical activity. The study shows that the intervention successfully fostered physical activity and unfolds the underlying self-regulatory mechanisms of the intervention's effectiveness.     

Understanding the role of uncertainty on learning and retention of predator information

Due to the highly variable nature of predation risk, prey animals need to continuously collect information regarding the risk posed by predators. One question that ensues is how long to use this information for? An adaptive framework of predator-related information use predicted that certainty should influence the duration for which information regarding the threatening nature of a species is used in decision-making. It predicts that uncertainty contributes to the reduction in the duration of information use, due to the cost of displaying antipredator behaviours towards non-threatening species. Here, we test this prediction using repetition of conditioning events as a way to increase the certainty associated with the predatory nature of a novel salamander for woodfrog tadpoles. Tadpoles were conditioned 1, 2 or 4 times to recognize a novel salamander as a predator and subsequently tested for their response to the salamander 1?day or 11?days post-conditioning. We found that conditioning repetition did not affect the intensity with which tadpoles learned to respond to the salamander after 1?day. However, after 11?days, tadpoles with fewer conditionings responded to the salamander with a weaker intensity than those that received more conditionings. Our results provide support for the model prediction that an increase in the certainty associated with correctly identifying a predator leads to longer retention of the threat.     

What skilled typists don’t know about the QWERTY keyboard

We conducted four experiments to investigate skilled typists’ explicit knowledge of the locations of keys on the QWERTY keyboard, with three procedures: free recall (Exp.?1), cued recall (Exp.?2), and recognition (Exp.?3). We found that skilled typists’ explicit knowledge of key locations is incomplete and inaccurate. The findings are consistent with theories of skilled performance and automaticity that associate implicit knowledge with skilled performance and explicit knowledge with novice performance. In Experiment?4, we investigated whether novice typists acquire more complete explicit knowledge of key locations when learning to touch-type. We had skilled QWERTY typists complete a Dvorak touch-typing tutorial. We then tested their explicit knowledge of the Dvorak and QWERTY key locations with the free recall task. We found no difference in explicit knowledge of the two keyboards, suggesting that typists know little about key locations on the keyboard, whether they are exposed to the keyboard for 2 h or 12 years.     

C'est le Ton Qui Fait la Critique—for the powerful: the effects of feedback framing and power on affective reactions

Although negative feedback is usually provided with the best of intentions, it often causes unfavorable affective reactions in the receiver such as anger and shame. The purpose of the present research is to identify factors that may attenuate or intensify these reactions to negative feedback. We argue and show across a laboratory experiment and a field study that feedback framing may affect feelings of anger and shame, but only for high (vs. low) power individuals. Given the prevalence of power differences in many feedback situations (e.g., in the organizational context), our findings may provide valuable information for the successful provision of negative feedback.     

The Subject’s New Clothes: Immanent Transcendence and the Moral Self in the Modern Confucian Discourses

In Modern Confucian philosophy the notion of the moral Self which is expressed through the natural moral substance (xingti 性體) represents both the foundation of each individual and the core of the universal reason. The indivisibility of the moral Self from its concrete activities within the social sphere differs in many various aspects from prevailing Western political and philosophical theories that are based on the separation of the empirical and transcendent subject. Hence, this holistic special feature of the moral Self is closely related to one of the basic paradigms of Chinese intellectual history, i.e. the paradigm of immanent transcendence, which is also known as the paradigm of ‘radical’ or ‘pure’ transcendence. The present article introduces and analyses both above-mentioned, mutually intertwined traditional notions through the lens of modern interpretations, focusing upon the philosophical work written by the representatives of the second generation of Taiwanese Modern Confucians.     

The identitiy of the psychoanalyst

Abstract

Kocourkovå J. The Identity of the Psychoanalyst. Int Forum Psychoanal 1997;6:137-140. Stockholm, ISSN 0803-706X.

The conditions are examined, in which the professional identity of the psychoanalyst is created and expressed. The personal analysis and an unambiguous identification with this process are considered to be a basic experience in the formation of the psychoanalyst's identity. Personal experience of supervision is of the same importance. The psychoanalytic process is complicated by unresolved narcissistic problems of the psychoanalyst. The Kleinian concept of envy, which can make the positive identification with the analyst impossible, is mentioned. However, the concept of envy should be understood not only as a projective mechanism, but also as unconscious connotations of giving and receiving in the analytical relationship. Identity problems of psychoanalytical societies are also discussed, including the Czech Psychoanalytical Society.     

Auditory habituation in the fetus and neonate: an fMEG study

Habituation – the most basic form of learning – is used to evaluate central nervous system (CNS) maturation and to detect abnormalities in fetal brain development. In the current study, habituation, stimulus specificity and dishabituation of auditory evoked responses were measured in fetuses and newborns using fetal magnetoencephalography (fMEG). An auditory habituation paradigm consisting of 100 trains of five 500 Hz tones, one 750 Hz tone (dishabituator) and two more 500 Hz tones, respectively, were presented to 41 fetuses (gestational age 30–39 weeks) and 22 newborns or babies (age 6–89 days). A response decrement between the first and fifth tones (habituation), an increment between the fifth tone and the dishabituator (stimulus specificity) and an increment between the fifth (last tone before the dishabituator) and seventh tones (first tone after the dishabituator) (dishabituation) were expected. Fetuses showed weak responses to the first tone. However, a significant response decrement between the second and fifth tones (habituation) and a significant increment between the fifth tone and the dishabituator (stimulus specificity) were found. No significant difference was found for dishabituation nor was a developmental trend found at the group level. From the neonatal data, significant values for stimulus specificity were found. Sensory fatigue or adaptation was ruled out as a reason for the response decrement due to the strong reactions to the dishabituator. Taken together, the current study used fMEG to directly show fetal habituation and provides evidence of fetal learning in the last trimester of pregnancy.     

Happiness takes you right: The effect of emotional stimuli on line bisection

Emotion recognition is mediated by a complex network of cortical and subcortical areas, with the two hemispheres likely being differently involved in processing positive and negative emotions. As results on valence-dependent hemispheric specialisation are quite inconsistent, we carried out three experiments with emotional stimuli with a task being sensitive to measure specific hemispheric processing. Participants were required to bisect visual lines that were delimited by emotional face flankers, or to haptically bisect rods while concurrently listening to emotional vocal expressions. We found that prolonged (but not transient) exposition to concurrent happy stimuli significantly shifted the bisection bias to the right compared to both sad and neutral stimuli, indexing a greater involvement of the left hemisphere in processing of positively connoted stimuli. No differences between sad and neutral stimuli were observed across the experiments. In sum, our data provide consistent evidence in favour of a greater involvement of the left hemisphere in processing positive emotions and suggest that (prolonged) exposure to stimuli expressing happiness significantly affects allocation of (spatial) attentional resources, regardless of the sensory (visual/auditory) modality in which the emotion is perceived and space is explored (visual/haptic).     

Oxidative stress in university students during examinations

Mental stress in psychiatric disease and in daily life contributes to oxidative stress in the body. In this study we investigated a connection between possible psychological stress caused by university undergraduate examinations and oxidative stress experienced by our test subjects. Some parameters of oxidative stress (single strand breaks of DNA in lymphocytes, sensitivity to lipid oxidation and antioxidant status) were studied in medical students on the day of the examination (stress condition) and compared with the same parameters obtained from the same students during the term between two examination periods (non-stress condition). The results show that in the stress condition oxidative damage to DNA and sensitivity to lipid oxidation were significantly increased (p<0.05) when compared with the same parameters in "non-stress" conditions. A significant decrease in plasma antioxidant activity (p<0.05) in students that were under stress was observed. These results suggest that during university examinations students are under increased oxidative stress.