Both associative activation and thematic extraction count,but thematic false memories are more easily rejected

The main aim of this study was to analyse the roles played by associative activation and thematic extraction in the explanation of false memories using the Deese, Roediger, McDermott (DRM) paradigm. Associative lists with two different types of critical items (CIs) were used: one, the associative CI, corresponded to the word most strongly primed by the associates in the list and another, the thematic CI, was the word that best described the theme of the list. Following three different types of encoding instructions (standard, warning or strategic), false recognition for these two types of CIs was analysed in either self-paced or speeded response recognition tests. The results showed considerable levels of false memories for both types of CIs. Even without the quality of being “good themes”, associative CIs produced high levels of false recognition, which suggests that associative activation plays a prominent role in false memory formation. More interestingly, thematic CIs were more prone to be edited out, reinforcing the argument that thematic identifiability has a major role in the rejection of false memories.     

Interpretive habit is strengthened by cognitive bias modification

We investigated the nature of the memory mechanisms underlying cognitive bias modification by applying Jacoby's (1991) process-dissociation procedure to responses during the transfer task. In the two training conditions (negative and benign), students imagined themselves in 100 ambiguous scenarios, most with potentially negative resolutions; the ambiguity was resolved in a consistently negative or benign direction by completing the fragment of a final word. Control participants completed non-ambiguous, non-emotional scenarios. Next all participants responded on a final training block, where half of the scenarios were completed negatively and half benignly. Transfer was assessed by examining choices in the completion of test scenarios when participants were instructed to respond in the same way as they had to a final-block training scenario that was situationally similar. Benign training facilitated correct responding to benign analogues and impaired correct responding to negative analogues. Performance in the negative-training and control conditions was similar. Process-dissociation procedures revealed that this newly established habit and not controlled recollection provided the basis for transfer.     

Collective Action and Social Change: Examining the Role of Representation in the Communication between Protesters and Third‐party Members

Within social psychology, it has been proposed that to understand how collective action creates social change, it is relevant to examine the role that other members of society can have on it. However, few studies have empirically examined that. We argue that for that task, it is useful, first, and as some authors have already argued, to go beyond the sole analysis of the two‐sided inter‐group relations creating collective action; and second, to articulate this with contributions from social representations theory, which recognises that to understand social change, we need to examine communicative practices, or how communication is used between collective action's actors and other actors to re‐present identities. We analyse the protests by a movement of residents from a Lisbon neighbourhood that protested against the transformation of a neighbourhood's convent. Besides discussing this transformation with local authorities and failing to achieve its aims through that, the protesters also discussed it with other citizens. The analysis of this debate shows that the arguments and actions they used change throughout time, from local to global, as the latter were the ones more endorsed by other citizens and thus those that could help the protesters to achieve their goals. Copyright © 2014 John Wiley & Sons, Ltd.     

Conflicting Social Cues: Fourteen- and 24-Month-Old Infants' Reliance on Gaze and Pointing Cues in Word Learning

Language acquisition is a process embedded in social routines. Despite considerable attention in research to its social nature, little is known about developmental differences in the relative priority of certain social cues over others during early word learning. Employing an eye-tracking paradigm, we presented 14-month-old infants, 24-month-old infants, and adults with movies in which an actor repeatedly gazed at one and pointed to the other of two objects while presenting them with a novel word. The results show that the 14-month-old infants pay more attention to a model's eye gaze when learning to map a novel word to a referent, whereas 24-month-old infants and adults rely more on pointing cues. Our results provide evidence for a developmental change in the relative priority of pointing versus eye-gazing cues in language acquisition.     

Long‐Term Outcomes of Lesbian,Gay, Bisexual,and Transgender Recalled School Victimization

The authors examined relationships among recalled and current bullying, shame‐focused coping, and fear of negative evaluation in an adult lesbian, gay, bisexual, and transgender (LGBT) sample. Findings indicated that attack self, withdrawal, and attack other shame‐focused coping fully mediated the relationship between recalled bullying and fear of negative evaluation. Fear of negative evaluation and current bullying victimization were predicted by shame‐focused coping. Findings suggested the importance of addressing histories of school‐related bullying and shame‐focused coping when counseling LGBT persons.     

Interactive computer training to teach discrete‐trial instruction to undergraduates and special educators in Brazil: A replication and extension

Discrete‐trial instruction (DTI) is a behavioral method of teaching young children with autism spectrum disorders (ASD) that has received a significant amount of research support. Because of a lack of qualified trainers in many areas of the world, researchers have recently begun to investigate alternative methods of training professionals to implement behavioral teaching procedures. One promising training method is interactive computer training, in which slides with recorded narration, video modeling, and embedded evaluation of content knowledge are used to teach a skill. In the present study, the effectiveness of interactive computer training developed by Pollard, Higbee, Akers, and Brodhead (2014), translated into Brazilian Portuguese, was evaluated with 4 university students (Study 1) and 4 special education teachers (Study 2). We evaluated the effectiveness of training on DTI skills during role‐plays with research assistants (Study 1) and during DTI sessions with young children with ASD (Studies 1 and 2) using a multiple baseline design. All participants acquired DTI skills after interactive computer training, although 5 of 8 participants required some form of feedback to reach proficiency. Responding generalized to untaught teaching programs for all participants. We evaluated maintenance with the teachers in Study 2, and DTI skills were maintained with 3 of 4 participants.     

Neurostructural and Neurophysiological Correlates of Multiple Sclerosis Physical Fatigue: Systematic Review and Meta-Analysis of Cross-Sectional Studies

Neuropsychology Review - Fatigue is one of the most debilitating symptoms for people with multiple sclerosis (PwMS). By consolidating a diverse and conflicting evidence-base, this systematic review...     

Immune stress in late pregnant rats decreases length of gestation and fecundity, and alters later cognitive and affective behaviour of surviving pre-adolescent offspring

Immune challenge during pregnancy is associated with preterm birth and poor perinatal development. The mechanisms of these effects are not known. 5α-Pregnan-3α-ol-20-one (3α,5α-THP), the neuroactive metabolite of progesterone, is critical for neurodevelopment and stress responses, and can influence cognition and affective behaviours. To develop an immune challenge model of preterm birth, pregnant Long-Evans rat dams were administered lipopolysaccharide [LPS; 30?μg/kg/ml, intraperitoneal (IP)], interleukin-1β (IL-1β; 1?μg/rat, IP) or vehicle (0.9% saline, IP) daily on gestational days 17-21. Compared to control treatment, prenatal LPS or IL-1β reduced gestational length and the number of viable pups born. At 28-30 days of age, male and female offspring of mothers exposed to prenatal IL-1β had reduced cognitive performance in the object recognition task compared to controls. In females, but not males, prenatal IL-1β reduced anxiety-like behaviour, indicated by entries to the centre of an open field. In the hippocampus, progesterone turnover to its 5α-reduced metabolites was lower in prenatally exposed IL-1β female, but not in male offspring. IL-1β-exposed males and females had reduced oestradiol content in hippocampus, medial prefrontal cortex and diencephalon compared to controls. Thus, immune stress during late pregnancy reduced gestational length and negatively impacted birth outcomes, hippocampal function and central neurosteroid formation in the offspring.