Metacognitive scaffolding boosts cognitive and neural benefits following executive attention training in children

Interventions including social scaffolding and metacognitive strategies have been used in educational settings to promote cognition. In addition, increasing evidence shows that computerized process‐based training enhances cognitive skills. However, no prior studies have examined the effect of combining these two training strategies. The goal of this study was to test the combined effect of metacognitive scaffolding and computer‐based training of executive attention in a sample of typically developing preschoolers at the cognitive and brain levels. Compared to children in the regular training protocol and an untrained active control group, children in the metacognitive group showed larger gains on intelligence and significant increases on an electrophysiological index associated with conflict processing. Moreover, changes in the conflict‐related brain activity predicted gains in intelligence in the metacognitive scaffolding group. These results suggest that metacognitive scaffolding boosts the influence of process‐based training on cognitive efficiency and brain plasticity related to executive attention.     

Long Term Child-Centered Play Therapy Effects on Academic Achievement with Normal Functioning Children

This follow up study with 23 normal functioning 1st graders examined the long-term effectiveness of Child-Centered Play Therapy (CCPT) on academic achievement. Through the use of a one-way repeated measures analysis of variance, researchers examined the use of CCPT from pre-intervention to mid-intervention (16 sessions) to post-intervention (26 sessions). Results indicated that children who participated in 26 sessions of CCPT demonstrated statistically significant improvement on the Early Achievement Composite as measured on the Young Children’s Achievement Test (YCAT), along with increases in the Reading, Mathematics, and Spoken Language subscales. Participants showed statistically consistent improvement in academic scores of the full duration of the study. Overall, the findings imply that CCPT as a long term method can support academic achievement in the school system with normal functioning 1st grade students. The outcome suggests long term CCPT is an intervention for elementary/primary school counselors to use with children who have emotional or academic needs. The findings open the door for school counselors or outside professionals to use play therapy with children in the school system as a way of providing academic support and thereby promoting the field of play therapy in the school system.     

Executive functions and linguistic performance in SCD older adults and healthy controls

Subjective cognitive decline (SCD) might represent the preclinical phase of Alzheimer’s disease. Given the interest to characterize it, the present study explores (1) if there are differences in lexical retrieval (LexR) and sentence comprehension (SComp) between SCD and matched controls, and (2) the predictive value of demographic variables and executive functions in relation to LexR and SComp in each group. A sample of 135 participants voluntarily took part in this study (66 with SCD). They all completed the Trail Making, the Stroop, the Boston Naming, and the ECCO-Senior tests, as well as verbal fluency tasks (VF). Results show that (1) groups differ in LexR and in inhibition efficiency, and (2) VF is explained by years of formal education, particularly in the control group; SComp in the most complex items seems to rely in different strategies, related to flexibility in controls and to inhibition efficiency in SCD patients.     

Emptiness and Work: a Meaning-Making Perspective

This paper aims to put forward the foundation for building a theory of meaning-making based on emptiness. The theoretical perspective underlying the discussion is the cultural psychology of semiotic mediation. According to this perspective, meaning-making is the result of the process through witch human beings use signs to build their relationship with their environment. Three topics unfold in the paper. First, emptiness is defined as a potential absence. Second, the paper identifies the two ways in which emptiness enters into the meaning-making process, either fostering it or, to the contrary, blocking it. When it fosters meaning construction, emptiness acts as a catalytic factor, that is, as a reservoir of possibilities, in the sense of a future-oriented set of new meanings to be built by the agent. However, when emptiness plays the role of a blocking or anti-catalytic factor, emptiness become a hyper-generalized sign, i.e., an empty meaning. Third, this paper illustrates the applicability of these theoretical reflections on emptiness through the example of work. Specifically, both the burnout and the so-called “placardisation” phenomena are analyzed in terms of the anti-catalytic factors at play in work, which lead to feeling it as empty.     

Previously acquired cue–outcome structural knowledge guides new learning: Evidence from the retroactive-interference-between-cues effect

The effect of retroactive interference between cues predicting the same outcome (RIBC) occurs when the behavioral expression of a cue–outcome association (e.g., A→O1) is reduced due to the later acquisition of an association between a different cue and the same outcome (e.g., B→O1). In the present experimental series, we show that this effect can be modulated by knowledge concerning the structure of these cue–outcome relationships. In Experiments 1A and 1B, a pretraining phase was included to promote the expectation of either a one-to-one (OtO) or a many-to-one (MtO) cue–outcome structure during the subsequent RIBC training phases. We hypothesized that the adoption of an OtO expectation would make participants infer that the previously learned A→O1 relationship would not hold any longer after the exposure to B→O1 trials. Alternatively, the adoption of an MtO expectation would prevent participants from making such an inference. Experiment 1B included an additional condition without pretraining, to assess whether the OtO structure was expected by default. Experiment 2 included control conditions to assess the RIBC effect and induced the expectation of an OtO or MtO structure without the addition of a pretraining phase. Overall, the results suggest that participants effectively induced structural expectations regarding the cue–outcome contingencies. In turn, these expectations may have potentiated (OtO expectation) or alleviated (MtO expectation) the RIBC effect, depending on how well these expectations could accommodate the target A→O1 test association. This pattern of results poses difficulties for current explanations of the RIBC effect, since these explanations do not consider the incidence of cue–outcome structural expectations.     

Interference with reelin signaling in the lateral entorhinal cortex impairs spatial memory

Entorhinal neurons receive extensive intracortical projections, and form the primary input to the hippocampus via the perforant pathway. The glutamatergic cells of origin for the perforant pathway are distinguished by their expression of reelin, a glycoprotein involved in learning and synaptic plasticity. The functional significance of reelin signaling within the entorhinal cortex, however, remains unexplored. To determine whether interrupting entorhinal reelin signaling might have consequences for learning and memory, we administered recombinant receptor-associated protein (RAP) into the lateral entorhinal cortex (LEC) of young Long-Evans rats. RAP prevents reelin from binding to its receptors, and we verified the knockdown of reelin signaling by quantifying the phosphorylation state of reelin’s intracellular signaling target, disabled-1 (DAB1). Effective knockdown of reelin signaling was associated with impaired performance in the hippocampus-dependent version of the water maze. Moreover, inhibition of reelin signaling induced a localized loss of synaptic marker expression in the LEC. These observations support a role for entorhinal reelin signaling in spatial learning, and suggest that an intact reelin signaling pathway is essential for synaptic integrity in the adult entorhinal cortex.     

Bidirectional metabolic regulation of neurocognitive function

The efficiency of somatic energy metabolism is correlated with cognitive change over the lifespan. This relationship is bidirectional, with improved overall fitness associated with enhanced synaptic function and neuroprotection, and synaptic endangerment occurring in the context of impaired energy metabolism. In this review, we discuss recent advancements in the fields of exercise, dietary energy intake and diabetes, as they relate to neuronal function in the hippocampus. Because hippocampal neurons have energy requirements that are relatively higher than those of other brain regions, they are uniquely poised to benefit from exercise, and to be harmed by diabetes. We view exercise and dietary energy restriction as being associated with enhanced hippocampal plasticity at one end of a continuum, with obesity and diabetes accompanied by cognitive impairment at the other end of the continuum. Understanding the mechanisms for this continuum may yield novel therapeutic targets for the prevention and treatment of cognitive decline following aging, disease, or injury.     

Do common systems control eye movements and motion extrapolation?

People are able to judge the current position of occluded moving objects. This operation is known as motion extrapolation. It has previously been suggested that motion extrapolation is independent of the oculomotor system. Here we revisited this question by measuring eye position while participants completed two types of motion extrapolation task. In one task, a moving visual target travelled rightwards, disappeared, then reappeared further along its trajectory. Participants discriminated correct reappearance times from incorrect (too early or too late) with a two-alternative forced-choice button press. In the second task, the target travelled rightwards behind a visible, rectangular occluder, and participants pressed a button at the time when they judged it should reappear. In both tasks, performance was significantly different under fixation as compared to free eye movement conditions. When eye movements were permitted, eye movements during occlusion were related to participants' judgements. Finally, even when participants were required to fixate, small changes in eye position around fixation (<2°) were influenced by occluded target motion. These results all indicate that overlapping systems control eye movements and judgements on motion extrapolation tasks. This has implications for understanding the mechanism underlying motion extrapolation.     

Transference and Countertransference in Sándor Ferenczi's <Emphasis Type="Italic">Clinical Diary</Emphasis>

This paper examines Ferenczi's contributions to the concepts of transference and countertransference, especially in the Clinical Diary, and the weight of these ideas in our present-day clinical work. Specifically emphasized are the circulation of archaic communication within the session, and the denial of countertransference as a re-traumatazing agent, shown in a clinical vignette.