Right-hemispheric cortical contributions to language ability in healthy adults

In this study we investigated the correlation between individual linguistic ability based on performance levels and their engagement of typical and atypical language areas in the brain. Eighteen healthy subjects between 21 and 64 years participated in language ability tests, and subsequent functional MRI scans measuring brain activity in response to a sentence completion and a word fluency task. Performance in both reading and high-level language tests correlated positively with increased right-hemispheric activation in the inferior frontal gyrus (specifically Brodmann area 47), the dorsolateral prefrontal cortex (DLPFC), and the medial temporal gyrus (Brodmann area 21). In contrast, we found a negative correlation between performance and left-hemispheric DLPFC activation.Our findings indicate that the right lateral frontal and right temporal regions positively modulate aspects of language ability.     

Co-localisation of abnormal brain structure and function in specific language impairment

We assessed the relationship between brain structure and function in 10 individuals with specific language impairment (SLI), compared to six unaffected siblings, and 16 unrelated control participants with typical language. Voxel-based morphometry indicated that grey matter in the SLI group, relative to controls, was increased in the left inferior frontal cortex and decreased in the right caudate nucleus and superior temporal cortex bilaterally. The unaffected siblings also showed reduced grey matter in the caudate nucleus relative to controls. In an auditory covert naming task, the SLI group showed reduced activation in the left inferior frontal cortex, right putamen, and in the superior temporal cortex bilaterally. Despite spatially coincident structural and functional abnormalities in frontal and temporal areas, the relationships between structure and function in these regions were different. These findings suggest multiple structural and functional abnormalities in SLI that are differently associated with receptive and expressive language processing.     

Development of the Social Behavior of Two Mice Species With Contrasting Social Systems

The house mouse (Mus musculus) and the mound‐building mouse (M. spicilegus) differ in their mating and social systems. The M. musculus is polygynous and females tend to breed cooperatively while M. spicilegus is known to be monogamous and famous for its unique cooperative behavior; the communal overwintering. Mus spicilegus is considered as a highly aggressive species in the genus Mus. In the present study, we attempted to analyze the development of aggressive and sociable behavior in these species and to discover how familiarity with the target moderates the development of sociable and aggressive behaviors and moderates the differences between the species. Dyadic social interaction tests in neutral cages were performed on 21‐, 60‐, and 120‐day‐old mice of both genders and both species. Each individual was tested against a sibling and an unfamiliar individual at all three ages. Our results showed that the development of aggressive and sociable behavior with age differed between the species and sexes; however, familiarity with the other mouse moderated the effect of species on aggression. At 21 days, both genders of M. spicilegus were more aggressive against strangers than siblings. This became true of both species at 60 days. When facing a stranger, both sexes of M. spicilegus were more aggressive than M. musculus at 120 days. However, when facing a sibling, neither gender of M. spicilegus was more agonistic than M. musculus, indicating that either kinship or early social experiences elicit tolerance. Aggr. Behav. 38:288‐297, 2012. © 2012 Wiley Periodicals, Inc.     

Belief in a just world, teacher justice, and bullying behavior

The relation between school students' belief in a just world (BJW) and their bullying behavior was investigated in a questionnaire study. The mediating role of teacher justice was also examined. Data were obtained from a total of N = 458 German and Indian high school students. Regression analyses revealed that the more strongly students believed in a personal just world and the more they evaluated their teachers' behavior toward them personally to be just, the less bullying behavior they reported. Moreover, students with a strong BJW tended to evaluate their teachers' behavior toward them personally to be more just, and the experience of teacher justice mediated the relation between BJW and less bullying perpetration. This pattern of results was as expected and consistent across different cultural contexts. It persisted when neuroticism, sex, and country were controlled. The adaptive functions of BJW and implications for future school research are discussed.     

Updating the premotor theory: The allocation of attention is not always accompanied by saccade preparation

There is an ongoing controversy regarding the relationship between covert attention and saccadic eye movements. While there is quite some evidence that the preparation of a saccade is obligatory preceded by a shift of covert attention, the reverse is not clear: Is allocation of attention always accompanied by saccade preparation? Recently, a shifting and maintenance account was proposed suggesting that shifting and maintenance components of covert attention differ in their relation to the oculomotor system. Specifically, it was argued that a shift of covert attention is always accompanied by activation of the oculomotor program, while maintaining covert attention at a location can be accompanied either by activation or suppression of oculomotor program, depending on the probability of executing an eye movement to the attended location. In the present study we tested whether there is such an obligatory coupling between shifting of attention and saccade preparation and how quickly saccade preparation gets suppressed. The results showed that attention shifting was always accompanied by saccade preparation whenever covert attention had to be shifted during visual search, as well as in response to exogenous or endogenous cues. However, for the endogenous cues the saccade program to the attended location was suppressed very soon after the attention shift was completed. The current findings support the shifting and maintenance account and indicate that the premotor theory needs to be updated to include a shifting and maintenance component for the cases in which covert shifts of attention are made without the intention to execute a saccade. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

The learning of visually guided action: An information-space analysis of pole balancing

In cart-pole balancing, one moves a cart in 1 dimension so as to balance an attached inverted pendulum. We approached perception-action and learning in this task from an ecological perspective. This entailed identifying a space of informational variables that balancers use as they perform the task and demonstrating that they improve by traversing the space to the loci of more useful variables. We presented a novel information space-including fractional derivatives of pendulum angle (e.g., halfway between angle and angular velocity)-as possible information for balancing. Fourteen college students tried to meet a criterion of balancing the pole for 30 s on 3 of 5 successive trials, up to a maximum of 150 attempts. Loci in the fractional derivative space predicted the time series of force production well. Systematic differences were seen in loci as a function of success, and systematic changes in locus were seen with learning. The fractional derivatives were shown to predict pole angles a short time interval into the future, allowing balancers to prospectively control the action and thereby nullify visuomotor delay. In addition to loci in the information space, we analyzed loci in a calibration space, reflecting the gain relating force to information. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Need for more evolutionary and developmental perspective on basic emotional mechanisms

Lindquist et al.'s meta-analysis focuses on adult humans; the authors' emotion model might be strengthened by considering research on infants and animals, highlighting the importance of the limbic system. Reliance on the James-Lange theory is questionable; emotions typically occur instantaneously, with dubious dependence on bodily feedback for affect. Stronger evidence for localization might be obtained using more precise emotion terms and alterative localization methods.     

Testosterone, cortisol, and serotonin as key regulators of social aggression: A review and theoretical perspective

In human and non-human animals the steroid hormones cortisol and testosterone are involved in social aggression and recent studies suggest that these steroids might jointly regulate this behavior. It has been hypothesized that the imbalance between cortisol and testosterone levels is predictive for aggressive psychopathology, with high testosterone to cortisol ratio predisposing to a socially aggressive behavioral style. In this review, we focus on the effects of cortisol and testosterone on human social aggression, as well as on how they might modulate the aggression circuitry of the human brain. Recently, serotonin is hypothesized to differentiate between impulsive and instrumental aggression, and we will briefly review evidence on this hypothesis. The aim of this article is to provide a theoretical framework for the role of steroids and serotonin in impulsive social aggression in humans.     

Committing to implementation intentions: Attention and memory effects for selected situational cues

Two studies tested whether forming implementation intentions (Gollwitzer, Am Psychol 54:493?C503 in 1999) results in a heightened activation of specified situational cues. Going beyond prior studies, participants of the present studies specified these opportunities on their own (i.e., the action cues were not assigned by the experimenter), and activation level was assessed by attraction of attention and recall performance rather than lexical decisions. In Study 1, situational cues associated with the where and when to act on an everyday life goal attracted more attention than non-specified cues when presented to the non-attended channel in a dichotic listening task. In Study 2, the recall of specified cues was better than that of non-specified cues both 15?min after forming implementation intentions and after a delay of 2?days. Importantly, goal commitment and implementation intention commitment moderated this effect.     

The Relationship between Temperamental Negative Affect,Effortful Control,and Sensory Regulation: A New Look

Temperamental negative affectivity (NA) and effortful control (EC) have long been of interest to psychologists, but sensory regulation (SR) has received less attention. Using confirmatory factor analysis, the present study reexamined the Rothbart model of EC and NA using the Children's Behavior Questionnaire (CBQ; M.K. Rothbart, S.A. Ahadi, K.L. Hershy, & P. Fisher, 2001), along with alternative models of EC, NA, and SR using the CBQ and Short Sensory Profile. The results failed to replicate the Rothbart model of EC and NA, which includes SR within the EC and NA factors. A good fit was found for a three‐factor model (EC, NA, and SR) that was replicated in a holdout sample. A three‐factor model also showed a good fit when EC, NA, and SR items similar to symptoms of behavior problems were eliminated.