Biphasic ERK1/2 activation in both the hippocampus and amygdala may reveal a system consolidation of contextual fear memory

There is accumulating evidences to suggest that memory consolidation in some conditions involves two waves of neuronal plastic change. Using two fear conditioning procedures in male C57BL/6J mice, we have recently shown that consolidation of the foreground contextual fear memory required two waves of ERK1/2 activation in hippocampal CA1, while consolidation of cue conditioning was only associated with the early phase of activation. The present experiment further showed that this bi-phasic pattern of ERK1/2 activation was not restricted to hippocampal CA1, but could also be observed in other fear memory-related brain areas. The unpaired conditioning procedure (context in foreground) induced two waves of ERK1/2 activation in hippocampal CA1 and CA3, as well as in the LA and BLA nuclei of the amygdala. In contrast, the paired conditioning procedure (context in background) led to a transient early phase only in hippocampal CA1 and LA. In addition, ERK1/2 phosphorylation in the hippocampus was found to correlate with that in the amygdala nuclei specifically after the unpaired procedure. Taken together, our data suggest that the observed biphasic pattern of neuronal plastic events may reflect the interplay between hippocampal and amygdala activity-dependent plasticity critical for the system consolidation of contextual fear memory.     

Heuristic and analytic processes in mental models for conditionals: An integrative developmental theory

This article presents a developmental dual-process theory of the understanding of conditionals that integrates Evans’ heuristic–analytic theory within the revised mental model theory of conditional proposed by Barrouillet, Gauffroy, and Lecas (2008). According to this theory, the interpretation of a conditional sentence is driven by unconscious and implicit heuristic processes that provide individuals with an initial representation that captures its meaning by representing the cases that make it true. This initial model can be enriched with additional models (a process named fleshing out within the mental model theory) through the intervention of conscious and demanding analytic processes. Being optional, these processes construct representations of cases that are only compatible with the conditional, leaving its truth-value indeterminate when they occur. Because heuristic processes are relatively immune to developmental changes, while analytic processes strongly develop with age, the initial model remains stable through development whereas the number of additional models that can be constructed increases steadily. Thus, the dual-process mental model theory predicts in which cases conditionals will be deemed true, indeterminate, or false and how these cases evolve with age. These predictions were verified in children, adolescents and adults who were asked to evaluate the truth value and the probability of several types of conditionals. The results reveal a variety of developmental trajectories in the way different conditionals are interpreted, which can all be accounted for by our revised mental model theory.     

The dedifferentiation problem

This article demonstrates that our more sophisticated theories of law lead us to a point where we are no longer able to distinguish law from culture, or society, or the market, or politics or anything of the sort. Not only are the various terms inextricably intertwined (something that other thinkers have observed) but we are no longer in a position to articulate any relations between these various terms at all. It is with this latter realization that the dedifferentiation problem kicks in. Because the various terms cannot be disentangled, we find ourselves in the odd position where there is nothing of any positive character to be said about their relations. Each is already the other and, thus, they can have no relation. This is rather bad news for the ways in which we have traditionally conceived theories of law—indeed any theory that gets off the ground by distinguishing law from a discrete something else (which, on first glance, would seem to include all legal theory).

Why does placing the question before an arithmetic word problem improve performance? A situation model account

The aim of this paper is to investigate the controversial issue of the nature of the representation constructed by individuals to solve arithmetic word problems. More precisely, we consider the relevance of two different theories: the situation or mental model theory (Johnson-Laird, 1983; Reusser, 1989) and the schema theory (Kintsch & Greeno, 1985; Riley, Greeno, & Heller, 1983). Fourth-graders who differed in their mathematical skills were presented with problems that varied in difficulty and with the question either before or after the text. We obtained the classic effect of the position of the question, with better performance when the question was presented prior to the text. In addition, this effect was more marked in the case of children who had poorer mathematical skills and in the case of more difficult problems. We argue that this pattern of results is compatible only with the situation or mental model theory, and not with the schema theory.     

Direct evidence for a role of working memory in the attentional blink

Theories of selective attention often have a central memory component, which is commonly thought to be limited in some way and is thereby a potential bottleneck in the attentional process. There have been only a few attempts to validate this assertion, and they have produced mixed results. This study presents a specific examination of the link between working memory and attention by engaging active rather than passive memory operations. Two experiments are reported that provide evidence for the involvement of working memory in the attentional blink (AB) phenomenon. Memory loads of increasing size had a detrimental effect on attentional performance within the blink-sensitive interval, but not beyond. Speeded response requirements proved to modulate the AB, but were independent from the memory load effect. Theoretical implications for current models of selective attention are discussed.     

A Typology of Stages of Adherence to Exercise Behavior: A Cluster Analysis

The aim of the study was to report the results of a cluster analysis of current exercise behavior and of intention to exercise in the next year. A sample of 22,286 individuals was recruited over 4 successive 3-month periods. Each individual was asked to complete a self-administered questionnaire assessing exercise behavior in the last 3 months and intention, attitudes, perceived social norms, and perceived behavioral control with respect to exercising in the coming year. The Beale's pseudo F statistic clearly suggests that there are 4 stages of adherence to exercise: unconcerned, ambivalent, optimistic, and active. Finally, MANOVAs and univariate tests indicated that the 4 clusters differed in attitude, subjective norm, and perceived behavioral control ( p < 0001). These results support the appropriateness of combining intention and behavior to identify stages of adherence to exercise.     

The narcissistic difficulties presented to the observer by the psychosomatic problem1

Dealing with psychosomatic realities often generates narcissistic neurotic resistances in the observer that form an obstacle to carrying out scientific work. The tendencies towards schematization and the enforced investigation of arbitrarily defined objects of study, such as they appear in some theoretical standpoints, are aspects of these resistances. The self-destruction evoked by the problem of the ‘death drives’ in its superficial dimension constitutes an obstacle of the same kind.     

The formation of structurally relevant units in artificial grammar learning

A total of 78 adult participants were asked to read a sample of strings generated by a finite state grammar and, immediately after reading each string, to mark the natural segmentation positions with a slash bar. They repeated the same task after a phase of familiarization with the material, which consisted, depending on the group involved, of learning items by rote, performing a shortterm matching task, or searching for the rules of the grammar. Participants formed the same number of cognitive units before and after the training phase, thus indicating that they did not tend to form increasingly large units. However, the number of different units reliably decreased, whatever the task that participants had performed during familiarization. This result indicates that segmentation was increasingly consistent with the structure of the grammar. A theoretical account of this phenomenon, based on ubiquitous principles of associative memory and learning, is proposed. This account is supported by the ability of a computer model implementing those principles, PARSER, to reproduce the observed pattern of results. The implications of this study for developmental theories aimed at accounting for how children become able to parse sensory input into physically and linguistically relevant units are discussed.