Target-biting behavior of individually and group-housed mice and rats

The effects of housing conditions (individual or grouped) on the biting of an inanimate target by confined male mice and rats were measured. It was observed that, for both mice and rats, individual housing markedly increased the number of target bites per session. These results indicate that the target-biting paradigm is sensitive to those factors responsible for the increase in fighting behavior following individual housing.     

Theory of mind and joint action in Parkinson’s disease

It has been suggested that the Theory of Mind (ToM) may rely on more basic processes of social cognition, such as action control (e.g., joint action), even if little is known about this relationship. The relationship between ToM and joint action can be studied in patients with Parkinson’s disease (PD), because they are characterized not only by a deficit in ToM (and in its cognitive and affective subcomponents) but also by a deficit in the inhibition of competing responses. Sixty PD patients and 60 matched healthy controls (HCs) performed a go/no-go Flanker task in both joint and individual conditions. Cognitive (Advanced Test or AT) and affective (Emotion Attribution Task or EAT) ToM also were measured. Thirty-five PD patients and matched HCs also performed the standard Flanker task, as a control measure. In patients, only individuals with high AT scores exhibited a joint Flanker effect, whereas in HCs the joint effect was found irrespectively of AT score. Patients with low EAT scores showed a greater interference effect than patients with high scores, whereas the opposite pattern was found for HCs. In regression analysis AT and EAT scores predicted the Flanker effect in the joint condition only. In the standard task, both groups showed a Flanker effect. The role of different fronto-striatal circuits, especially in PD patients, could explain the different involvement of cognitive and affective ToM in joint tasks. The Flanker effect is discussed considering the referential coding account and the attention-focus account as possible candidates to explain joint action effects.     

Safe and unsafe school spaces: Comparing elementary school student perceptions to common ecological interventions and operationalizations

There is a burgeoning literature on school safety in the United States. Often, researchers determine the problem and intervention. Few studies, however, examine how students understand school safety. In this study, elementary school students in the United States (n = 225) marked safe and unsafe school places; this was correlated with other commonly used school safety measures. Results indicate that children have different perceptions of safety based on school location. Additionally, for older children, unsafe places correlated with injury data, adult absence and low levels of territoriality. For younger children, unsafe places were associated with adult absence and referrals. Safe places were places that were more likely to have an adult. Results bring into question some common safety interventions. Implications include working with children to determine what is meant by ‘safe’ and interventions. Copyright © 2010 John Wiley & Sons, Ltd.     

Complicating Factors Associated with Mild Traumatic Brain Injury: Impact on Pain and Posttraumatic Stress Disorder Treatment

The nature of combat in Iraq and Afghanistan has resulted in high rates of comorbidity among chronic pain, posttraumatic stress disorder (PTSD), and mild traumatic brain injury (mTBI) in Veterans of Operations Enduring Freedom and Iraqi Freedom (OEF/OIF). Although separate evidence-based psychological treatments have been developed for chronic pain and PTSD, far less is known about how to approach treatment when these conditions co-occur, and especially when they co-occur with mTBI. To provide the best care possible for OEF/OIF Veterans, clinicians need to have a clearer understanding of how to identify these conditions, ways in which these conditions may interact with one another, and ways in which existing evidence-based treatments can be modified to meet the needs of individuals with mTBI. The purpose of the present paper is to review the comorbidity of pain, PTSD, and mTBI in OEF/OIF Veterans, and provide recommendations to clinicians who provide care to Veterans with these conditions. First, we will begin with an overview of the presentation, symptomatology, and treatment of chronic pain and PTSD. The challenges associated with mTBI in OEF/OIF Veterans will be reported and data will be presented on the comorbidity among all three of these conditions in OEF/OIF Veterans. Second, we will present recommendations for providing psychological treatment for chronic pain and PTSD when comorbid with mTBI. Finally, the paper concludes with a discussion of the need for a multidisciplinary treatment approach, as well as a call for continued research to further refine existing treatments for these conditions.     

Protecting Sexual Minority Youth from Research Risks: Conflicting Perspectives

This paper examines how a younger white female graduate student and an African American female undergraduate viewed the relationship between the graduate student and older African American working class women. This relationship was formed around a community garden project. The graduate student understood the relationship to be based on gender and class background similarities; the undergraduate viewed it based on race differences and unexamined white privilege. Both interpretations are challenged as unidimensional. Through this re-telling, questions are raised about why situating ourselves via our identities is not practiced more frequently. Possible explanations of this lack of attention to situativity include a Cartesian philosophy of science that separates objectivity and subjectivity, a general unawareness of privilege by those who have it, and a dominant scientific discourse that neglects the role of the researcher. This paper illustrates why reflexivity is crucial for the work of community psychology.     

To Use or Not to Use: The Prenatal Genetic Technology/Worry Conundrum

We conducted an exploratory, qualitative study investigating the factors influencing the use of genetic counseling and prenatal genetic testing for two groups: pregnant women 35 years of age and over (AMA) at the time of delivery and pregnant women with an abnormal maternal serum triple screen (MSAFP3). The convenience sample consisted of 25 semistructured interviews of women/couples and 50 observations of genetic counseling sessions. Worry turned out to be the most important variable influencing decision making about prenatal genetic testing and was greater in the MSAFP3 group than in the AMA group. The women in the AMA group appeared to assign the risk of having a child with Down syndrome to their age category rather than to themselves individually, whereas, the risk perception for women with an abnormal MSAFP3 appeared to have shifted from a general population risk for pregnant women to an individual, personal risk. There was a general lack of understanding and also more misinformation about the MSAFP3 screen compared to amniocentesis. Women in both groups were torn between fear of an invasive test and worry about the health of their fetus for the rest of their pregnancy if they did not undergo amniocentesis.     

African-American Teenagers’ Stories of Attention Deficit/Hyperactivity Disorder

Cultural differences in illness perceptions and treatment access of teens with attention deficit/hyperactivity disorder (ADHD) are evident yet under studied. The purpose of this qualitative paper is to explore how African-American teenagers describe and narrate stories about their lives with ADHD. Data were gathered from four African-American teens in the Southern United States through a qualitative experience sampling method, and stories were analyzed using narrative analysis framed within the context of African-American rhetorical traditions. We argue that the study of teen-constructed narratives and culturally-situated talk are tools that can improve communication between healthcare providers and teens by illuminating the ways teens construct their personalized realities of ADHD.     

Dual adaptation and adaptive generalization of the human vestibulo-ocular reflex

In two experiments, we examined the possibility that the human vestibulo-ocular reflex (VOR) is subject todual adaptation (the ability to adapt to a sensory rearrangement more rapidly and/or more completely after repeated experience with it) andadaptive generalization (the ability to adapt more readily to a novel sensory rearrangement as a result of prior dual adaptation training). In Experiment 1, the subjects actively turned the head during alternating exposure to a visual-vestibular rearrangement (target/head gain=0.5) and the normal situation (target/head gain=0.0). These conditions produced both adaptation and dual adaptation of the VOR but no evidence of adaptive generalization when tested with a target/head gain of 1.0. Experiment 2, in which exposure to the 0.5 gain entailed externally controlled (i.e., passive) whole body rotation, resulted in VOR adaptation but no dual adaptation. As in Experiment 1, no evidence of adaptive generalization was found.