Differential effects of PACAP-38 on synaptic responses in rat hippocampal CA1 region

Pituitary adenylate cyclase-activating polypeptide (PACAP-38) is a member of the vasointestinal polypeptide (VIP)/secretin/glucagon family of neuropeptides for which neuroregulatory functions have been postulated. PACAP-38 receptors are expressed in different brain regions, including hippocampus. In this study, we examined the dose-dependent effects of PACAP-38 on the excitatory postsynaptic field potential (fEPSP) evoked at the Schaffer collateral-CA1 synapse in rat hippocampal slices. Bath application of low dose (0.05 nM) of PACAP-38 induced long-lasting facilitation of the fEPSP. This enhancement was blocked by the cholinergic receptor antagonist atropine and partially by the NMDA receptor antagonist 2-amino-5-phosphonovalerate (APV) and therefore, shares a common mechanism with LTP. In contrast, a high dose (1 μM) of PACAP-38 induced a persistent depression of the fEPSP that was not blocked by antagonists of cholinergic receptors (i.e., atropine and mecamylamine), adenosine receptors (i.e., DCPCX), or glutamatergic NMDA receptors (APV). Intermediate doses (0.1–0.5 μM) of PACAP-38 produced an initial decrease of the fEPSP followed by an enhancement. This decrease was not blocked by atropine whereas the facilitation was. These results show that PACAP-38 modulates CA1 synaptic transmission in a dose-dependent manner and that the peptide interacts with cholinergic and glutamatergic systems.     

Pedagogy of Play

“Pedagogy of play” focuses on the educational value of this field of experience, by claiming that play characterizes the two fundamental guidelines which are at the basis of education; the spontaneous and natural direction on the one side, and the intentional one on the other side. It is commonly assumed that pedagogy of play concerns only the latter of the two above-mentioned aspects of education, that is to say the design and management of playing experiences and materials with clear educational goals; instead, this discipline critically analyzes the whole playing experience, therefore trying to grasp its potentialities, its material conditions, and its overall meanings in the making of the subject. Moving from some considerations about the discovery of play as an emblematic index of the “discovery of childhood” at the beginning of Modern Age (Ariès, 1960), the first part of this essay underlines three aspects: the first concerns the investment on play as an educational device (from Locke to Montessori, up to Children’s Museums), pointing out the shift from the classic principle of ludendo docere to the modern ludendo discere. The second aspect focuses on the retrieval of the natural dimension of play, which finds in Rousseau its main source; the third takes into consideration toys and their identity both as pedagogical devices and as media. In the second part of the essay, the focus is on free play and its educational value, which is here interpreted especially as the first field of experience for children’s “political education”. The final remarks include some speculations the relationship between play and daily life, suggesting the idea that “life-long playing” could be defined as a meaningful aspect of long-life education.     

The influence of semantic and morphological complexity of verbs on sentence recall: Implications for the nature of conceptual representation and category-specific deficits

One hundred and forty normal undergraduate students participated in a Proactive Interference (PI) experiment with sentences containing verbs from four different semantic and morphological classes (lexical causatives, morphological causatives, and morphologically complex and simplex perception verbs). Past research has shown significant PI build-up effects for semantically and morphologically complex verbs in isolation (de Almeida & Mobayyen, 2004). The results of the present study show that, when embedded into sentence contexts, semantically and morphologically complex verbs do not produce significant PI build-up effects. Different verb classes, however, yield different recall patterns: sentences with semantically complex verbs (e.g., causatives) were recalled significantly better than sentences with semantically simplex verbs (e.g., perception verbs). The implications for the nature of both verb-conceptual representations and category-specific semantic deficits are discussed.     

Clinical features of muscle dysmorphia among males with body dysmorphic disorder

Muscle dysmorphia – a pathological preoccupation with muscularity – appears to be a form of body dysmorphic disorder (BDD) with a focus on muscularity. However, little is known about muscle dysmorphia in men with BDD, and no study has compared men with BDD who do and do not report muscle dysmorphia. To explore this issue, we reviewed the histories of 63 men with BDD; we compared those rated as having a history of muscle dysmorphia with those who had BDD but not muscle dysmorphia in several domains. The 14 men with muscle dysmorphia resembled the 49 comparison men in demographic features, BDD severity, delusionality, and number of non-muscle-related body parts of concern. However, those with muscle dysmorphia were more likely to have attempted suicide, had poorer quality of life, and had a higher frequency of any substance use disorder and anabolic steroid abuse. Thus, muscle dysmorphia was associated with greater psychopathology.     

The real relationship between short-term memory and working memory

Storage-oriented memory span tasks with no explicit concurrent processing are usually referred as short-term memory (STM) tasks, whereas tasks involving storage plus concurrent processing requirements are designated as working memory (WM) tasks. The present study explores a question that remains unsolved: Do STM and WM tasks clearly tap distinguishable theoretical constructs? For that purpose, a large sample of 403 participants was tested through 12 diverse memory span tasks. Half of those tasks are widely accepted as measures of STM, whereas the other half measure WM. The results show that STM and WM share largely overlapping underlying capacity limitations, suggesting that all memory span tasks tap essentially the same construct. Some implications are discussed.     

Subthreshold bipolar traits and suicide risk among undergraduates

Data from a sample of 500 undergraduate students showed that depression scores were more strongly correlated with suicide risk than were mania scores, uggesting that such traits should be routinely screened to evaluate suicide risk.     

Complex span tasks, simple span tasks, and cognitive abilities: A reanalysis of key studies

There is great interest in the relationships between memory span tasks and cognitive abilities. However, the causes underlying their correlation remain unknown. In the present article, five key data sets were reanalyzed according to two criteria: They must consider complex span tasks (so-called working memory [WM] tasks) and simple span tasks (so-called short-term memory [STM] tasks), and they must comprise cognitive ability measures. The obtained results offer several points of interest. First, memory span tasks should be conceived from a hierarchical perspective: They comprise both general and specific components. Second, the general component explains about four times the variance explained by the specific components. Third, STM and WM measures are closely related. Fourth, STM and WM measures share the same common variance with cognitive abilities. Finally, the strong relationship usually found between memory span tasks and cognitive abilities could be tentatively interpreted by the component shared by STM and WM--namely, the capacity for temporarily preserving a reliable memory representation of any given information.     

Simulating the 'other-race' effect with autoassociative neural networks: further evidence in favor of the face-space model

Other-race (OR) faces are less accurately recognized than same-race (SR) faces, but faster classified by race. This phenomenon has often been reported as the 'other-race' effect (ORE). Valentine (1991 Quarterly Journal of Experimental Psychology A: Human Experimental Psychology 43 161-204) proposed a theoretical multidimensional face-space model that explained both of these results, in terms of variations in exemplar density between races. According to this model, SR faces are more widely distributed across the dimensions of the space than OR faces. However, this model does not quantify nor state the dimensions coded within this face space. The aim of the present study was to test the face-space explanation of the ORE with neural network simulations by quantifying its dimensions. We found the predicted density properties of Valentine's framework in the face-projection spaces of the autoassociative memories. This was supported by an interaction for exemplar density between the race of the learned face set and the race of the faces. In addition, the elaborated face representations showed optimal responses for SR but not for OR faces within SR face spaces when explored at the individual level, as gender errors occurred significantly more often in OR than in SR face-space representations. Altogether, our results add further evidence in favor of a statistical exemplar density explanation of the ORE as suggested by Valentine, and question the plausibility of such coding for faces in the framework of recent neuroimaging studies.