The adoption of physical activity and eating behaviors among persons with obesity and in the general population: the role of implicit attitudes within the Theory of Planned Behavior

Obesity can be prevented by the combined adoption of a regular physical activity (PA) and healthy eating behaviors (EB). Researchers mainly focused on socio-cognitive models, such as the Theory of Planned Behavior (TPB), to identify the psychological antecedents of these behaviors. However, few studies were interested in testing the potential contribution of automatic processes in the prediction of PA and EB. Thus, the main objective of this study was to explore the specific role of implicit attitudes in the pattern of prediction of self-reported PA and EB in the TPB framework, among persons with obesity and in adults from the general population. One hundred and fifty-three adults participated to this cross-sectional study among which 59 obese persons (74% women, age: 50.6 ± 12.3 years, BMI: 36.8 ± 4.03 kg m^–²) and 94 people from the general population (51% women; age: 34.7 ± 8.9 years). Implicit attitudes toward PA and EB were estimated through two Implicit Association Tests. TPB variables, PA and EB were assessed by questionnaire. Regarding to the prediction of PA, a significant contribution of implicit attitudes emerged in obese people, β = .25; 95%[CI: .01, .50]; P = .044, beyond the TPB variables, contrary to participants from the general population. The present study suggests that implicit attitudes play a specific role among persons with obesity regarding PA. Other studies are needed to examine which kind of psychological processes are specifically associated with PA and EB among obese people.     

Transcranial Direct Current Stimulation (tDCS) over the Intraparietal Sulcus Does Not Influence Working Memory Performance

Mixed results of the impact of transcranial direct current stimulation (tDCS) on working memory have been reported. Contrarily to previous studies who focused mainly on stimulating the dorsolateral prefrontal cortex, we modulated the left intraparietal sulcus (IPS) area which is considered to support attentional control aspects of working memory. Using a within-participant experimental design, participants completed three different conditions: anodal stimulation of the IPS, cathodal stimulation of the IPS, and sham stimulation of the IPS. Both visual and verbal working memory tasks were administered. In the visual task, participants had to memorize a random set of colored figures. In the verbal task, participants had to memorize a string of letters. Working memory load was manipulated in both tasks (six figures/letters vs. two figures/letters). No significant differences in accuracy or reaction time between the anodal, cathodal and sham conditions were found. Bayesian analysis supported evidence for an absence of effect. The results of the present study add to the growing body of contradictory evidence regarding the modulatory effects of single session tDCS on working memory performance.     

Another revolution is needed: The creation of an international democracy of the environment

In the face of the multiple threats of destruction facing our environment, it has become urgent for a real political will to emerge. The environment must be at the center of international cooperation and action; a right to the environment must be set up, outlining a duty of ecological intervention.     

Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention

This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below a proficiency level on their slate accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the re searcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.