Atypical Neuropsychological Profile in a Boy with 22q11.2 Deletion Syndrome Keywords:

In this article the general and specific cognitive impairments of the boy R.H. with a de novo deletion 22q11.2 are described. His full-scale IQ was 73, and he obtained only slightly better verbal than non-verbal subtest scores. Neuropsychological assessment revealed specific impairments in perceptual categorization of objects presented suboptimal, matching of unfamiliar faces, and verbal learning and memory. In contrast, he performed in accordance with his intelligence level on other visual perceptual tasks, on non-verbal learning and memory tasks, and on attention tasks. Voxel-wise statistical comparison of a high-resolution T1-weighted magnetic resonance image of R.H’s brain with similar images obtained from 14 normal control children revealed as major abnormalities a reduction of the right inferior parietal and superior occipital lobe, and a bilateral reduction of deep white matter behind the inferior frontal gyrus. These cognitive impairments and MRI abnormalities are not commonly described in 22q11.2 Deletion Syndrome and may indicate a larger heterogeneity in the neurocognitive phenotype than currently evidenced. At least in this boy the microdeletion seems to have interfered with the development and functioning of particular neural subsystems, while the structure and functioning of other subsystems was left intact.     

Kantian Reflections on the Givenness of Zahavi’s Minimal Experiential Self

Abstract

At the core of Kant’s Critique of Pure Reason was a decisive break with certain fundamental Cartesian assumptions or claims about consciousness and self-consciousness, claims that have nonetheless remained perennially tempting, from a phenomenological perspective, independently of any further questions concerning the metaphysics of mind and its place in nature. The core of this philosophical problem has recently been helpfully exposed and insightfully probed in Dan Zahavi’s book, Self and Other: Exploring Subjectivity, Empathy, and Shame (OUP, 2014). In these remarks I suggest that Zahavi’s view of what he calls ‘The Experiential Self’ defends precisely the sorts of claims to which a Kantian account of consciousness is fundamentally opposed, and while assessing the overall merits of the two contrasting outlooks is no easy matter, I side with the Kantian view.     

Measurement of Transformational Leadership and its Relationship with Team Cohesion and Performance Level

Motivational climate research has focused more empirical attention on coach-initiated motivational climate than on the parent-initiated climate. In this study of 238 competitive swimmers (ages 9–14 years), we compared the strength of relations between athletes’ late-season perceptions of coach and parent-initiated climates and their self-esteem, performance anxiety, and intrinsic–extrinsic motivation. Hierarchical regression analyses revealed that parent-initiated motivational climate was a significant predictor of late-season self-esteem, trait anxiety, and autonomous regulation over and above coach-initiated motivational climate. We discuss when and why the parent-initiated climate is likely to be more influential and imply that more empirical attention to parents is warranted.     

Implementing flexibility in automaticity: Evidence from context-specific implicit sequence learning

Attention is often dichotomized into controlled vs. automatic processing, where controlled processing is slow, flexible, and intentional, and automatic processing is fast, inflexible, and unintentional. In contrast to this strict dichotomy, there is mounting evidence for context-specific processes that are engaged rapidly yet are also flexible. In the present study we extend this idea to the domain of implicit learning to examine whether flexibility in automatic processes can be implemented through the reliance on contextual features. Across three experiments we show that participants can learn implicitly two complementary sequences that are associated with distinct contexts, and that transfer of learning when the two contexts are randomly intermixed depends on the distinctiveness of the two contexts. Our results point to the role of context-specific processes in the acquisition and expression of implicit sequence knowledge, and also suggest that episodic details can be represented in sequence knowledge.     

Response-dependent point loss and response force as disrupting operations on behavioral resistance to change in humans

Behavioral momentum theory (BMT) provides a theoretical and methodological framework for understanding how differentially maintained operant responding resists disruption. A common way to test operant resistance involves contingencies with suppressive effects, such as extinction or prefeeding. Other contingencies with known suppressive effects, such as response-cost procedures arranged as point-loss or increases in response force, remain untested as disruptive events within the BMT framework. In the present set of three experiments, responding of humans was maintained by point accumulation programmed according to a multiple variable-interval (VI) VI schedule with different reinforcement rates in either of two components. Subsequently, subtracting a point following each response (Experiment 1) or increasing the force required for the response to be registered (Experiments 2 and 3 decreased response rates, but responding was less disrupted in the component associated with the higher reinforcement rate. The point-loss contingency and increased response force similarly affected response rates by suppressing responding and human persistence, replicating previous findings with humans and nonhuman animals when other types of disruptive events (e.g., extinction and prefeeding) were investigated. The present findings moreover extend the generality of the effects of reinforcement rate on persistence, and thus BMT, extending the analysis of resistance to two well-known manipulations used to reduce responding in the experimental analysis of behavior.     

Using Arduino microcontroller boards to measure response latencies

Latencies of buttonpresses are a staple of cognitive science paradigms. Often keyboards are employed to collect buttonpresses, but their imprecision and variability decreases test power and increases the risk of false positives. Response boxes and data acquisition cards are precise, but expensive and inflexible, alternatives. We propose using open-source Arduino microcontroller boards as an inexpensive and flexible alternative. These boards connect to standard experimental software using a USB connection and a virtual serial port, or by emulating a keyboard. In our solution, an Arduino measures response latencies after being signaled the start of a trial, and communicates the latency and response back to the PC over a USB connection. We demonstrated the reliability, robustness, and precision of this communication in six studies. Test measures confirmed that the error added to the measurement had an SD of less than 1 ms. Alternatively, emulation of a keyboard results in similarly precise measurement. The Arduino performs as well as a serial response box, and better than a keyboard. In addition, our setup allows for the flexible integration of other sensors, and even actuators, to extend the cognitive science toolbox.     

Self-Reported Depressive Symptoms Have Minimal Effect on Executive Functioning Performance in Children and Adolescents

The relation between mood and executive functioning in children and adolescents has not been previously reported. This study examined the association between self-reported depressive symptoms in both clinical outpatient and psychiatric inpatient samples to the following measures of executive functioning: the Controlled Oral Word Association Test, Animal Naming, Trail Making Test, and Wisconsin Card Sorting Test. Records from children and adolescents aged 7–17 years old with an IQ > 70 were examined. Data were gathered at either an outpatient neuropsychology clinic (n = 89) or an inpatient psychiatric hospital setting (n = 81). Mood was measured with the Children’s Depression Inventory. Generally, statistical associations between self-reported depressive symptoms and executive functioning were small and non-significant. The variance predicted by mood on measures of executive functioning was minimal (generally less than 2 %) for the total sample, the outpatient group, inpatient group, and a subgroup who endorsed elevated mood symptoms. These results suggest that impaired performance on measures of executive functioning in children and adolescents is minimally related to self-reported depressive symptoms.