Reorganization of learning-associated prefrontal synaptic plasticity between the recall of recent and remote fear extinction memory

We have previously shown that fear extinction is accompanied by an increase of synaptic efficacy in inputs from the ventral hippocampus (vHPC) and mediodorsal thalamus (MD) to the medial prefrontal cortex (mPFC) and that disrupting these changes to mPFC synaptic transmission compromises extinction processes. The aim of this study was to examine whether these extinction-related changes undergo further plasticity as the memory of extinction becomes more remote. Changes in synaptic efficacy in both vHPC-mPFC and MD-mPFC inputs were consequently analyzed when the memory was either 1 d or 7 d old. Increases of synaptic efficacy in the vHPC-mPFC pathway were observed when the memory was 1 d old, but not 7 d after initial extinction. In contrast, potentiation of synaptic efficacy in the MD-mPFC pathway increased over time. In rats that received low-frequency vHPC stimulation immediately after extinction, both vHPC-mPFC and MD-mPFC inputs failed to develop potentiation, and the recall of extinction (both recent and remote memories) was impaired. These findings suggest that post-extinction potentiation in vHPC-mPFC inputs may be necessary for both the recall of recent memory and post-extinction potentiation in the MD-mPFC inputs. This late potentiation process may be required for the recall of remote extinction memory.     

Contribution of the priming paradigm to the understanding of the conceptual developmental shift from 5 to 9 years of age

We conducted three experiments to study the role of instrumental (e.g. knife–bread) and categorical (e.g. cake–bread) relations in the development of conceptual organization with a priming paradigm, by varying the nature of the task (naming – Experiment 1 – or categorical decision – Experiments 2 and 3). The participants were 5‐, 7‐ and 9‐year‐old children and adults. The results showed that on both types of task, adults and 9‐year‐old children presented instrumental and categorical priming effects, whereas 5‐year‐old children presented mainly instrumental priming effects, with categorical effects remaining marginal. Moreover, the magnitude of the instrumental priming effects decreased with age. Finally, the priming effects observed for 7‐year‐old children depended on the task, especially for the categorical effects. The theoretical implications of these results for our understanding of conceptual reorganization from 5 to 9 years of age are discussed.     

Effect of face familiarity on age decision

The present experiment was planned to check whether the extraction of apparent age is affected by face identity (familiarity) or not. According to the traditional view, age estimation should be carried out independently of face identity, because it is one of the visually derived semantic codes (like gender and ethnicity). However, little is known about its underlying mechanisms. Moreover, some recent studies have cast doubt on the parallel thesis regarding facial expression, facial speech, ethnicity, and gender. Given the promising results of a pilot experiment (n=24), 16 Caucasian participants were enrolled in an "age decision" task on morphed faces derived from one old and one young source-face, in the proportion 70:30. The respondents had previously been familiarised with half the source faces by a learning procedure (associating the face, surname, occupation and city of residence of the person displayed), while the remaining half were unfamiliar. The results showed that age decision was affected by face familiarity, at least when the task was perceptually difficult enough. This adds support to the thesis that the identification of identity and the extraction of visually derived semantic codes are not made independently from each other. The status of age, within the visually derived semantic codes, is also discussed.     

Functional magnetic resonance imaging study of Piaget's conservation-of-number task in preschool and school-age children: a neo-Piagetian approach

Jean Piaget’s theory is a central reference point in the study of logico-mathematical development in children. One of the most famous Piagetian tasks is number conservation. Failures and successes in this task reveal two fundamental stages in children’s thinking and judgment, shifting at approximately 7 years of age from visuospatial intuition to number conservation. In the current study, preschool children (nonconservers, 5-6 years of age) and school-age children (conservers, 9-10 years of age) were presented with Piaget’s conservation-of-number task and monitored by functional magnetic resonance imaging (fMRI). The cognitive change allowing children to access conservation was shown to be related to the neural contribution of a bilateral parietofrontal network involved in numerical and executive functions. These fMRI results highlight how the behavioral and cognitive stages Piaget formulated during the 20th century manifest in the brain with age.     

Does making a conversation asynchronous reduce the negative impact of phone call on driving?

Mobile phone use at the wheel has a proven negative impact on driving. This paper aims to assess whether using an answerphone instead of a normal phone reduces this negative impact. The answerphone makes communication asynchronous and splits it into three disconnected and successive phases: interaction with the voice interface, listening to the message and answering, which have been evaluated separately.The experiment was conducted on a fixed base simulator, with 30 participants (half male and female, aged from 18 to 50 years, driving at least 5000 km per year).The results show better scores for correct responses to stimuli for answerphone communications than for phone communications, although response times were higher in both communication conditions than in the driving alone condition. When the three phases of answerphone use were compared, interacting with the answerphone and listening to the message were found to be significantly less disturbing than answering, in terms of correct responses and response times.By making the conversation asynchronous, the answerphone avoids direct interaction between driver and caller. The fact that communication is under the driver’s control allows him/her to pace the interaction better. Lastly, splitting up the conversation into different phases decreases the overall task difficulty.     

Career exploration in adolescents: The role of anxiety, attachment, and parenting style

The aim of the study was to examine the role of parent-adolescent attachment, adolescent anxiety and parenting style in the career exploration process and in career satisfaction. Three kinds of anxiety were considered: general trait anxiety, fear of failing in one’s career and fear of disappointing one’s parents. The participants were 283 French high school students on the threshold of one of the most important school transitions. The results varied by gender. For girls, general anxiety and neglectful style were negatively related to career exploration; secure attachment and fear of failing were positively related to it. For boys, fear of disappointing parents was positively related to career exploration. Attachment to parents, authoritative style, general anxiety, and fear of failing were related to some career exploration satisfaction scores, though differently for boys and girls. The differences between boys and girls in the roles played by anxiety, attachment and parenting style are discussed.     

Numerical and nonnumerical estimation in children with and without mathematical learning disabilities

There are currently multiple explanations for mathematical learning disabilities (MLD). The present study focused on those assuming that MLD are due to a basic numerical deficit affecting the ability to represent and to manipulate number magnitude ( Butterworth, 1999 , 2005 ; A. J. Wilson & Dehaene, 2007 ) and/or to access that number magnitude representation from numerical symbols ( Rousselle & No?l, 2007 ). The present study provides an original contribution to this issue by testing MLD children (carefully selected on the basis of preserved abilities in other domains) on numerical estimation tasks with contrasting symbolic (Arabic numerals) and nonsymbolic (collection of dots) numbers used as input or output. MLD children performed consistently less accurately than control children on all the estimation tasks. However, MLD children were even weaker when the task involved the mapping between symbolic and nonsymbolic numbers than when the task required a mapping between two nonsymbolic numerical formats. Moreover, in the estimation of nonsymbolic numerosities, MLD children relied more than control children on perceptual cues such as the cumulative area of the dots. Finally, the task requiring a mapping from a nonsymbolic format to a symbolic format was the best predictor of MLD. In order to explain these present results, as well as those reported in the literature, we propose that the impoverished number magnitude representation of MLD children may arise from an initial mapping deficit between number symbols and that magnitude representation.