Contesting a Medical Gaze: 'The 1888 Baby Riot' in Seoul - Social,Cultural, and Religious Collision

Journal of Religion and Health - This paper focuses on the encounter and collision of two different cultural systems in the influx of biomedicine and Protestant Christianity during the...     

The elephant in the room: attention to salient scene features increases with comedic expertise

Cognitive Processing - What differentiates the joke writing strategy employed by professional comedians from non-comedians? Previous MRI work found that professional comedians relied to a greater...     

Mitogen-activated protein kinase in the amygdala plays a critical role in lithium chloride-induced taste aversion learning

The intracellular mitogen-activated protein kinase (MAPK) pathway in the brain is necessary for the formation of a variety of memories including conditioned taste aversion (CTA) learning. However, the functional role of MAPK activation in the amygdala during lithium chloride (LiCl)-induced CTA learning has not been established. In the present study, we investigated if local microinjection of SL327, a MAPK kinase inhibitor, into the rat amygdala could alleviate LiCl-induced CTA learning. Our results revealed that acute administration of a high dose of LiCl (0.15M, 12 ml/kg, i.p.) rapidly increased the level of phosphorylated MAPK (pMAPK)-positive cells in the central nucleus of the amygdala (CeA) and nucleus of the solitary tract (NTS) of rats as measured by immunohistochemistry. Local microinjection of SL327 (1 μg/0.5 μl/hemisphere) into the CeA 10 min before LiCl administration decreased both the strength of LiCl-induced CTA paired with 0.125% saccharin and the level of LiCl-induced pMAPK-positive cells in the CeA, but not in the NTS. Our data suggest that the intracellular signaling cascade of the MAPK pathway in the CeA plays a critical role in the processing of visceral information induced by LiCl for CTA learning.     

Mothers' and Fathers' Parenting Quality and Toddlers' Interactive Behaviours in Dyadic and Triadic Family Contexts

Based on a family systems perspective, this research examined the role of parental gender and family play context in parent–toddler interactions and how behaviours of family members influence each other. Sixty‐seven mostly White, middle‐class families consisting of a mother, father and toddler were videotaped in three separate sessions: mother–child, father–child and both parents–child at a university laboratory setting. The results indicated that there were significant main effects of both parent gender (mother versus father) and context (dyadic versus triadic) on parents' positive and negative parenting and children's engagement and negativity toward parents. Higher levels of mutual engagement between mothers and toddlers were associated with lower levels of fathers' positive parenting and children's engagement with fathers, when moving from the dyadic to the triadic play context. However, fathers' mutual engagement with toddlers was not associated with mothers' parenting quality and child interactive behaviours with mothers. There were also interaction effects of parent gender and context on parents' negative parenting and children's engagement and negativity toward parents. This study adds unique insights to the differences and similarities of parent–child dyadic and triadic interactions during toddlerhood. Copyright © 2012 John Wiley & Sons, Ltd.     

Factors of regular sponsorship of African children: A cross-ethnic study

This study examined psychological well-being influences of personal factors on regular sponsorship of, or donation to, African children living in Africa. Study participants (N = 597) were 338 Koreans (50.3% female, n = 170) and 259 Chinese (56.8% female, n = 147). They responded to measures of psychological well-being, individual social responsibility, social impression management, and subjective norms. Following multiple group analyses applying structural equation modelling, subjective well-being influenced psychological well-being among the Korean donors; whereas social responsibility influenced psychological well-being among the Chinese donors. In both the Korean and Chinese groups, psychological well-being was associated with an increased regular sponsorship of African children. Latent ethno-cultural personal orientations appear to explain psychological well-being with donation activity.     

Age-Associated Differences in Positional Variability Are Greater With the Lower Limb

The authors’ purpose was to determine the interaction of age and limb used on positional variability at different loads. Eleven young adults and 10 older adults were asked to accurately match and maintain a horizontal target line with 5° abduction of their index finger and 5° dorsiflexion of their ankle for 20 s at loads ranging from 2 to 50% of the maximal load that could be lifted with each limb. The visual gain was kept constant at 1° (visual angle). Positional variability was greater in older adults for both limbs, nonetheless age-associated differences were greater for the ankle dorsiflexion task compared with the abduction of the index finger task. In addition, we found that, independent of age, motor output variability was greater with the lower limb. These results provide novel evidence that older adults may exhibit greater impairments in motor control with the foot compared with the finger. Furthermore, these findings support the idea, using a different task than previous literature, that the lower limb has greater motor output variability than the upper limb.     

Developmental Trajectories of Maladaptive Perfectionism in Middle Childhood

The developmental trajectories of maladaptive perfectionism, along with their consequences and origins, were examined in middle childhood. A sample of Singaporean children and their parents (N = 302) were recruited for a longitudinal study when the children were 7 years old. Subsequent follow‐up assessments were made at ages 8, 9, and 11. A multimethod approach was adopted where parent reports, child reports, and observational data on a dyadic interaction task were obtained. Using latent class growth modeling, four distinct classes were obtained for critical self‐oriented perfectionism (SOP‐C), whereas two classes emerged for socially prescribed perfectionism (SPP). Children with high and/or increasing SOP‐C and SPP trajectories constituted 60% and 78% of the sample, respectively. For both SOP‐C and SPP, trajectories with high initial status were associated with higher internalizing and externalizing symptoms. Parental intrusiveness and negative parenting predicted high and/or increasing SOP‐C trajectories, whereas the child temperament dimension of surgency predicted high SPP trajectory. Both SOP‐C and SPP trajectories tended to co‐occur, suggesting a mutually reinforcing process. This study yields important findings that help advance current understanding of the emergence and developmental pathways of maladaptive perfectionism in children.     

Family involvement for children with disruptive behaviors: The role of parenting stress and motivational beliefs

Children with disruptive behaviors are at risk for adverse outcomes. Family involvement is a significant predictor of positive child behavior outcomes; however, little research has investigated parent psychological variables that influence family involvement for children with disruptive behaviors. This study investigated the role of parental motivational beliefs (i.e., role construction and efficacy) as a potential mechanism by which parenting stress impacts family involvement for families of children with disruptive behaviors. Results indicated that parent role construction mediated the relation between parenting stress and all aspects of family involvement examined (i.e., home-based involvement, school-based involvement, and home-school communication). Parent efficacy mediated the relation between parenting stress and home-based involvement only. Parents of children with disruptive behaviors reporting stress may experience negative beliefs about their role and efficacy to support their child's education, which may thereby negatively influence their actual involvement. Therefore, parent motivational beliefs may serve as an important point for intervention to support involvement of families of children with disruptive behavior.