Olfactory learning in individually assayed Drosophila larvae

Insect and mammalian olfactory systems are strikingly similar. Therefore, Drosophila can be used as a simple model for olfaction and olfactory learning. The brain of adult Drosophila, however, is still complex. We therefore chose to work on the larva with its yet simpler but adult-like olfactory system and provide evidence for olfactory learning in individually assayed Drosophila larvae. We developed a differential conditioning paradigm in which odorants are paired with positive (“+” fructose) or negative (“-” quinine or sodium chloride) gustatory reinforcers. Test performance of individuals from two treatment conditions is compared—one received odorant A with the positive reinforcer and odorant B with a negative reinforcer (A+/B-); animals from the other treatment condition were trained reciprocally (A-/B+). During test, differences in choice between A and B of individuals having undergone either A+/B- or A-/B+ training therefore indicate associative learning. We provide such evidence for both combinations of reinforcers; this was replicable across repetitions, laboratories, and experimenters. We further show that breaks improve performance, in accord with basic principles of associative learning. The present individual assay will facilitate electrophysiological studies, which necessarily use individuals. As such approaches are established for the larval neuromuscular synapse, but not in adults, an individual larval learning paradigm will serve to link behavioral levels of analysis to synaptic physiology.     

Illusory Correlations in Perceptions of Obese and Hypertensive Patients’ Noncooperative Behaviors1

This research investigated perceived medical noncompliance between obese and hypertensive patients. An illusory correlation formed between obese patients and their noncooperative behaviors. Participants overestimated the frequency with which obese patients did not cooperate with their physician's advice when these patients appeared infrequently. When hypertensive patients appeared infrequently, however, participants were accurate in their estimates of noncooperation for these patients. These findings suggest that stigmatized patients suffer more from an illusory correlation bias than do nonstigmatized patients, and this effect is exacerbated when people have infrequent contact with stigmatized patients.     

Academic Achievement of African American Preadolescents: The Influence of Teacher Perceptions

The purpose of this study was to identify the factors associated with the academic success of predominantly, middle-class African American preadolescent students. This study proposed an ecological model that considered the interaction of family environment, teacher perceptions of social skills, and student characteristics. The estimated model explained 58% of the variance in grade point average. Path analysis revealed three direct effects on grade point average, (a) grade level (negative), (b) teacher perceptions of social skills, and (c) academic ability. Findings revealed that teacher perceptions of social skills was a stronger predictor of grade point average than academic ability. Two indirect effects on grade point average were found. The first indirect effect was negative: gender predicted academic ability, which predicted teacher perceptions of social skills, which predicted grade point average. The second indirect effect was positive and it was from ability to teacher perceptions to grade point average. Implications for policy and practice are made that suggest a collaborative model of school counseling designed to promote the social and academic competence of African American students. Interventions that enhance teacher practices are also suggested.     

Where Has Our Theory Gone? Learning Theory and Intentional Intervention

Reflecting on the principle that every effective counseling intervention works to the extent that it incorporates sound learning principles, this article emphasizes intentional selection of intervention strategies with reference to 4 learning models: association, reinforcement, cognition‐perceptual, and cognition‐rational/linguistic. Three contexts—developmental, social, and spiritual—are described that require modification of intervention strategy, and a case example is given.     

Belief in a Just World and Condom Use in a Sample of Gay and Bisexual Men1

Research has shown that, under certain conditions, people with a strong belief in a just world (BJW) perceive themselves to be less at risk for serious negative events (e.g., contracting AIDS). We extended this work by investigating the relation between BJW and high‐risk sexual behavior Gay and bisexual men (N= 102) responded to a questionnaire that measured individual differences in BJW, personality characteristics related to perceived relationship threat (e.g., interpersonal control), and frequency of condom use and anal intercourse. Results generally supported predictions. For example, among respondents low in interpersonal control, a strong BJW was associated with less frequent condom use. These results have implications for research on BJW, as well as research on the predictors of high‐risk sexual behavior.     

Effect of prefrontal cortex damage on resolving lexical ambiguity in text

The function of suppression of context-inappropriate meanings during lexical ambiguity resolution was examined in 25 adults with prefrontal cortex damage (PFCD) localized to the left (N=8), right (N=6), or bilaterally (N=11); and 21 matched Controls. Results revealed unexpected inverse patterns of suppression between PFCD and Control groups, with measures suggesting decreased interference across time in the PFCD group and increased interference in the Control group. The PFCD group, however, had significantly lower accuracy rates for the context-inappropriate condition. Results suggest a loss of the control aspects of inhibitory processes in lexical ambiguity resolution following PFCD. An aging effect on suppression function is also suggested.     

On the links between self-discrepancies, rumination, metacognitions, and symptoms of depression in undergraduates

The present study aimed to test the central components of Papageorgiou and Wells' (2003) non-clinical metacognitive model of rumination and depression that is grounded on the Self-Regulatory Executive Function (S-REF) model of emotional disorders [Wells, A., & Matthews, G. (1994). Attention and emotion: A clinical perspective. Hove, UK: Lawrence Erlbaum.]. A second aim of this study was to extend the non-clinical model with the concept of self-discrepancy in line with the S-REF model. Data of the current study were collected in a large sample of non-clinical Dutch undergraduates (N=196), who completed a battery of questionnaires including measures of rumination, positive and negative metacognitions, depressive symptoms, and self-discrepancy (i.e., actual-ideal, actual-ought, and actual-feared discrepancies). Hypothesized relationships among these variables were tested by means of structural equation modelling. Following some theoretically consistent modifications, the model was an adequate fit to the data. With respect to the second aim of the study, self-discrepancies were directly linked to symptoms of depression as well as indirectly via the cognitive processes involved in the metacognitive model of rumination and depression. Evidence was found for positive beliefs about rumination to partially mediate the relation between self-discrepancy and rumination. Clinical implications of the findings, including implementation of a metacognitive-focused cognitive therapy of depression, and suggestions for future research are discussed.     

Some Fundamentals of Integral Economics

There has been a growing interest in the integration of knowledge but few broad theoretical attempts in the field of economics. If integration is to be taken seriously, combining economic questions with the social and the natural sciences will not suffice. Psychology and the humanities will have to be incorporated, too. Inspired by the works of K. W. Kapp, C. G. Jung, and others, we develop a preliminary framework combining three key “integrative concepts”—(a) social metabolism, (b) the institutional structure, and (c) the inner world—within a perspective characterized by the interior/exterior distinction, evolution, openness, and the dialectics of potentials and actualizations. We argue that these three concepts help to integrate economics with the environment, the collective, and the self and spirituality. For each one of these integrated areas, we highlight some fundamental economic principles, namely (a) the implications of the differentiation of “natural resources,” (b) the signification of the distinction between property and possession, and (c) the need to take into account the unconscious and the individuation process in order to reach a realistic picture of the “economic actor” in search of existential fulfilment. Finally, we suggest sixteen economic propositions that could form a preliminary basis for an integral economics.     

Can an anger face also be scared? Malleability of facial expressions

Do people always interpret a facial expression as communicating a single emotion (e.g., the anger face as only angry) or is that interpretation malleable? The current study investigated preschoolers' (N = 60; 3-4 years) and adults' (N = 20) categorization of facial expressions. On each of five trials, participants selected from an array of 10 facial expressions (an open-mouthed, high arousal expression and a closed-mouthed, low arousal expression each for happiness, sadness, anger, fear, and disgust) all those that displayed the target emotion. Children's interpretation of facial expressions was malleable: 48% of children who selected the fear, anger, sadness, and disgust faces for the "correct" category also selected these same faces for another emotion category; 47% of adults did so for the sadness and disgust faces. The emotion children and adults attribute to facial expressions is influenced by the emotion category for which they are looking. (PsycINFO Database Record (c) 2012 APA, all rights reserved).