Successful adaptation of gait in healthy older adults during dual-task treadmill walking

Dual-task methods have been used to demonstrate increased prioritization of walking performance over cognition in healthy aging. This is expressed as greater dual-task costs in cognitive performance than in walking. However, other research shows that older adults can prioritize cognitive performance over walking when instructed to do so. We asked whether age-related cognitive prioritization would emerge by experimentally manipulating cognitive difficulty. Young and older adults performed mental arithmetic at two levels of difficulty, alone or while walking. Electromyography and footswitches were used to measure muscle activity and stride parameters. Under high cognitive load, older adults increased their stride time, stride length, and hamstring activity, while maintaining their cognitive performance. Young adults showed negligible dual-task costs in each domain. The older adults appeared to successfully adapt their stride in response to high cognitive demands. The results have implications for neural models of gait regulation, and age differences in task emphasis.     

Diagnosenübergreifende Psychoedukation: ?Notbehelf“ oder ?Mittel der Wahl“?

Despite evidence for its efficacy, diagnosis-specific psychoeducation is not routinely applied because the patient numbers per diagnosis are often too low. In an exploratory randomized and controlled trial the efficacy of a bifocal diagnosis-independent group program was tested on inpatients of the Psychiatric Hospital of the University of Basel (N?=?82) regarding clinical variables, readmission and compliance as well as course-relevant subjective attitudes over a follow-up period of 12 months by means of quantitative as well as qualitative methods. Significant group differences were found regarding compliance at 3 months and the suicide rate, both in favour of the intervention group. For most other outcome variables clear advantages for psychoeducation could be shown. A first analysis of qualitative data revealed a more favourable development in the psychoeducation group, which was statistically significant. The to date sole findings on diagnosis-independent psychoeduation justify its clinical application and further investigation.     

Intentions make a difference: infant responses to still-face and modified still-face conditions

In two studies, 3-, 6- and 9-month-old infants interacted with their mothers during natural, still-face, and modified still-face (i.e., mothers wearing a mask, or drinking from bottle) conditions. Infants were also presented with matching doll conditions to control for the possibility that their responses might be due to changes in superficial perceptual features. Regardless of age, infants displayed negative affect to the still-face, but, in contrast to recent reports, not to the modified still-face conditions. However, whereas infants' positive affect also depended on their mothers' communicative intentions, these responses changed with cognitive maturation. As expected, infant responses to their mothers were significantly different from those to the doll. The implications of these findings for theories of communication are discussed.     

Decoding speech prosody: do music lessons help?

Three experiments revealed that music lessons promote sensitivity to emotions conveyed by speech prosody. After hearing semantically neutral utterances spoken with emotional (i.e., happy, sad, fearful, or angry) prosody, or tone sequences that mimicked the utterances' prosody, participants identified the emotion conveyed. In Experiment 1 (n=20), musically trained adults performed better than untrained adults. In Experiment 2 (n=56), musically trained adults outperformed untrained adults at identifying sadness, fear, or neutral emotion. In Experiment 3 (n=43), 6-year-olds were tested after being randomly assigned to 1 year of keyboard, vocal, drama, or no lessons. The keyboard group performed equivalently to the drama group and better than the no-lessons group at identifying anger or fear.     

Parent–Child Cultural Value Gaps and Depressive Symptoms Among Mexican American Youth

Cultural value gaps between Mexican American parents and their children are hypothesized to place youth at risk for poor mental health outcomes. While most studies examine these gaps on broad measures of acculturation, the present study examined value gaps in affiliative obedience, a cultural value that has at its core the belief that respect and deference must be shown to parents and adults. The present study hypothesized that adolescents would exhibit greater depressive symptoms when youth demonstrated lower levels of affiliative obedience than their mothers. Moreover, we examined whether gender, nativity status, and age predicted cultural value gaps and moderated the relationship between gaps and depressive symptoms. These questions were evaluated in a school-based sample of 159 Mexican American families whose children were either US born (n = 82) or foreign-born (n = 77). Twenty-five percent of the sample demonstrated a cultural value gap where youth endorsed lower levels of affiliative obedience than their parents, and this group reported the greatest depressive symptoms. Age moderated this relationship, and the greatest association between cultural value gaps and depression was found among the older group of early adolescents.     

The impact of category structure and training methodology on learning and generalizing within-category representations

When interacting with categories, representations focused on within-category relationships are often learned, but the conditions promoting within-category representations and their generalizability are unclear. We report the results of three experiments investigating the impact of category structure and training methodology on the learning and generalization of within-category representations (i.e., correlational structure). Participants were trained on either rule-based or information-integration structures using classification (Is the stimulus a member of Category A or Category B?), concept (e.g., Is the stimulus a member of Category A, Yes or No?), or inference (infer the missing component of the stimulus from a given category) and then tested on either an inference task (Experiments 1 and 2) or a classification task (Experiment 3). For the information-integration structure, within-category representations were consistently learned, could be generalized to novel stimuli, and could be generalized to support inference at test. For the rule-based structure, extended inference training resulted in generalization to novel stimuli (Experiment 2) and inference training resulted in generalization to classification (Experiment 3). These data help to clarify the conditions under which within-category representations can be learned. Moreover, these results make an important contribution in highlighting the impact of category structure and training methodology on the generalization of categorical knowledge.     

Mobbing: its relationships with organizational culture and personal outcomes

A study dealing with the effects of both organizational culture and mobbing on personal and organizational outcomes of a sample of Spanish emergency workers, is reported here. It was found that there is a strong impact of organizational culture dimensions on mobbing, and that mobbing affects job satisfaction, organizational commitment and organizational citizenship behaviour. Results concerning organizational commitment show that this variable is not a mere effect of mobbing in general, but rather that it is also a direct impact of culture on this outcome.