Motivational reserve: motivation-related occupational abilities and risk of mild cognitive impairment and Alzheimer disease

Midlife motivational abilities, that is, skills to initiate and persevere in the implementation of goals, have been related to mental and physical health, but their association with risk of mild cognitive impairment (MCI) and Alzheimer's disease (AD) has not yet been directly investigated. This relation was examined with data from the German Study on Ageing, Cognition, and Dementia in Primary Care Patients (AgeCoDe). A total of 3,327 nondemented participants (50.3% of a randomly selected sample) aged 75-89 years were recruited in primary care and followed up twice (after 1.5 and 3 years). Motivation-related occupational abilities were estimated on the basis of the main occupation (assessed at follow-up II) using the Occupational Information Network (O* NET) database, which provides detailed information on worker characteristics and abilities. Cox proportional hazards models were used to evaluate the relative risk of developing MCI and AD in relation to motivation-related occupational abilities, adjusting for various covariates. Over the 3 years of follow-up, 15.2% participants developed MCI and 3.0% developed AD. In a fully adjusted model, motivation-related occupational abilities were found to be associated with a reduced risk of MCI (HR: 0.77; 95% CI: 0.64-0.92). Motivation-related occupational abilities were associated with reduced risk of AD in ApoE ε4 carriers (HR: 0.48; CI: 0.25-0.91), but not in noncarriers (HR: 0.99; CI: 0.65-1.53). These results suggest that midlife motivational abilities are associated with reduced risk of MCI in general and with reduced risk of AD in ApoE ε4 carriers. Revealing the mechanisms underlying this association may inform novel prevention strategies for decelerating cognitive decline in old age.     

Knowing when to move on: cognitive and perceptual decisions in time

We investigated people's ability to decide how much time to spend on the task at hand. To make such decisions well, one must take into account, among other things, the cost of failing and how one's task performance changes as a function of time. We first investigated timing decisions when the underlying task was perceptual. Decisions were highly efficient and suggested that people can make good use of perceptual knowledge and abstract reward information. Previous studies have found that perceptual decisions are generally optimal, but that cognitive decisions are generally suboptimal--a perception-cognition gap. Does a similar gap exist for timing decisions? We compared timing decisions for a perceptual task with timing decisions for more cognitive tasks. Performance was highly similar across the tasks, which suggests that knowledge can be acquired, and used to make timing decisions, in an equally efficient way regardless of whether that knowledge is derived through perceptual or cognitive experience.     

Attention and social functioning in children with malformations of cortical development and stroke

Attention and social functioning and their interrelationships have not been routinely examined in children with early brain insult (EBI). This study aimed to describe attention and social functioning in children with two types of EBI: malformations of cortical development (MCD) and stroke. Children diagnosed with MCD (n = 14, 6 males) or stroke (n = 14, 8 males) aged 8 to 14 years (M = 12 years 11 months) completed neuropsychological assessments to examine attention processes. Primary caregivers completed a questionnaire to assess executive components of children's attention and teachers completed a questionnaire to measure children's social functioning. Brain scans (MRI or CT) were coded by a pediatric neuroradiologist. Higher rates of impairments in attention and social function were found in children with EBI compared with normative expectations. Children with MCD experienced more global and clinically significant levels of impairment than children with stroke; though impairments were present in both groups. A strong association between executive components of attention and social function was observed. In addition, complex attention processes were associated with social function. The findings emphasize the reciprocity between attention, behavior and social outcomes, and the vulnerability of social function following EBI.     

Adult mice maintained on a high-fat diet exhibit object location memory deficits and reduced hippocampal SIRT1 gene expression

Mounting evidence has established that diet-induced obesity (DIO) is associated with deficits in hippocampus-dependent memory. The bulk of research studies dealing with this topic have utilized rats fed a high-fat diet as an experimental model. To date, there has been a paucity of research studies that have established whether the memory deficits exhibited in DIO rats can be recapitulated in mice. Moreover, the majority of experiments that have evaluated memory performance in rodent models of DIO have utilized memory tests that are essentially aversive in nature (i.e., Morris water maze). The current study sought to fill an empirical void by determining if mice maintained on a high-fat diet exhibit deficits in two non-aversive memory paradigms: novel object recognition (NOR) and object location memory (OLM). Here we report that mice fed a high-fat diet over 23 weeks exhibit intact NOR, albeit a marked impairment in hippocampus-dependent OLM. We also determined the existence of corresponding aberrations in gene expression within the hippocampus of DIO mice. DIO mice exhibited significant reductions in both SIRT1 and PP1 mRNA within the hippocampus. Our data suggest that mice maintained on a high-fat diet present with impaired hippocampus-dependent spatial memory and a corresponding alteration in the expression of genes that have been implicated in memory consolidation.     

Eye movements of second language learners when reading spaced and unspaced Chinese text

The effect of spacing in relation to word segmentation was examined for four groups of non-native Chinese speakers (American, Korean, Japanese, and Thai) who were learning Chinese as second language. Chinese sentences with four types of spacing information were used: unspaced text, word-spaced text, character-spaced text, and nonword-spaced text. Also, participants' native languages were different in terms of their basic characteristics: English and Korean are spaced, whereas the other two are unspaced; Japanese is character based whereas the other three are alphabetic. Thus, we assessed whether any spacing effects were modulated by native language characteristics. Eye movement measures showed least disruption to reading for word-spaced text and longer reading times for unspaced than character-spaced text, with nonword-spaced text yielding the most disruption. These effects were uninfluenced by native language (though reading times differed between groups as a result of Chinese reading experience). Demarcation of word boundaries through spacing reduces non-native readers' uncertainty about the characters that constitute a word, thereby speeding lexical identification, and in turn, reading. More generally, the results indicate that words have psychological reality for those who are learning to read Chinese as a second language, and that segmentation of text into words is more beneficial to successful comprehension than is separating individual Chinese characters with spaces.     

Temperament and Happiness in Children in India

The relation between temperament and happiness was assessed in a sample of 441 children aged 7–14 years drawn from a population in Northern India. Parents assessed their children’s happiness and rated their children’s temperament using the Emotionality, Activity, and Sociability Temperament Survey (EAS). Children self-reported their own happiness using a single-item measure, the Oxford Happiness Scale Short Form, and the Subjective Happiness Scale. Parents’ temperament ratings conformed to the four factor structure proposed by Buss and Plomin (Temperament: early developing personality traits. Lawrence Erlbaum Associates, Hillsdale, 1984): Emotionality, Activity, Sociability, and Shyness. Temperament accounted for between 4 and 11% of the variance in children’s happiness depending on the measures. Children who were more social and active, and less shy, were happier. This result parallels the well-established relation between happiness and personality in adults and is similar to recent research on happiness and temperament in children; temperament traits akin to extraversion were positively associated with happiness. However, despite that neuroticism and its temperament counterpart are strongly and consistently linked to happiness in adults, the relation between happiness and the temperament trait associated with neuroticism (i.e., Emotionality) was weak. This suggests that the relations between temperament and happiness in children may not completely generalize across cultures.     

Overall Hedonic Evaluations and Evaluation of Specific Moments from Past Relationships and High School Days

Two studies were conducted in which student participants gave overall hedonic evaluations of past relationships or their high school days, and, additionally, gave similar evaluations of the best, most memorable, worst, initial, and final moments from them. They also evaluated a typical moment and the percentages of good and bad times in these experiences. Such results from some individuals were given to other participants, who were also asked to make overall evaluations. Overall, the overall evaluations of the original participant related weakly rather than strongly to the evaluations of the specific moments. Generally, the other participants’ overall evaluations converged on those of the original recalling participants, but their overall evaluations of the past relationships were more positive than either their own initial evaluations or those of the original, recalling respondents. In sum, overall evaluations of these long, diverse experiences were not well predicted from valuations of the specific moments we investigated. Hedonic evaluations of past experiences may be influenced by appraisals of their success.     

The sideline behaviour of coaches at children’s team sports games

Objectives

This study aimed to establish the prevalence, pattern and nature of coaches’ verbal behaviour at children’s (ages 6-12 years) team sports events. The study draws upon the motivational model presented by Mageau and Vallerand (2003) to examine the influence of global (gender), contextual (sport related), and social (athlete gender) factors on coach comments.

Design

A cross-sectional observational study of coaches stratified across four team sports: Rugby Union, Netball, Association Football and Touch Rugby.

Method

The Observation Instrument at Sports Events was used to categorise covertly recorded verbal comments made by coaches at organised team sports games.

Results

Overall, 10,697 comments were recorded at 72 games at a rate of 3.71 comments/minute; 35.4% were categorised as positive, 21.6% as negative, and 43.0% as neutral. Significant differences in negative comments were identified between sport (p < .001) with rugby coaches recording the highest percentage of negative comments and the lowest percentage of positive comments; by coach gender (p < .001), with male coaches recording higher rates of negative comments; and by athlete gender (p < .001), with coaches of male-only teams recording higher rates of negative comments. When simultaneously included in a Poisson regression model the difference in negative comments between sports remained statistically significant (p < .001) whereas coach gender was no longer significant.

Conclusions

The ratio of negative coach comments for all sports gives cause for concern. These findings suggest that sports of national and cultural significance are a key driver of coaching behaviours in a competitive environment.     

Attitudes about psychotherapy: A qualitative study of introductory psychology students who have never been in psychotherapy and the influence of attachment style

Design: Interviews about attitudes about psychotherapy with 12 undergraduate students who had never been in psychotherapy were analysed using consensual qualitative research. Results: Participants believed that the client role is to disclose, be receptive, and be motivated; that the therapist role is to listen, support, and give advice; and that the therapeutic relationship should be close and personal. Participants had ideas about the benefits (a healing therapeutic relationship, personal and interpersonal changes) and the barriers (self‐stigma and public stigma, difficulty revealing, need to solve problems on own, cost) associated with seeking therapy, and they disliked the idea of being diagnosed. In contrast with participants who were securely attached, those who were insecurely attached more often wanted a professional therapeutic relationship, wanted the therapist to ask questions, mentioned fewer benefits to therapy, and thought that they would have difficulty disclosing to a therapist. Discussion: Implications for changing attitudes about psychotherapy and improving training programs for practitioners are discussed.