Opioid regulation of spinal cord plasticity: evidence the kappa-2 opioid receptor agonist GR89696 inhibits learning within the rat spinal cord

Spinal cord neurons can support a simple form of instrumental learning. In this paradigm, rats completely transected at the second thoracic vertebra learn to minimize shock exposure by maintaining a hindlimb in a flexed position. Prior exposure to uncontrollable shock (shock independent of leg position) disrupts this learning. This learning deficit lasts for at least 24h and depends on the NMDA receptor. Intrathecal application of an opioid antagonist blocks the expression, but not the induction, of the learning deficit. A comparison of selective opioid antagonists implicated the kappa-opioid receptor. The present experiments further explore how opioids affect spinal instrumental learning using selective opioid agonists. Male Sprague-Dawley rats were given an intrathecal injection (30 nmol) of a kappa-1 (U69593), a kappa-2 (GR89696), a mu (DAMGO), or a delta opioid receptor agonist (DPDPE) 10 min prior to instrumental testing. Only the kappa-2 opioid receptor agonist GR89696 inhibited acquisition (Experiment 1). GR89696 inhibited learning in a dose-dependent fashion (Experiment 2), but had no effect on instrumental performance in previously trained subjects (Experiment 3). Pretreatment with an opioid antagonist (naltrexone) blocked the GR89696-induced learning deficit (Experiment 4). Administration of GR89696 did not produce a lasting impairment (Experiment 5) and a moderate dose of GR89696 (6 nmol) reduced the adverse consequences of uncontrollable nociceptive stimulation (Experiment 6). The results suggest that a kappa-2 opioid agonist inhibits neural modifications within the spinal cord.     

Gender-Related Effects in Emotional Responding to Resolved and Unresolved Interpersonal Conflict

The current study examines gender differences in affective responding of 58 men and 52 women to various forms of resolved and unresolved interpersonal disputes. The participants were predominantly Caucasians from middle to upper middle class socioeconomic backgrounds. Resolved disputes were perceived as less angry and more okay and happy, and unresolved disputes evoked more anger than resolved disputes did, with continued fighting evoking more anger than did lapsing into the silent treatment. Women reported feeling more angry than did men during both forms of unresolved disputes, and more happy during arguments ending with either apologies or compromises. Men perceived the actors as more sad and reported feeling more okay during arguments than did women. The results extend findings from the children's literature regarding the effect of resolution on emotional responding, and illustrate important gender differences for adults.     

The evidence for a neurobiological model of childhood antisocial behavior

Children with persistent antisocial and aggressive behavior are diagnosed as having disruptive behavior disorder. The authors review evidence that antisocial children, and especially those who persist with this behavior as they grow older, have a range of neurobiological characteristics. It is argued that serotonergic functioning and stress-regulating mechanisms are important in explaining individual differences in antisocial behavior. Moreover, low fear of punishment and physiological underactivity may predispose antisocial individuals to seek out stimulation or take risks and may help to explain poor conditioning and socialization. The authors propose a theoretical model highlighting the interplay between neurobiological deficits and cognitive and emotional functioning as mediators of the link between early adversity and antisocial behavior problems in childhood. Implications for intervention programs are discussed.     

A meta-analytic examination of the goal orientation nomological net

The authors present an empirical review of the literature concerning trait and state goal orientation (GO). Three dimensions of GO were examined: learning, prove performance, and avoid performance along with presumed antecedents and proximal and distal consequences of these dimensions. Antecedent variables included cognitive ability, implicit theory of intelligence, need for achievement, self-esteem, general self-efficacy, and the Big Five personality characteristics. Proximal consequences included state GO, task-specific self-efficacy, self-set goal level, learning strategies, feedback seeking, and state anxiety. Distal consequences included learning, academic performance, task performance, and job performance. Generally speaking, learning GO was positively correlated, avoid performance GO was negatively correlated, and prove performance GO was uncorrelated with these variables. Consistent with theory, state GO tended to have stronger relationships with the distal consequences than did trait GO. Finally, using a meta-correlation matrix, the authors found that trait GO predicted job performance above and beyond cognitive ability and personality. These results demonstrate the value of GO to organizational researchers.     

A critical review of the cognitive and perceptual factors influencing attentional scaling and visual processing

Psychonomic Bulletin & Review - An important mechanism used to selectively process relevant information in the environment is spatial attention. One fundamental way in which spatial attention...     

A Metastudy of Journal of Employment Counseling: An Analysis of Publication Patterns From 2000 to 2019

Articles published in the Journal of Employment Counseling from 2000 to 2019 were analyzed for trends over time related to author characteristics (i.e., domicile, gender, work setting, and leading contributors and institutions) and article content (i.e., typology, topical issues, research methodology, characteristics of participants, research design, statistics used, report of effect size and sample reliability and validity).     

The generalized sense of power is a psychological resource: Evidence from a disaster response field training exercise

We examined whether the generalized sense of power—the belief that one is able to influence others in one's various social relationships—serves as a psychological resource that enables leadership in high-stakes, unfamiliar group challenges, such as emergencies or crises. We studied current and prospective humanitarian aid professionals (N = 180) during a major field training exercise: a three-day, immersive simulated humanitarian crisis. Individuals who entered the simulated crisis with a greater sense of power in their social relationships experienced lower stress (anxiety), behaved more assertively, and left the simulation with a relatively heightened desire to lead, despite not being deemed better leaders by their teammates. Lacking an initial sense of power was associated with experiences (e.g., feeling timid) that undermined the desire to lead. These results suggest that the psychological sense of power is a key leadership resource, without which one may be at risk of self-selecting out of leadership.     

The prevalence of declarative and indirect yes/no Questions when children testify in criminal cases of child sexual abuse in the United States

The present study assessed how attorneys questioned children in cases of child sexual abuse in the United States tried between 2005 and 2015. Trial testimonies (N = 134) of 5- to 17-year-olds (M = 12 years old) were coded for the linguistic form of attorneys' questions and children's subsequent responses. Three fourths of all questions were closed ended. Both declarative (statement question; e.g., “And he hit you?”; 21% of questions) and indirect yes/no questions (beginning with an indirect speech act; e.g., “Do you remember X?”; 11% of questions) were common, and produced potentially problematic responses, in comparison with forced-choice and yes/no questions. Declarative questions elicited the highest rates of unelaborative responses whereas indirect yes/no questions elicited the highest rate of nonsubstantive responses. The findings highlight the importance for researchers to better assess children's responses to declarative questions and for prosecuting attorneys to cautiously use declarative and indirect yes/no questions when questioning children.     

The Cultural Adaptation of a Transition Program for Latino Families of Youth with Autism Spectrum Disorder

During the transition to adulthood, effective and culturally relevant supports are critical for families of youth with autism spectrum disorder (ASD). There is a dearth of documented program development and research on supports for Spanish-speaking Latino families during this life stage. The present work describes the cultural adaptation process of an evidence-based transition program for Latino families of youth with ASD. A model of the actions necessary to meaningfully conduct a cultural adaptation in this context is described. After implementing the culturally adapted program titled Juntos en la Transición with five Spanish-speaking families, parents reported high social validity of the program through surveys and interviews. The cultural adaptation process followed in this work is important for the further development of programs that address the transition needs of Latino youth with ASD and their families. Our impressions may also be useful to those who aim to develop culturally sensitive and ecologically valid multifamily group intervention programs for families from cultural and linguistic minority groups.     

The Utility of Genetic Counseling Prior to Offering First Trimester Screening Options

In order to evaluate the utility of genetic counseling at the time of first trimester screening in patients with no previously identified genetic concerns, we reviewed family history data for 700 women seen for genetic counseling in Utah during 2005-2006. The mean maternal age was 35 years (Range: 16–47 years). The majority of patients seen were non-Jewish Caucasians (90.8%, 634/700). A three-generation pedigree was obtained from each woman by one of two certified genetic counselors and subsequently classified as “negative” (no birth defects/genetic disorders); “positive” (birth defect or genetic condition with a minimal/low risk of recurrence; additional evaluation/genetic testing during pregnancy not indicated); or “significant” (birth defect or genetic condition with an increased risk of recurrence; additional evaluation/genetic testing during the pregnancy indicated). About 72% (501/700) of the histories were negative, 19% (134/700) were positive, and about 9% (65/700) were significant. Among patients with significant family histories, 66% (n = 43) were women less than 35 years of age. We conclude that assessing a patient’s family history at the time of first trimester serum screening is a valuable resource for pregnancy management.