Nitric oxide is involved in appetitive but not aversive olfactory learning in the land mollusk Limax valentianus

The land slug Limax performs both aversive and appetitive olfactory learning, and we investigated neurotransmitters involved in each type of learning. Slugs were conditioned by presenting a vegetable juice (appetitive conditioning) or a mixture of vegetable juice and quinidine (aversive conditioning), and the latency to reach the juice became shorter (appetitive conditioning) or longer (aversive conditioning) after conditioning. L-NAME injected either before conditioning or testing blocked the reduction in latency in appetitive conditioning but had no significant effects in aversive conditioning. 5,7-dihydroxytryptamine had no significant effects in appetitive conditioning. These results suggest different mechanisms for appetitive and aversive learning.     

Salivary conditioning with antennal gustatory unconditioned stimulus in an insect

Classical conditioning of olfactory conditioning stimulus (CS) with gustatory unconditioned stimulus (US) in insects has been used as a pertinent model for elucidation of neural mechanisms underlying learning and memory. However, a conditioning system in which stable intracellular recordings from brain neurons are feasibly obtained while monitoring the conditioning effect has remained to be established. Recently, we found classical conditioning of salivation in cockroaches Periplaneta americana, in which an odor was associated with sucrose solution applied to the mouth, and this conditioning could be monitored by activities of salivary neurons. Application of gustatory US to the mouth, however, leads to feeding movement accompanying a movement of the brain that prevents stable recordings from brain neurons. Here we investigated whether a gustatory stimulus presented to an antenna could serve as an effective US for producing salivary conditioning. Presentation of sucrose or sodium chloride solution to an antenna induced salivation and also increased activities of salivary neurons. A single pairing trial of an odor with antennal presentation of sucrose or sodium chloride solution produced conditioning of salivation or of activities of salivary neurons. Five pairing trials led to a conditioning effect that lasted for one day. Water or tactile stimulus presented to an antenna was not effective for producing conditioning. The results demonstrate that gustatory US presented to an antenna is as effective as that presented to the mouth for producing salivary conditioning. This conditioning system provides a useful model for studying the neural basis of learning at the level of singly identifiable neurons.     

Persisting effect of prior experience of change blindness

Most cognitive scientists know that an airplane tends to lose its engine when the display is flickering. How does such prior experience influence visual search? We recorded eye movements made by vision researchers while they were actively performing a change-detection task. In selected trials, we presented Rensink's familiar 'airplane' display, but with changes occurring at locations other than the jet engine. The observers immediately noticed that there was no change in the location where the engine had changed in the previous change-blindness demonstration. Nevertheless, eye-movement analyses indicated that the observers were compelled to look at the location of the unchanged engine. These results demonstrate the powerful effect of prior experience on eye movements, even when the observers are aware of the futility of doing so.     

Effectiveness of Group Positive Parenting Program (Triple P) in Changing Child Behavior,Parenting Style,and Parental Adjustment: An Intervention Study in Japan

The purpose of this study is to investigate the effectiveness of a group-based family intervention program known as the Group Positive Parenting Program (Triple P), with families in Japan. Reductions in children’s behavioral problems, changes in dysfunctional parenting practices, and affects on parenting adjustment were examined. Participants of both the intervention and control groups (N = 91 and N = 24, respectively) were recruited from mothers visiting health clinics in Kawasaki City, Kanagawa. Intervention and control groups were assessed in terms of child behavior (Strength and Difficulty Questionnaire, SDQ), parenting style (Parenting Scale, PS), and parenting adjustment (Depression-Anxiety-Stress Scale, DASS; and Parenting Experience Survey, PES), both pre- and postintervention. A repeated measures multivariate analysis of variance was used to determine the intervention’s effects. The SDQ score for the conduct problems subscale indicated a significant intervention effect. In addition, the postintervention scores for all subscales of the PS, the DASS depression subscale and total scores, as well as ratings for perceived difficulty of parenting in the PES, were significantly reduced in the intervention group alone. The PES also revealed that confidence in parenting significantly increased only in the intervention group. Group Triple P is effective in decreasing child conduct problems, dysfunctional parenting practices, depression, anxiety, stress, and the perceived level of parenting difficulty, as well as in improving parenting confidence, among Japanese families.     

Effects of environmental context manipulated by the combination of place and task on free recall

Three experiments, using a 2 (study context) x 2 (test context) between-subjects design, were conducted to examine the effects of environmental context manipulated by the combination of two contextual elements, place and task, on free recall. Undergraduates individually studied nouns and received a free-recall test, with a 10-minute filled retention interval. The contexts were manipulated by the combination of task and place in Experiment 1, by place alone in Experiment 2, and by task alone in Experiment 3. For the manipulation of place and task, two perceptually distinctive places and two distinctive tasks (a calculation task and a fine-motor task) were used. Tasks were imposed before and after studying target items and before a free-recall test. Significant environmental-context effects were yielded in Experiment 1, but not in the other experiments. The implications of the results are discussed.     

Hostility disturbs learning

Many studies have shown that there is a strong correlation between hostility and coronary artery disease; however, the pathogenic mechanisms by which hostility causes coronary artery disease have not been identified. Several studies have shown that hostility is associated with increased cardiovascular reactivity to mental stress. Sloan and colleagues used mental arithmetic and the Stroop Color-Word Task as psychological stressors and suggested that hostility is associated with diminished cardiac vagal control. It is supposed that the diminished cardiac vagal control results in uncontrollability of increased heart rate under stressful conditions so performance on mental stress tasks is poor. However, performance was not analyzed on the Stroop Color-Word Task. If hostility influences the autonomic nervous system, the performance of this mental stress task may also differ according to extent of hostility. In the present study, whether hostility disturbed performance of a mental stress task and the practice on it was examined. Subjects completed the Cook-Medley Hostility Scale and were divided into three groups (High, Middle, and Low) by their total scores and three subscales (Cynicism, Hostile Affect, and Aggressive Responding). They also completed the Stroop Color-Word Task. Analysis showed practice by High and Middle scoring groups on Aggressive Responding had a significantly smaller effect than that by Low scoring groups. The pathogenic mechanisms by which hostility may underlie coronary artery disease were discussed.     

When sound affects vision: effects of auditory grouping on visual motion perception

Two identical visual targets moving across each other can be perceived either to bounce off or to stream through each other. A brief sound at the moment the targets coincide biases perception toward bouncing. We found that this bounce-inducing effect was attenuated when other identical sounds (auditory flankers) were presented 300 ms before and after the simultaneous sound. The attenuation occurred only when the simultaneous sound and auditory flankers had similar acoustic characteristics and the simultaneous sound was not salient. These results suggest that there is an aspect of auditory-grouping (saliency-assigning) processes that is context-sensitive and can be utilized by the visual system for solving ambiguity. Furthermore, control experiments revealed that such auditory context did not affect the perceptual qualities of the simultaneous sound. Because the attenuation effect is not manifest in the perception of acoustic characteristics of individual sound elements, we conclude that it is a genuine cross-modal effect.     

Pigeons (<Emphasis Type="Italic">Columba livia</Emphasis>) know when they will need hints: prospective metacognition for reference memory?

Despite their impressive cognitive abilities, avian species have shown less evidence for metacognition than mammals. We suspect that commonly used tasks such as matching to sample might be too demanding to allow metacognitive processing within birds’ working memory. Here, we examined whether pigeons could control their behavior as a function of knowledge levels on a three-item sequence learning task, a reference memory task supposedly requiring fewer working memory resources. The experiment used two types of lists differing in familiarity. One was familiar to the pigeons through repeated exposure, whereas the other was novel in every new session. In test sessions, pigeons could choose between a trial with a hint specifying the next item to peck and one with no hint. However, successful responses in trials with a hint resulted in lowered rates of primary reinforcement: .60 in the first test and .75 in the second. Results showed that two of four pigeons chose the trial with a hint significantly more often before receiving a novel list than the familiar list in the four sessions of the first test, and three did so in the second test. Impressively, one bird showed robust evidence in the very first sessions in both tests. These results suggest that pigeons may monitor their long-term knowledge states and thereby control their environment before starting to solve a task.     

Differentiation of international terrorism: attack as threat,means, and violence

This study examined whether international terrorism could be differentiated into different behavioural themes related to the way of using force. The sample consisted of 217 international terrorist organisations that had perpetrated five or more terrorist incidents. A non‐metric multidimensional scaling analysis revealed that all of the terrorist incidents could be assigned to one of three themes reflecting different styles of the use of force: ‘attack as threat’, ‘attack as means’, and ‘attack as violence’. In the current sample, 189 of the terrorist organisations repeated one theme in more than 50% of their series of incidents, suggesting their preference for one of the three themes. Copyright © 2008 John Wiley & Sons, Ltd.