Attention training improves aberrant neural dynamics during working memory processing in veterans with PTSD

Posttraumatic stress disorder (PTSD) is associated with executive functioning deficits, including disruptions in working memory (WM). Recent studies suggest that attention training reduces PTSD symptomatology, but the underlying neural mechanisms are unknown. We used high-density magnetoencephalography (MEG) to evaluate whether attention training modulates brain regions serving WM processing in PTSD. Fourteen veterans with PTSD completed a WM task during a 306-sensor MEG recording before and after 8 sessions of attention training treatment. A matched comparison sample of 12 combat-exposed veterans without PTSD completed the same WM task during a single MEG session. To identify the spatiotemporal dynamics, each group’s data were transformed into the time-frequency domain, and significant oscillatory brain responses were imaged using a beamforming approach. All participants exhibited activity in left hemispheric language areas consistent with a verbal WM task. Additionally, veterans with PTSD and combat-exposed healthy controls each exhibited oscillatory responses in right hemispheric homologue regions (e.g., right Broca’s area); however, these responses were in opposite directions. Group differences in oscillatory activity emerged in the theta band (4–8 Hz) during encoding and in the alpha band (9–12 Hz) during maintenance and were significant in right prefrontal and right supramarginal and inferior parietal regions. Importantly, following attention training, these significant group differences were reduced or eliminated. This study provides initial evidence that attention training improves aberrant neural activity in brain networks serving WM processing.     

Trait Self‐Esteem Moderates the Effect of Initiator Status on Emotional and Cognitive Responses to Romantic Relationship Dissolution

ABSTRACT We hypothesized that the effect of initiator status on post breakup distress would vary as a function of trait self‐esteem, such that individuals with low self‐esteem would experience more distress after being rejected by their partners, whereas, among individuals with high self‐esteem, initiator status would not predict distress. We used a prospective design in which university students (N=66) were assessed for emotional responses following the dissolution of their real‐life romantic relationships, as well as a laboratory design in which students (N=190) imagined breaking up with their partners. As predicted, participants with lower trait self‐esteem exhibited greater distress after experiencing or imagining a romantic rejection than after ending or imagining themselves ending their relationships. Conversely, distress experienced by those with high trait self‐esteem did not differ as a function of who ended the relationship. Implications for understanding self‐esteem processes and the effects of romantic rejection are discussed.     

A Multi-informant Approach to Assessing Fear of Positive Evaluation in Socially Anxious Adolescents

Fears of positive evaluation form important components of social anxiety. Researchers developed the Fear of Positive Evaluation Scale (FPES) to assess these fears. The FPES reliably and validly assesses fears of positive evaluation in undergraduates and adult social anxiety patients. However, it remains unclear if the FPES reliably and validly assesses these fears in clinic-referred adolescents. Further, implementing the FPES in clinical assessments of adolescents likely requires a multi-informant approach. Indeed, long lines of work indicate low cross-informant correspondence in reports of anxiety and anxiety-related constructs, and support the combined use of multiple informants’ reports (e.g., parents and adolescents). We examined the FPES in a clinic-referred sample of adolescents aged 14–17 years (M = 15.11; 20 females; 59.5 % African American). Thirty-seven parent-adolescent pairs completed the FPES, as well as reports of adolescent social anxiety, safety-seeking behaviors, and depressive symptoms. Both parent and adolescent reports on the FPES evidenced adequate levels of internal consistency. Further, when taking both parent and adolescent reports into consideration, the FPES significantly and positively related to measures of social anxiety and safety-seeking behaviors, over and above other widely used measures of adolescent social anxiety and depressive symptoms. The findings indicate that a multi-informant administration of the FPES yields internally consistent and valid estimates of fears of positive evaluation in a clinical sample of adolescents. These findings have important implications for properly assessing and treating social anxiety concerns in adolescents.     

Synchrony in the onset of mental-state reasoning: evidence from five cultures

Over the past 20 years, developmental psychologists have shown considerable interest in the onset of a theory of mind, typically marked by children's ability to pass false-belief tasks. In Western cultures, children pass such tasks around the age of 5 years, with variations of the tasks producing small changes in the age at which they are passed. Knowing whether this age of transition is common across diverse cultures is important to understanding what causes this development. Cross-cultural studies have produced mixed findings, possibly because of varying methods used in different cultures. The present study used a single procedure to measure false-belief understanding in five cultures: Canada, India, Peru, Samoa, and Thailand. With a standardized procedure, we found synchrony in the onset of mentalistic reasoning, with children crossing the false-belief milestone at approximately 5 years of age in every culture studied. The meaning of this synchrony for the origins of mental-state understanding is discussed.     

Influence of emotional state on irrelevant thoughts

The fan effect paradigm was used to investigate the influence of emotional mood state on longterm memory retrieval (Anderson, 1983). Subjects learned target facts embedded in unrelated sentences to a specified criterion and were then given a happy, sad, or neutral mood induction. Mean response times (RTs) and error rates were analyzed in a speeded recognition test in which subjects distinguished between the learned facts and foil facts (foil facts were constructed by recombining the same concepts). A follow-up lexical decision task indicated that mean RT was positively correlated with an increase in the weighted proportion of irrelevant thoughts produced by subjects in an induced sad mood. Results suggest that irrelevant thoughts associated with the sad mood state interfered with more relevant, task-oriented, thoughts and support the notion that sad mood is related to a failure to inhibit irrelevant information.     

Aging of attention: Does the ability to divide decline?

Previous research has yielded conflicting results regarding the relationship between adult age and the ability to divide attention between two concurrent tasks. At least some of the inconsistency is probably attributable to methodological variations, such as the manner in which divided-attention ability has been assessed, how single-task performance has been considered, and the degree of control over relative emphasis placed on each task. Two experiments employing procedures sensitive to these concerns were conducted in which a speeded decision task was performed during the retention interval of a letter-memory task. The results of both experiments indicated that there were relatively few age-related influences on dual-task performance vis-à-vis those on single-task performance.     

Science education,conceptual change and breaking with everyday experience

Science educators and those who investigate science learning have tended, for good reason, to focus their attention on students' conceptual development, Such a focus is, however, too narrow to provide full and proper understanding of the complexities of original science learning. Recently developmental cognitive psychologists have called on the work of postpositivistic philosophers of science, especially Thomas Kuhn, to bolster their research into conceptual development in science acquisition. What these psychologists have not recognized is that Kuhn's position is actually a derivative of Wittgenstein's methodological nominalism, a viewpoint far more favorable to behaviorism than cognitive psychology. After drawing out some of the consequences of this fact for the developmental cognitive psychologist program for studying science learning, we suggest our own radical alternative. Drawing on Floden, Buchmann and Schwille's idea of Breaking with Everyday Experience we propose an alternative notion of original science learning in terms of Alfred Schutz's modification of Williams James' many worlds thesis. The many worlds thesis will allow us to better understand students' difficulty in learning idealized worlds such as science, worlds that represent a discontinuous break with ordinary everyday practical experience.     

Evaluating a primary prevention program for children of divorce

The effectiveness of a primary prevention program for children of divorce is evaluated. Subjects included 82 mother-child pairs. Mothers had been separated for 33 months or less and did not have prior histories of using mental health services. Subjects were assigned to one of four conditions: (a) the Children's Support Group alone (CSG), (b) the CSG and the Single Parents' Support Group (SPSG), (c) the SPSG alone, or (d) a no-treatment control group. Data collected before, after, and 5 months following intervention, were analyzed using analyses of covariance with preintervention scores as covariates and pre-post and post-follow-up difference scores as dependent measures. Children in the CSG-alone condition improved most in self-concept and parents in the SPSG-alone condition improved the most in adjustment. Improvements were either maintained or did not change differentially across groups at follow up. Adaptive social skills of CSG-alone children compared to children in the CSG/SPSG groups showed significant post-to-follow-up improvements.