Biopsychosocial etiology of obsessions and compulsions: an integrated behavioral-genetic and cognitive-behavioral analysis

Accumulating evidence suggests that particular kinds of dysfunctional beliefs contribute to obsessive-compulsive (OC) symptoms. Three domains of beliefs have been identified: (a) perfectionism and intolerance of uncertainty, (b) overimportance of thoughts and the need to control thoughts, and (c) inflated responsibility and overestimation of threat. These beliefs and OC symptoms are both heritable. Although it is widely acknowledged that OC symptoms probably have a complex biopsychosocial etiology, to our knowledge there has been no previous attempt to integrate dysfunctional beliefs and genetic factors into a unified, empirically supported model. The present study was an initial step in that direction. A community sample of monozygotic and dizygotic twins (N = 307 pairs) completed measures of dysfunctional beliefs and OC symptoms. Structural equation modeling was used to compare 3 models: (a) the belief causation model, in which genetic and environmental factors influence beliefs and OC symptoms, and beliefs also influence symptoms; (b) the symptom causation model, which is the same as (a) except that symptoms cause beliefs; and (c) the belief coeffect model, in which beliefs and OC symptoms are the product of common genetic and environmental factors, and beliefs have no causal influence on symptoms. The belief causation model was the best fitting model. Beliefs accounted for a mean of 18% of phenotypic variance in OC symptoms. Genetic and environmental factors, respectively, accounted for an additional 36% and 47% of phenotypic variance. The results suggest that further biopsychosocial investigations may be fruitful for unraveling the etiology of obsessions and compulsions.     

The relationship of parental warm responsiveness and negativity to emerging behavior problems following traumatic brain injury in young children

Parenting behaviors play a critical role in the child's behavioral development, particularly for children with neurological deficits. This study examined the relationship of parental warm responsiveness and negativity to changes in behavior following traumatic brain injury (TBI) in young children relative to an age-matched cohort of children with orthopedic injuries (OI). It was hypothesized that responsive parenting would buffer the adverse effects of TBI on child behavior, whereas parental negativity would exacerbate these effects. Children, ages 3-7 years, hospitalized for TBI (n = 80) or OI (n = 113), were seen acutely and again 6 months later. Parent-child dyads were videotaped during free play. Parents completed behavior ratings (Child Behavior Checklist; T. M. Achenbach & L. A. Rescorla, 2001) at both visits, with baseline ratings reflecting preinjury behavior. Hypotheses were tested using multiple regression, with preinjury behavior ratings, race, income, child IQ, family functioning, and acute parental distress serving as covariates. Parental responsiveness and negativity had stronger associations with emerging externalizing behaviors and attention-deficit/hyperactivity disorder symptoms among children with severe TBI. Findings suggest that parenting quality may facilitate or impede behavioral recovery following early TBI. Interventions that increase positive parenting may partially ameliorate emerging behavior problems.     

Caffeine modulates attention network function

The present work investigated the effects of caffeine (0 mg, 100 mg, 200 mg, 400 mg) on a flanker task designed to test Posner’s three visual attention network functions: alerting, orienting, and executive control [Posner, M. I. (2004). Cognitive neuroscience of attention. New York, NY: Guilford Press]. In a placebo-controlled, double-blind study using a repeated-measures design, we found that the effects of caffeine on visual attention vary as a function of dose and the attention network under examination. Caffeine improved alerting and executive control function in a dose–response manner, asymptoting at 200 mg; this effect is congruent with caffeine’s adenosine-mediated effects on dopamine-rich areas of brain, and the involvement of these areas in alerting and the executive control of visual attention. Higher doses of caffeine also led to a marginally less efficient allocation of visual attention towards cued regions during task performance (i.e., orienting). Taken together, results of this study demonstrate that caffeine has differential effects on visual attention networks as a function of dose, and such effects have implications for hypothesized interactions of caffeine, adenosine and dopamine in brain areas mediating visual attention.     

Acute caffeine consumption enhances the executive control of visual attention in habitual consumers

Recent work suggests that a dose of 200–400 mg caffeine can enhance both vigilance and the executive control of visual attention in individuals with low caffeine consumption profiles. The present study seeks to determine whether individuals with relatively high caffeine consumption profiles would show similar advantages. To this end, we examined the effects of four caffeine doses (0 mg, 100 mg, 200 mg, 400 mg) on low- and high-level visual attention in individuals with high consumption profiles (n = 36), in a double-blind study using a repeated measures design. Results from the Attention Network Test indicated that caffeine enhanced both vigilance and the executive control of visual attention, but only at the highest administered dose (400 mg). We demonstrate that in habitual consumers high doses of caffeine can produce beneficial changes in visual attention. These results carry implications for the theorized interactions between caffeine, adenosine and dopamine in brain regions mediating visual attention.     

Functional characterisation of the extrastriate body area based on the N1 ERP component

Electrophysiological and functional neuroimaging evidence points to the existence of neural populations that respond strongly and selectively to the appearance of the human body and its parts. However, the relationship between ERP and fMRI markers of these populations remains unclear. Here we used a previously identified functional dissociation between two body-selective regions identified with fMRI (extrastriate body area or EBA; fusiform body area or FBA) in order to better understand the source of a body-selective N1 ERP component. Specifically, we compared the magnitude of the N1 elicited by images of fingers, hands, arms and bodies to that obtained for hierarchically-matched control stimuli. We found close agreement between the pattern of body-part selectivity exhibited by N1, and the pattern of BOLD selectivity elicited in a previous study by the same type of stimuli in EBA (in contrast to FBA). We interpret these findings as evidence for EBA as the primary generator of the body-selective N1 component. Our results are an example of the use of functional criteria to distinguish among the possible neural sources of ERP markers.     

The Magnitude and Extent of Cheating and Response Distortion Effects on Unproctored Internet‐Based Tests of Cognitive Ability and Personality

The use of unproctored internet‐based testing (UIT) for employee selection is quite widespread. Although this mode of testing has advantages over onsite testing, researchers and practitioners continue to be concerned about potential malfeasance (e.g., cheating and response distortion) under high‐stakes conditions. Therefore, the primary objective of the present study was to investigate the magnitude and extent of high‐ and low‐stakes retest effects on the scores of a UIT speeded cognitive ability test and two UIT personality measures. These data permitted inferences about the magnitude and extent of malfeasant responding. The study objectives were accomplished by implementing two within‐subjects design studies ( Study 1 N=296; Study 2 N=318) in which test takers first completed the tests as job applicants (high‐stakes) or incumbents (low‐stakes) then as research participants (low‐stakes). For the speeded cognitive ability measure, the pattern of test score differences was more consonant with a psychometric practice effect than a malfeasance explanation. This result is likely due to the speeded nature of the test. And for the UIT personality measures, the pattern of higher high‐stakes scores compared with lower low‐stakes scores is similar to those reported for proctored tests in the extant literature. Thus, our results indicate that the use of a UIT administration does not uniquely threaten personality measures in terms of elevated scores under high‐stakes testing that are higher than those observed for proctored tests in the extant literature.     

Parenting in moderation: family routine moderates the relation between school disengagement and delinquent behaviors among African American adolescents

To address gaps in the literature regarding the role of family routine on school disengagement and delinquent behaviors, we tested whether family routine moderated relations between school disengagement and delinquent behaviors in an urban, low socioeconomic status (SES), African American sample of adolescents (N = 204, 48% male). Adolescents reported on school disengagement and delinquent behaviors. Family routine was assessed with mother report. Hierarchical regression analyses examined the independent and interactive effects of school disengagement and family routine on delinquent behaviors. After controlling for adolescent and mother age, marital status, and employment, school disengagement was independently associated with delinquent behaviors. Family routine was found to moderate school disengagement. Specifically, among adolescents exhibiting higher levels of school disengagement, lower levels of family routine were associated with higher levels of delinquent behaviors; however, higher levels of family routine were not associated with lower levels of delinquent behaviors. Findings suggest that lower levels of routine may be a particularly salient risk factor of delinquent behaviors among African American adolescents experiencing higher levels of school disengagement in low SES, urban communities.     

Caring for students: Pedagogy and professionalism in an age of anxiety

University teachers are strongly motivated by the care they feel for their students. Yet today, many are frustrated. On the one hand, it is becoming harder to teach well, as more diverse student populations, new media, and new educational priorities challenge conventional pedagogical postures and styles. On the other hand, teachers are wary of calls for greater pedagogical professionalism in an increasingly managed and de-motivating professional environment. This essay examines two movements in the United States that attempt to sustain teachers' motivation by rethinking what caring for students requires them to do. The first, a call for a “scholarship of teaching and learning,” directs the professor's attention outward, towards inquiry into their students' learning; the second directs attention inwards, encouraging exploration of “the inner landscape of a teacher's life.” While both movements oppose a narrow view of pedagogy as simply technique, they address the challenge of caring for students in different ways and point to resolutions that appear to have different potential to alter the teaching environment itself. These tensions around teaching inscribe in higher education wider debates about the value of the professions, the nature of expert practice, and how to recover and ensure professionals' capacity for care.     

Theory of mind skills 1 year after traumatic brain injury in 6- to 8-year-old children

This study examined the longer-term effects of traumatic brain injury (TBI) on theory of mind (ToM) skills of children who were between the ages of 5 and 7 years at the time of injury. Fifty-two children with orthopaedic injury, 30 children with moderate TBI, and 12 children with severe TBI were evaluated approximately 1 year post-injury (mean age=6.98 years, SD=0.59, range=6.02–8.26). Children with severe TBI did not engage in representation of first- and second-order mental states at a developmental level comparable to their peers, suggesting stagnation or lack of development, as well as regression of putatively existing ToM skills. Age, task-specific cognitive demands, and verbal abilities were strong predictors of ToM performance. However, even after taking those factors into account, children with severe TBI had poorer ToM performance than children with orthopaedic injuries.     

Forgetting is effortful: Evidence from reaction time probes in an item-method directed forgetting task

Reaction time (RT) was measured in response to visual detection probes embedded within an item-method directed forgetting paradigm. In Experiment 1, study words were presented individually followed by an instruction to remember (R) or forget (F). Probes were presented at stimulus onset asynchronies (SOAs) of 1,400, 1,800, or 2,600 msec in relation to the study word or memory instruction. After the study trials, a yes-no recognition task measured retention of R and F words. Experiment 2 added a no-word control condition and no-probe catch trials. In both experiments, post-F probe RTs were longer than post-R probe RTs at early SOAs. Confirming that participants attended to the memory instructions, there was a significant directed forgetting effect, with greater recognition of R than of F words. These findings contradict the view that directed forgetting in the item-method paradigm is due to the passive decay of nonrehearsed F items; instead, they are consistent with the view that intentional forgetting in an item-method paradigm occurs via the operation of an active, potentially inhibitory, cognitive process.