Overweight and cognition

There is a growing concern among health authorities that an increasing number of people in the Western world become overweight and even obese. It is well known that obesity is related to several diseases (e.g., diabetes, stroke, and high blood pressure) and that such diseases related to obesity lead to early death. It has also been discussed whether overweight and obesity in themselves or in relation to such diseases lead to cognitive decline. On the basis of data from a large, population‐based, prospective study we examined three cognitive domains: episodic memory, semantic memory, and spatial ability. Two body measures were used to define normal weight and overweight, body‐mass index and waist/hip ratio. Although these two body measures reveal quite different prevalence data of overweight, the associations between overweight and cognition are similar. For episodic memory, overweight interacts with age, but when controlling for hypertension, stroke and diabetes, this interaction disappears. For semantic memory, normal weight participants outperform overweight participants even after controlling for these diseases. For spatial ability, the well‐established advantage for men holds for young‐old and old‐old normal‐weight participants. For overweight participants, this advantage holds for middle‐age participants only. We conclude that there is a weight‐cognition relationship even after controlling for obesity‐related diseases. The results are discussed in terms of possible biological mechanisms.     

Of snakes and faces: An evolutionary perspective on the psychology of fear

Snakes and faces are unique stimuli because they are deeply grounded in evolutionarily shaped behavior systems. Snakes are the prototypical stimulus in a predatory defense system promoting escape from predators, which prepares primates for efficient processing, attentional priority, and rapid fear acquisition to snakes and other stimuli related to predation. The social submissiveness system plays a similar role on the social arena by promoting yielding to dominant individuals without jeopardizing the protection of the group. Supporting these theoretical propositions, empirical data from a research program spanning four decades demonstrate enhanced fear conditioning to snakes and threatening faces compared to neutral stimuli, as well as fast nonconscious processing of, and prioritized attention to, snakes and threatening faces. Human brain‐imaging data show that these effects are mediated by an extensive fear‐network centering on the amygdala.     

Perceptions of Threat and Expressions of Prejudice Toward the New Minorities of Western Europe

This article presents a group position model of prejudice and a set of individual-level theoretical approaches to explain prejudice toward immigrants, who are a relatively new minority group in Western Europe. It specifically tests the effects of the perceived threat posed by the new minorities to the dominant group position of the citizens in the European nation-states. Threat is measured both as individuals’ perceptions of threat over economic and sociocultural resources and as contextual factors. Results show that individuals’ perception of threat to their ingroup’s position has the most powerful effect on prejudice, whereas context does not seem to matter. The findings imply that sources of perceived threat should be addressed to help reduce prejudice.     

Decomposing coronary-prone behavior: Dimensions of type a behavior in the Videotaped Structured Interview

This study examined the factorial structure of data generated in the Videotaped Structured Interview for assessment of Type A behavior. Based on the literature, it was argued that there are at least three distinct concepts of Type A behavior, focused on competitiveness and pressured drive, speech characteristics, and hostility, respectively. These three concepts were clearly represented among the factors from factor analyses based on data from 282 subjects. Three factors represented speech and psychomotor characteristics, where the first reflected interactions between subject and interviewer (e.g., response latency, interruptions), the second tempo of speech (accelerating, dysrhythmic and rapid speech), and the third oral gestures (e.g., expiratory sighs). Hostility was reflected in two factors, one defined by emotional intensity (e.g., anger when recalling paat event) and the other hostility expressed towards the interviewer. Pressured drive dominated a content factor reflecting self-awareness of Type A behavior. Finally, there was one factor related to psychomotor tension. Through further factor and item analyses, it was possible to combine these factors into three homogeneous and moderately intercorrelated subscales of Type A behavior reflecting Hostility, Speech Characteristics, and Self-Awareness of Type A behavior. These scales showed good interrater agreement and stability over two years. The Self-Awareness Scale was highly correlated with self-report measures of Type A behavior. The Hostility Scale, on the other hand, was moderately related to measures of Type A behavior, anger and hostility, but was unrelated to anxiety. The Speech Characteristic Scale, finally, was virtually unrelated to psychometric measures.     

Therapeutic factors in interactional inpatient groups: Results from a Turkish sample

Therapeutic factors in an inpatient group from Turkey are presented. A total of 40 patients were seen over a period of 2 years and each patient was given Yalom's (1983) 60-item therapeutic factor list on discharge. The first four most valued therapeutic factor groups were Catharsis, Existential Factors, Cohesiveness and Hope. There were significant differences in the highly valued factors in different diagnostic groups. Patients with diagnoses of anxiety/somatization and borderline/identity problem preferred factors resembling those in many out-patient studies. The results are discussed in the light of relevant literature.     

Action and emotion in everyday life

This study of naturally occurring behaviour employed a "beeper technique" to investigate the actions carried out by 152 subjects in eight different groups, viz. adult students, employed students who were also parents, unemployed, art students, doctoral students, alcoholics, retired people and a control group. Actions were sampled for seven subsequent days, five times per day between 8 a.m. and 10 p.m. at randomly selected occasions. Each action was rated on a number of variables, shortly after it was sampled (median delay approximately 10 min). Some of the findings were: Time allocation corresponded well with national estimates. Being under situational control was highly aversive. Instrumental and consummatory orientations correlated positively. The background variables were, on the whole, only rather weakly related to action ratings, but it was found that women and retired persons tended to report a higher level of well-being.     

From response-set to prediction hypotheses: Rule acquisition among preschoolers and second graders

It was proposed that prediction hypotheses do not emerge full blown in the repertoire of the young child. Instead, the component units out of which predictions are consolidated (win-stay, lose-shift) are acquired independently and at different rates. The young child's behavior is at first dominated by response sets in which the win and lose components involve the same action (win-stay, lose-stay or win-shift, lose-shift). The components of response sets must be separated and coordinated with task-relevant information before appropriate components are consolidated to yield prediction hypotheses. A combination of learning-set and blank-trial procedures was used to evaluate this conception with preschoolers (mean CA = 4:1) and second graders (mean CA = 7:6). Results revealed that children of both age levels exhibited response patterns that corresponded to hypotheses in most of their probes (.89 to. 98). The striking finding was the relative weakness of win-stay on object cues at the outset of acquisition, particularly among the younger children. In contrast. lose-shift object was strong from the outset among children of both age levels. Once the two components (win-stay object, lose-shift object) were consolidated, the resulting scheme was durable, in that transfer to more complex problems was nearly perfect. Children who did not achieve criterion (in 70 problems) failed because they exhibited mostly position hypotheses and/or because the strength of win-stay object remained weak throughout all sessions.