Do Mindsets Shape Students’ Well-Being and Performance?

“Mindsets (or implicit theories) are people’s lay beliefs about the nature of human attributes, such as intelligence or personality”. Individuals with a fixed mindset believe that intelligence is an unchangeable trait, whereas those with a growth mindset think of it as a malleable quality that can be increased and developed. This study explored the relationships among growth mindset, wellbeing, and performance in a sample of 1,240 students from a multi-campus private university located in 18 states across Mexico. Our results indicated that individuals who scored high in growth (vs. fixed) mindset showed increased levels of wellbeing and also performed better in school. Furthermore, we found that wellbeing mediated the relationship between growth mindset and performance and that the effect of growth mindset on grades was higher among younger students. These findings have interesting implications for psychology and education.     

Knockdown of Nurr1 in the rat hippocampus: implications to spatial discrimination learning and memory

Nurr1 expression is up-regulated in the brain following associative learning experiences, but its relevance to cognitive processes remains unclear. In these studies, rats initially received bilateral hippocampal infusions of control or antisense oligodeoxynucleotides (ODNs) 1 h prior to training in a holeboard spatial discrimination task. Such pre-training infusions of nurr1 antisense ODNs caused a moderate effect in learning the task and also impaired LTM tested 7 d later. In a second experiment, ODN infusions were given immediately after the animals had received two sessions of training, during which all animals showed normal learning. Although antisense treated rats were significantly impaired during the post-infusion stages of acquisition of the task, no group differences were observed during the LTM test given 7 d later. These animals were subjected 3 d later to reversal training in the same maze in the absence of any additional treatments. Remarkably, rats previously treated with antisense ODNs displayed perseveration: The animals were fixated with the previously learned pattern of baited holes, causing them to be significantly impaired in the extinction of acquired spatial preferences and future learning. We postulate that Nurr1 function in the hippocampus is important for normal cognitive processes.     

Hippocampal gene expression profiling in spatial discrimination learning

Learning and long-term memory are thought to involve temporally defined changes in gene expression that lead to the strengthening of synaptic connections in selected brain regions. We used cDNA microarrays to study hippocampal gene expression in animals trained in a spatial discrimination-learning paradigm. Our analysis identified 19 genes that showed statistically significant changes in expression when comparing Nai;ve versus Trained animals. We confirmed the changes in expression for the genes encoding the nuclear protein prothymosin(alpha) and the delta-1 opioid receptor (DOR1) by Northern blotting or in situ hybridization. In additional studies, laser-capture microdissection (LCM) allowed us to obtain enriched neuronal populations from the dentate gyrus, CA1, and CA3 subregions of the hippocampus from Nai;ve, Pseudotrained, and spatially Trained animals. Real-time PCR examined the spatial learning specificity of hippocampal modulation of the genes encoding protein kinase B (PKB, also known as Akt), protein kinase C(delta) (PKC(delta)), cell adhesion kinase(beta) (CAK(beta), also known as Pyk2), and receptor protein tyrosine phosphatase(zeta/beta) (RPTP(zeta/beta)). These studies showed subregion specificity of spatial learning-induced changes in gene expression within the hippocampus, a feature that was particular to each gene studied. We suggest that statistically valid gene expression profiles generated with cDNA microarrays may provide important insights as to the cellular and molecular events subserving learning and memory processes in the brain.     

Development of an ethanol model using social insects: II. Effect of Antabuse on consumatory responses and learned behavior of the honey bee (Apis mellifera L.)

The ability of Antabuse (disulfiram) to influence ethanol consumption and learning in harnessed honey bees was investigated. In the first series of experiments a factorial design was used with 5 levels of ethanol concentration (0%, 1%, 5%, 10%, 20%), 4 doses of Antabuse (0, 37 microg/g, 3.7 microg/g, .37 microg/g), and 2 testing intervals (1 min., 10 min.). Animals were fed a single 1 microl dose of Antabuse and contact time with an ethanol solution measured. A second series of experiments investigated the influence of Antabuse on the formation of Pavlovian conditioning of the proboscis extension reflex. A factorial design was used with two levels of training (paired, unpaired), three levels of ethanol (0%, 1%, 5%), and 2 levels of pretreatment (distilled water, 3.7 microg/g). Analysis of the consumption experiments indicate that pretreatment with Antabuse reduces ethanol intake, although there was substantial variability. The findings of the Pavlovian experiments suggest that pretreatment with Antabuse significantly reduced responding to a CS signaling the availability of ethanol.     

Measuring individual and cultural differences in implicit trait theories

A new measure of implicit theories or beliefs regarding the traitedness versus contextuality of behavior was developed and tested across cultures. In Studies 1 (N = 266) and 2 (N = 266), these implicit beliefs dimensions were reliably measured and replicated across U.S. college student samples and validity evidence was provided. In Study 3, their structure replicated well across an individualistic culture (the United States; N = 249) and a collectivistic culture (Mexico; N = 268). Implicit trait and contextual beliefs overlapped only modestly with implicit entity theory beliefs and were predicted by self-construals in ways that generally supported cultural psychology hypotheses. Implicit trait beliefs were fairly strongly endorsed in both cultures, suggesting that such beliefs may be universally held.     

Boundedness and legitimacy in public planning

This article has two objectives: (1) to map some of the structural limitations to scientific or rational public planning; and (2) to explore the implications of this for a reconceptualization of the legitimacy of public planning. It is argued that some of the limitations to planning are inherent to the planning process in the sense that they cannot be fully mitigated through the refinement of procedures. They come to represent sources of “basic boundedness” that have to be addressed through a radical reinterpretation of the policy process itself. He is currently engaged in a project on systems risks and insurance issues associated with nuclear disasters. The author is especially indebted to Professor Aant Elzinga and Merle Jacob at Gothenburg University for input on this article.     

Brain mapping in dysphonemic dyslexia: in resting and phonemic discrimination conditions.

Topographic mapping of EEG bands and alpha asymmetry were analyzed during resting conditions and an auditory phonemic discrimination task (APD) in carefully screened samples of 9.0- to 12-year-old control and dysphonemic-sequencing dyslexic children. The EEG was recorded over the entire scalp, with a linked ears reference. We found: (1) no differences between groups during resting conditions in any frequency band analyzed; (2) a left hemisphere alpha responsiveness in dyslexic children during the APD condition; and (3) a beta 2 decrease in the left posterior quadrant in dyslexics during the APD condition. We conclude that the lower alpha and beta 2 responsiveness may be due to a diminished cortical reactivity and may be related to intrinsic disorganization of the neural processors associated directly with the APD task demands, the alpha activity reflecting poor attention to an external stimuli source and the beta 2 decrease reflecting an unusual processing associated with the linguistic cognitive requirements.     

Fear,attachment and affiliation: The interaction of functional systems in 8- and 12-month-old infants

In this research fear of strangers has been analysed as it interacts with attachment and affiliation, and in relation to developmental level, in conditions most similar to the natural situations where encounters with unfamiliar persons take place. A total of 30 infants and their mothers participated. The children were divided into two groups (8-9 and 11-12 months). Each infant was approached by two females, who, in turn, produced either of two natural sequences. Our results allowed us to confirm the universality of fear and its coexistence and interaction with attachment and affiliation. As far as the role that developmental level plays, it was noted that in the 12-month-old infants fear reactions were more intense than in the younger ones. Furthermore, the attachment system was more activated in the older group in the intrusive episodes, but when the threatening nature of the situation decreased, attachment was activated less in the 12-month-old group. Another difference was related to control resources. While in the younger infants we observed a tendency to control their own emotional state, the 12-month-old infants tried to gain control over the stranger. These results were interpreted by considering the adaptative value of an increase with age of the capacity to evaluate a situation's threat value, of attachment security, and of behavioural resources permitting some control over the stranger's behaviour.