Positive emotion broadens attention focus through decreased position-specific spatial encoding in early visual cortex: Evidence from ERPs

Recent evidence has suggested that not only stimulus-specific attributes or top-down expectations can modulate attention selection processes, but also the actual mood state of the participant. In this study, we tested the prediction that the induction of positive mood can dynamically influence attention allocation and, in turn, modulate early stimulus sensory processing in primary visual cortex (V1). High-density visual event-related potentials (ERPs) were recorded while participants performed a demanding task at fixation and were presented with peripheral irrelevant visual textures, whose position was systematically varied in the upper visual field (close, medium, or far relative to fixation). Either a neutral or a positive mood was reliably induced and maintained throughout the experimental session. The ERP results showed that the earliest retinotopic component following stimulus onset (C1) strongly varied in topography as a function of the position of the peripheral distractor, in agreement with a near–far spatial gradient. However, this effect was altered for participants in a positive relative to a neutral mood. On the contrary, positive mood did not modulate attention allocation for the central (task-relevant) stimuli, as reflected by the P300 component. We ran a control behavioral experiment confirming that positive emotion selectively impaired attention allocation to the peripheral distractors. These results suggest a mood-dependent tuning of position-specific encoding in V1 rapidly following stimulus onset. We discuss these results against the dominant broaden-and-build theory.     

Girls’ Spatial Skills and Arithmetic Strategies in First Grade as Predictors of Fifth-Grade Analytical Math Reasoning

This study investigated longitudinal pathways leading from early spatial skills in first-grade girls to their fifth-grade analytical math reasoning abilities (N = 138). First-grade assessments included spatial skills, verbal skills, addition/subtraction skills, and frequency of choice of a decomposition or retrieval strategy on the addition/subtraction problems. In fifth grade, girls were given an arithmetic fluency test, a mental rotation spatial task, and a numeric and algebra math reasoning test. Using structural equation modeling, the estimated path model accounted for 87% of the variance in math reasoning. First-grade spatial skills had a direct pathway to fifth-grade math reasoning as well as an indirect pathway through first-grade decomposition strategy use. The total effect of first-grade spatial skills was significantly higher in predicting fifth-grade math reasoning than all other predictors. First-grade decomposition strategy use had the second strongest total effect, while retrieval strategy use did not predict fifth-grade math reasoning. It was first-grade spatial skills (not fifth-grade) that directly predicted fifth-grade math reasoning. Consequently, the results support the importance of early spatial skills in predicting later math. As expected, decomposition strategy use in first grade was linked to fifth-grade math reasoning indirectly through first-grade arithmetic accuracy and fifth-grade arithmetic fluency. However, frequency of first-grade decomposition use also showed a direct pathway to fifth-grade arithmetic reasoning, again stressing the importance of these early cognitive processes on later math reasoning.     

Types of abduction in tool behavior

Tool-use behavior is currently one of the most intriguing and widely debated topics in cognitive neuroscience. Different accounts of our ability to use tools have been proposed. In the first part of the paper we review the most prominent interpretations and suggest that none of these accounts, considered in itself, is sufficient to explain tool use. In the second part of the paper we disentangle three different types of reasoning on tools, characterized by a different distribution of motor and cognitive ingredients. At the conceptual level, these types of reasoning reflect the distinction between three types of abductive inference as they are described in semiotic studies. At the functional level, we suggest that these types of reasoning on tools may correspond to different mental processes, possibly implemented in different regions of the left inferior parietal lobe. This proposal can account for the different interpretations commonly associated with the role of the left parietal cortex in tool use.     

The Role of Childhood Neglect and Childhood Poverty in Predicting Mental Health, Academic Achievement and Crime in Adulthood

This study examines the roles of childhood neglect and childhood poverty (family and neighborhood) in predicting Posttraumatic Stress Disorder (PTSD), Major Depressive Disorder (MDD), academic achievement, and crime in young adulthood. Using existing data from a prospective cohort design study, 1,005 children with documented histories of neglect (N = 507) and matched controls (N = 497) were interviewed in young adulthood (mean age 29). Official criminal histories were also used to assess outcomes. Data were analyzed using logistic and ordinary least squares regressions and hierarchical linear modeling (HLM) to control for neighborhood clustering. Results from HLM revealed that childhood neglect and childhood family poverty uniquely predicted PTSD and adult arrest, MDD was predicted only by childhood family poverty, and a significant interaction between childhood family poverty and childhood neighborhood poverty predicted academic achievement for the control group only. Childhood neglect, childhood family poverty, and childhood neighborhood poverty each contribute to poor outcomes later in life. While interventions should be developed for neglected children to prevent negative outcomes, the current findings suggest that it is also important to consider the ecological context in which these children are growing up.     

Distorted temporal consciousness and preserved knowing consciousness in confabulation: a case study

In this study we describe a patient, TA, who developed a chronic amnesic-confabulatory syndrome, following rupture of a right internal carotid siphon aneurysm. Our aim was to elucidate as fully as possible the nature of TA's impairment and to test the hypothesis of confabulation as reflecting a dysfunction of Temporal Consciousness, i.e., to become aware of something as part of a personal past, present or future. TA's confabulations were present in answers to questions tapping Temporal Consciousness, i.e., autobiographical episodic memory, orientation in time and place, and foresight of personal future. In contrast, confabulations were not observed in answers to questions tapping Knowing Consciousness, i.e., to become aware of something as a meaning or as an element of impersonal knowledge. In fact, he had normal access to semantic knowledge, including foresight of impersonal future. TA's brain MRI showed lesions involving the right hippocampus, parahippocampal gyrus, fornix, mammillary bodies, and thalamus. Moreover TA showed sub-cortical lesions involving the caudate and putamen nuclei bilaterally, a lesion site not commonly described in amnesic-confabulatory syndrome. We suggest that this pattern of results is better accounted for within the framework of the Memory, Consciousness and Temporality Theory and reflects a specific distortion of Temporal Consciousness.     

Defining Compulsive Behavior

Neuropsychology Review - Compulsive tendencies are a central feature of problematic human behavior and thereby are of great interest to the scientific and clinical community. However, no consensus...     

Mental models and language registers in the psychoanalysis of psychosis: An overview of a thirteen‐year analysis2

The author suggests that the use of mental models and language registers may help an analysis to proceed, especially in psychosis, when the patient has not yet developed a mental space that will allow him/her the functions of knowledge and containment of emotions. Models, according to Bion, are a primitive approach to abstraction and a manifestation of the analyst's reverie that enables him/her to transform sense data into alpha‐elements. Ferrari, in a further development of Bion's theories, hypothesises a relationship between the transference and the internal level of body‐mind communication, and proposes the use of language registers to sustain the psychoanalytic process. The author presents several clinical examples from a thirteen‐year, four‐session‐a‐week analysis of a psychotic analysand who was initially confused, paranoid and altogether unable to bring self‐reflective thought to bear on her overwhelming emotions and had, by the end of the analysis, completely recovered from her psychotic symptoms. The clinical material shows how the technical tools of mental models and language registers helped in the construction of a mental space and spatio‐temporal parameters, permitting the patient to tolerate overwhelming concrete emotions and finally to recognise and work through the emotions of an intense transference.