Lack of flexibility in visual grouping in patients with schizophrenia

The study attempted to distinguish automatic grouping processes from top-down processes in a visual perceptual task in 30 patients with schizophrenia and 30 matched controls. Participants decided whether 7 figures were all different or whether 2 adjacent figures were identical. The distance between figures was manipulated to produce 3 separated pairs of figures, the targets belonging to either the same pair (within-group trials) or different pairs (between-groups trials). As controls, patients benefited from proximity for grouping. Top-down processes were explored by manipulating the proportion of within-group and between-groups trials in 3 experimental blocks. In patients, response times (RTs) decreased for within-group trials when within-group trials were more frequent, indicating that performance was correctly adapted to the type of block. Unlike controls, however, this RT decrease was not accompanied by a cost for between-groups trials. Ocular movement recordings revealed that controls were able to focus on between-groups regions selectively when between-groups trials were more frequent, whereas patients were unable to do so. The authors suggest that top-down processes allowing the construction of a selective representation of between-groups regions are impaired in patients with schizophrenia.     

Dysexecutive syndrome in Parkinson’s disease: the GREFEX study

The objectives of this study were to characterize the frequencies and profiles of behavioral and cognitive dysexecutive syndromes in PD (based on validated battery and diagnostic criteria) and to develop a shortened diagnostic battery. Eighty-eight non-demented patients with a diagnosis of PD were examined with an executive validated battery. Using a validated framework, the patients’ test results were interpreted with respect to normative data from 780 controls. A dysexecutive syndrome was observed in 80.6% of the patients [95% confidence interval: 71.1–90.1]. The dysexecutive profile was characterized by prominent impairments in deduction, flexibility, inhibition and initiation in the cognitive domain, and by global hypoactivity with apathy and hyperactivity in the behavioral domain. This finding implies that patients with PD should be assessed with cognitive tests and a validated inventory for behavioral dysexecutive syndromes. A shortened battery (based on three cognitive tests and three behavioral domains) provided high diagnostic accuracy.     

Dispositional happiness and affective forecasting: General or specific effect?

Recent findings suggest that dispositional traits can influence personal affective forecasting. In this study, we investigated the relationship between dispositional happiness and affective prediction about academic performance among undergraduate students. Participants were asked to predict their emotional reactions on a 7-point Likert scale in regard to an important exam’s result two months prior obtaining their results. All the participants were contacted by SMS (Short Text Message) 8 h after the results were available and were requested to rate their actual emotional feelings on the same scale. According to their scores on the subjective happiness scale, participants were assigned into ‘happy’ and ‘unhappy’ groups. Results show no emotional prediction differences between the two groups for extreme results (i.e. good and bad results). In contrast, happy participants predicted less negative emotional feelings than unhappy ones for moderate results. No differences appear for the emotional feelings assessed the day they received their exam’s scores. These findings support the idea that dispositional happiness is related to emotional prediction and, more particularly, indicate that happiness induces more positive feelings concerning moderate future events, but not for extreme ones. This study suggests that happiness induces a positive view about emotional coping for future intermediate accomplishments only and not a positive view of the future in general.     

Attentional Processing of Letter Strings by Children

Reading a letter string requires attentional orienting toward the beginning of the string (left-dominant orientation), followed by orienting along the string. These attentional-orienting processes differ according to the lexicality of the letter string: Sequential processes apply when reading nonwords or pseudowords, while words can be processed more globally. The aim of this study was to evaluate the development of these attentional processes involved in reading. We conducted two experiments in 6- (first grade), 7- (second grade), and 9-year-old (fourth grade) children, using a procedure that required the detection of a letter (Experiment 1) or a nonletter (Experiment 2) target in a string of five characters. The target character could occur in the second (left) or fourth (right) position in the string. Results showed an advantage for left nonletter targets as early as age 6 and of left letter targets as early as age 7. In 6-year-olds, only good readers detected a left letter target faster than a right letter target; others detected a right letter target faster. Thus, dominant orienting toward the beginning of the letter string is not fully developed in children before the second year of reading. A possibility is that beginning readers have difficulties inhibiting an attention-orienting bias toward the right visual field in linguistic tasks. The results also showed that the lexicality effect on these attentional processes develops gradually until the fourth year of reading. We believe that the procedure used in this study will be very valuable for evaluating attentional difficulties during reading acquisition.     

Gender stereotype–consistent memories: How system justification motivation distorts the recollection of information related to the self

Research based on system justification theory has shown that women’s self-perceptions may be altered by the motivation to justify the system and its inequalities. Self-perceptions being built on past experiences, the present study aimed to explore how system justification motivation induced through a system dependency manipulation may alter both women’s recall of autobiographical memories and their behavior. Women who were led to feel highly dependent on the social system perceived themselves as more competent and recalled memories of higher competence in the verbal domain compared with the negatively stereotyped scientific domain. Women’s behavioral choices (between doing a verbal or a math exercise) also revealed a higher preference for the gender stereotype–consistent verbal exercise in the high–system dependency condition, as compared with the low–system dependency condition. These results suggest that gender stereotypes may not only satisfy self- or group-serving motivation but also the need to perceive the system in a positive light.     

The human newborn’s umwelt: Unexplored pathways and perspectives

Historically, newborns, and especially premature newborns, were thought to “feel nothing.” However, over the past decades, a growing body of evidence has shown that newborns are aware of their environment, but the extent and the onset of some sensory capacities remain largely unknown. The goal of this review is to update our current knowledge concerning newborns’ perceptual world and how ready they are to cope with an entirely different sensory environment following birth. We aim to establish not only how and when each sensory ability arises during the pre-/postbirth period but also discuss how senses are studied. We conclude that although many studies converge to show that newborns are clearly sentient beings, much is still unknown. Further, we identify a series of internal and external factors that could explain discrepancies between studies, and we propose perspectives for future studies. Finally, through examples from animal studies, we illustrate the importance of this detailed knowledge to pursue the enhancement of newborns’ daily living conditions. Indeed, this is a prerequisite for assessing the effects of the physical environment and routine procedures on newborns’ welfare.     

Information Privacy for Technology Users With Intellectual and Developmental Disabilities: Why Does It Matter?

This article aims to explore the attitudes and behaviors of persons with intellectual and developmental disabilities (IDD) related to their information privacy when using information technology (IT). Six persons with IDD were recruited to participate to a series of 3 semistructured focus groups. Data were analyzed following a hybrid thematic analysis approach. Only 2 participants reported using IT every day. However, they all perceived IT use benefits, such as an increased autonomy. Participants demonstrated awareness of privacy concerns, but not in situations involving the use of technology; their awareness is not transferred to the abstract context of IT use. Privacy breaches were revealed to be a major risk for persons with IDD, who did not seem to understand how their personal information was used. Most protection mechanisms and tools reported were those suggested and implemented by caregivers and close relatives who had a great influence on the participants’ attitudes and behaviors toward IT and privacy. Our findings suggest that when using IT, persons with IDD often experience the consequences of a trade-off between autonomy and privacy. Further research and action is needed to support persons with IDD to understand and balance the benefits of IT use and the inherent threats to information privacy.     

Self and identity in social anxiety disorder

Models of social anxiety (SA) place the self as an organizing and causal center involved in the maintenance of this condition. An integrative conceptual framework for the understanding of the self is used to review the literature on the self in SA. Two main distinctions are emphasized: the self-as-a-subject (I-self) versus self-as-an-object (Me-self), and the evolutionary-based distinction of social rank versus affiliation. We argue that (a) although much progress has been made in understanding the association between SA and Me-self, the association between SA and I-self remains largely unexplored (with the important exception of anxiety-related processes in social situations); and (b) experiences and representations of the self in SA center on social rank. We suggest that in SA, social rank themes constitute the linchpins of identity, defined as the content and structure of the Me-self. We speculate that processes related to low social rank contribute to the focus on representational (Me), rather than experiential (I), self-aspects. Finally, we delineate the ways in which such an understanding may direct and refine the construction of novel, individually tailored, therapeutic approaches.