Long‐Term Effects of an Extensive Cognitive Training on Personality Development

Previous research found that cognitive training increases the Big Five personality trait Openness to Experience during and some weeks after the intervention. The present study investigated whether long‐term changes happen in Openness to Experience and other personality traits after an extensive cognitive training of memory and perceptual speed. The intervention group consisted of 204 adults (20–31 years and 65–80 years; 50% female) who received daily 1‐hour cognitive training sessions for about 100 days. The control group consisted of 86 adults (21–29 years and 65–82 years; 51% female) who received no cognitive training. All participants answered the NEO Five‐Factor Inventory before and 2 years after the cognitive training. Latent change models were applied that controlled for age group (young vs. old) and gender. In the long run, the cognitive training did not affect changes in any facet of Openness to Experience. This was true for young and old participants as well as for men and women. Instead, the cognitive training lowered the general increase of Conscientiousness. Even an extensive cognitive training on memory and perceptual speed does not serve as a sufficient intervention for enduring changes in Openness to Experiences or one of its facets.     

Hand Gesture and Mathematics Learning: Lessons From an Avatar

A beneficial effect of gesture on learning has been demonstrated in multiple domains, including mathematics, science, and foreign language vocabulary. However, because gesture is known to co‐vary with other non‐verbal behaviors, including eye gaze and prosody along with face, lip, and body movements, it is possible the beneficial effect of gesture is instead attributable to these other behaviors. We used a computer‐generated animated pedagogical agent to control both verbal and non‐verbal behavior. Children viewed lessons on mathematical equivalence in which an avatar either gestured or did not gesture, while eye gaze, head position, and lip movements remained identical across gesture conditions. Children who observed the gesturing avatar learned more, and they solved problems more quickly. Moreover, those children who learned were more likely to transfer and generalize their knowledge. These findings provide converging evidence that gesture facilitates math learning, and they reveal the potential for using technology to study non‐verbal behavior in controlled experiments.     

Character Strengths and Life Satisfaction in Later Life: an Analysis of Different Living Conditions

The aim of this study was to explore the role of character strengths and their associations to life satisfaction in older people. We were interested in studying several transitions that are specific for older people: aging, retirement, living alone, and being widowed. We examined the relationships of these demographic characteristics and living conditions with character strengths and studied their effects on the association of character strengths with life satisfaction. In a cross-sectional analysis, 15,598 older adults (aged 46–93 years) who had completed measures on character strengths, life satisfaction, and demographic characteristics and living conditions were selected from an existing database. Overall, analyses revealed positive associations of most character strengths with age, and higher scores in most character strengths for the employed (vs. the retired) and those living with a partner (vs. those living alone), while only few relationships with being widowed (vs. being married) were observed. Further, the contribution of character strengths to life satisfaction generally decreased slightly with age, but increased for certain character strengths, such as modesty or prudence. Also, stronger relationships between several character strengths and life satisfaction were found for retired people and those living alone, while being widowed did not affect these relationships. The results demonstrate how character strengths might contribute to the life satisfaction of older adults in various living conditions and thereby offer a starting point for strengths-based programs in later life.

     

The effects of tail shock on target-biting behavior of confined mice

Mice that are confined in a narrow cylinder readily bite inanimate targets. The following studies were conducted to determine the effects of tail shock on the target biting behavior of two strains of mice. During 20-min daily sessions, ten tail shocks were administered on a fixed-time 2-min schedule. One group of mice received a tone-conditioned stimulus (CS) which terminated with the onset of the shock, and a second group of mice did not. Target bites were collected in eight 15-sec bins over the 2-min trial and cumulated over the session. It was observed that tail shock was followed by an increase in target biting and that there was a comparatively high intershock interval biting rate. In addition, intershock interval biting was suppressed for the duration of the CS. These observations are discussed in terms of the utility of this paradigm for the psychopharmacological assessment of aggressive behavior.     

Events and the ontology of individuals: verbs as a source of individuating mass and count nouns

What does mass-count syntax contribute to the interpretation of noun phrases (NPs), and how much of NP meaning is contributed by lexical items alone? Many have argued that count syntax specifies reference to countable individuals (e.g., cats) while mass syntax specifies reference to unindividuated entities (e.g., water). We evaluated this claim using the quantity judgment method, and tested the interpretation of words used in mass and count syntax that described either protracted, "durative" events (e.g., mass: some dancing; count: a dance), or instantaneous, "punctual" events (e.g., mass: some jumping; count: a jump). For durative words, participants judged, for example, that six brief dances are more dances but less dancing than two long dances, thus showing a significant difference in their interpretation of the count and mass usages. However, for punctual words, participants judged, for example, that six small jumps are both more jumps and more jumping than two long jumps, resulting in no difference due to mass-count syntax. Further, when asked which dimensions are important for comparing quantities of durative and punctual events, participants ranked number as first in importance for durative and punctual words presented in count syntax, but also for punctual words presented in mass syntax. These results indicate that names for punctual events individuate when used in either mass or count syntax, and thus provide evidence against the idea that mass syntax forces an unindividuated construal. They also indicate that event punctuality as encoded by verbs is importantly linked to the individuation of NPs, and may access a common underlying ontology of individuals.     

Two ways to be complex and why they matter: implications for attitude strength and lying

Integrative complexity broadly measures the structural complexity of statements. This breadth, although beneficial in multiple ways, can potentially hamper the development of specific theories. In response, the authors developed a model of complex thinking, focusing on 2 different ways that people can be complex within the integrative complexity system and subsequently developed measurements of each of these 2 routes: Dialectical complexity focuses on a dialectical tension between 2 or more competing perspectives, whereas elaborative complexity focuses on complexly elaborating on 1 singular perspective. The authors posit that many variables have different effects on these 2 forms of complexity and subsequently test this idea in 2 different theoretical domains. In Studies 1a, 1b, and 2, the authors demonstrate that variables related to attitude strength (e.g., domain importance, extremism, domain accessibility) decrease dialectical complexity but increase elaborative complexity. In Study 3, the authors show that counterattitudinal lying decreases dialectical complexity but increases elaborative complexity, implicating a strategic (as opposed to a cognitive strain) view of the lying-complexity relationship. The authors argue that this dual demonstration across 2 different theoretical domains helps establish the utility of the new model and measurements as well as offer the potential to reconcile apparent conflicts in the area of cognitive complexity.     

Memory consolidation during sleep: interactive effects of sleep stages and HPA regulation

Sleep is critically involved in the consolidation of previously acquired memory traces. However, nocturnal sleep is not uniform but is subject to distinct changes in electrophysiological and neuroendocrine activity. Specifically, the first half of the night is dominated by slow wave sleep (SWS), whereas rapid eye movement (REM) sleep prevails in the second half. Concomitantly, hypothalamo-pituitary-adrenal (HPA) activity as indicated by cortisol release is suppressed to a minimum during early sleep, while drastically increasing during late sleep. We have shown that the different sleep stages and the concomitant glucocorticoid release are interactively involved in the consolidation of different types of memories. SWS-rich early sleep has been demonstrated to benefit mainly the consolidation of hippocampus-dependent declarative memories (i.e. facts and episodes). In contrast, REM sleep-rich late sleep was shown to improve in particular emotional memories involving amygdalar function, as well as procedural memories (for skills) not depending on hippocampal or amygdalar function. Enhancing plasma glucocorticoid concentrations during SWS-rich early sleep counteracted hippocampus-dependent declarative memory consolidation, but did not affect hippocampus-independent procedural memory. Preventing the increase in cortisol during late REM sleep-rich sleep by administration of metyrapone impaired hippocampus-dependent declarative memory but enhanced amygdala-dependent emotional aspects of memory. The data underscore the importance of pituitary-adrenal inhibition during early SWS-rich sleep for efficient consolidation of declarative memory. The increase in cortisol release during late REM sleep-rich sleep may counteract an overshooting consolidation of emotional memories.     

The relationship between guardian certification requirements and guardian sanctioning: a research issue in elder law and policy

This study investigated the relationship between guardian certification requirements and guardian sanctioning in the state of Washington. A total of 377 files were examined. Findings show that 52.4% of guardians with an undergraduate degree or higher education are likely to be sanctioned compared with 42.2% with an Associate of Arts (AA) or Technical (Tech) degree, and 36.9% with a high school diploma (HS) or equivalency (GED). Guardians with an undergraduate or higher education are 1.88 times more likely to be sanctioned compared with GED or HS graduates (p < 0.05). However, 83.3% of GED or HS graduates are likely to have more severe sanctions compared with 76.4% undergraduate or higher education, and 47.7% with an AA or Tech degree, respectively. Guardians with an AA or Tech degree are 0.28 times less likely to have more severe sanctions than guardians with an undergraduate degree or higher education (p < 0.01). The results are discussed with respect to guardian registration, licensing, certification and quality; licensing and regulation of other professions; the limitations of the study; and the need for further research.     

Post-traumatic growth and optimism as outcomes of an internet-based intervention for complicated grief

This explorative study examines the effects of an internet-based cognitive-behavioural therapy for complicated grief on post-traumatic growth and optimism. The study is part of a larger randomized controlled trial described in Wagner, Knaevelsrud, and Maercker (2006). The patients were randomly assigned to either a treatment group (n = 26) or a waiting list control condition (n = 25). The internet-based intervention consisted of exposure to bereavement cues, cognitive reappraisal exercises, and a module on integration and restoration. A short form of the Post-traumatic Growth Inventory (PTGI), the Life Orientation Test-Revised (LOT-R), and measures of complicated grief and psychopathological outcomes were administered. Results indicate that post-traumatic growth increased in the treatment group. No treatment effect was found for optimism. These findings contribute to the growing literature on personal growth in psychotherapy.     

Ethnic differences in BMI, weight concerns, and eating behaviors: comparison of Native American, White, and Hispanic adolescents

Evidence suggests that substantial proportions of adolescents, regardless of ethnicity or gender, are engaged in excessive weight control behaviors. Crago and Shisslak (2003), however, have noted that small samples and poorly validated instruments have limited the value of previous ethnic difference studies. Using the McKnight Risk Factor Survey, we compared Native American, White, and Hispanic adolescents. Native students were divided into groups with one (NA-mixed) or two (NA) Native American biological parents. Surveys were completed by 5th through 10th grade students. BMI z-scores were significantly higher for boys and girls in the NA group, and boys in this group were significantly more engaged in weight control behaviors, including purging. A higher percentage of Native and Hispanic girls preferred a larger body size. BMI was positively correlated with weight and shape concerns and with weight control behaviors, regardless of ethnicity or gender. Overweight among Native adolescents may put them at greater risk for eating problems than their White peers.