Single, but not multiple pairings of sucrose and corticosterone enhance memory for sucrose drinking and amplify remote reward relativity effects

This study tested whether pre-training pairings of ingestion of a 32% sucrose solution and injection(s) of corticosterone (B) would enhance later ingestion in the absence of B, and whether these effects would carry over into later contrast-like effects when animals were subsequently shifted to 4% sucrose. Frequency-dependence of these pairings was also examined. Three groups of male Sprague-Dawley rats were adrenalectomized (ADX). A fourth group was sham ADX. Each ADX group received three presentations of sucrose and B (666 microg/kg, s.c.). One received unpaired presentations (separated by days), one received two unpaired presentations and one paired (i.e., simultaneous) presentation, and one received three paired presentations. Shams received three sucrose presentations paired with saline. Single, but not multiple pairings of B with ingestion of a 32% sucrose solution enhanced later sucrose ingestion, a memorial-like effect that carried over into later, opposite contrast-like effects upon presentation of a less-preferred 4% sucrose solution. These effects could not be easily ascribed to differences in training, other than the pairing regimen itself, nor to motivational differences at the time of testing, and were presumed to be memorial. The pairing and frequency-dependence of these appetitive phenomena are analogous to what is frequently observed during acute or chronic exposure to aversive situations and/or neuromodulatory stress hormones, in terms of their bidirectional effects on memory. Through effects on memory, stress hormones may modulate reward and reward relativity.     

The experience of counselling for UK egg providers

Objective

The aim of this study was to address current gaps in knowledge regarding the appropriateness and quality of counselling provided to egg donors in the UK.

Methods

The present study used a cross-sectional, qualitative design. Semi-structured interviews were carried out with 29 UK egg donors to explore their experiences of egg donation and the counselling received.

Results

Of the 29 participants, 24 had received counselling. The remaining five did not receive counselling because they were either not accepted as a donor (n = 4) or were offered, but chose not to take up the session (n = 1). The findings are presented in relation to five themes: feeling supported via counselling; feeling well-informed; welcoming an individualised approach; the counselling setting; and thinking about the future.

Conclusion

Egg donors in this study had varying experiences of counselling offered to them as part of the egg donation process in the UK.

Implications

The findings indicate that there are some aspects of counselling in the UK that could be improved, including the routine offering of counselling throughout the egg donation process and the tailoring of counselling to meet egg donors' individual needs.     

Traumatisation,psychological defence style,coping, symptomatology,and social support in HIV-positive: A pilot study

This paper examines degree of traumatisation, defence styles, coping strategies, symptomatology, and social support in a small sample of HIV-positive men and women in an effort to ascertain the psychological implications of living with Human Immunodeficiency Virus (HIV). Traumatisation and the potentially mediating effects of defence styles have only been the subject of a few studies of HIV positives. The study is based on a socio-demographic questionnaire, the Impact of Event Scale, the Defence Style Questionnaire, the Coping Styles Questionnaire, the Trauma Symptom Checklist, and the Crisis Support Scale. A degree of traumatisation that warrants treatment was found together with an association between particular coping strategies and symptomatology, and particular defence styles and symptomatology, respectively. Social support had increased over time, which is contrary to other research findings on social support.     

SINGLE-SEX VERSUS MIXED-SEX CLASSES AND GENDER SCHEMATA IN CHILDREN AND ADOLESCENTS

Positive effects for women and girls of all-female schools have been proposed, although there is relatively little clear empirical support for these beneficial results. Much of the cited research is based on elite all-female institutions or on parochial schools. This study takes advantage of the change of a private, nonparochial school from all girls to both sexes. Longitudinal data from grades 2 through 12 were collected over the course of the academic year to study the results of this transition. Stereotyping declined with age and over time in both types of class-rooms. Girls in single-sex classrooms showed some tendency to be more stereotyped in their perceptions of mixed-sex classrooms than did the girls who were actually in that setting. Thus, none of the measures showed any significant increase over time in stereotyping among girls in mixed-sex classes. Implications of these findings are discussed.     

Regulatory mode effects on counterfactual thinking and regret

The present studies examined the influence of two regulatory mode concerns—a locomotion concern with movement from state to state and an assessment concern with making comparisons [see Higgins, E. T., Kruglanski, A. W., & Pierro, A. (2003). Regulatory mode: Locomotion and assessment as distinct orientations. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology (Vol. 35, pp. 293-344). New York: Academic Press]—on engaging in counterfactual thinking and experiencing post-decisional regret. When contemplating a decision with a negative outcome, it was predicted that high (vs. low) locomotion would induce less counterfactual thinking and less regret, whereas the opposite would be true for high (vs. low) assessment. Locomotion and assessment orientations were measured as chronic individual differences in Study 1 and 2, and were induced experimentally in Study 3. In Study 1 and 3 a purchase scenario with a negative outcome was used to elicit counterfactuals and regret, while in Study 2 participants were asked to recall one of their own personal purchases that had a negative outcome. The results supported our predictions. We discuss the implications of these findings for the nature of counterfactual thinking and regret from the perspective of their relation to regulatory mode.     

Dopaminergic and cholinergic modulations of visual-spatial attention and working memory: insights from molecular genetic research and implications for adult cognitive development

Attention and working memory are fundamental for selecting and maintaining behaviorally relevant information. Not only do both processes closely intertwine at the cognitive level, but they implicate similar functional brain circuitries, namely the frontoparietal and the frontostriatal networks, which are innervated by cholinergic and dopaminergic pathways. Here we review the literature on cholinergic and dopaminergic modulations of visual-spatial attention and visual working memory processes to gain insights on aging-related changes in these processes. Some extant findings have suggested that the cholinergic system plays a role in the orienting of attention to enable the detection and discrimination of visual information, whereas the dopaminergic system has mainly been associated with working memory processes such as updating and stabilizing representations. However, since visual-spatial attention and working memory processes are not fully dissociable, there is also evidence of interacting cholinergic and dopaminergic modulations of both processes. We further review gene-cognition association studies that have shown that individual differences in visual-spatial attention and visual working memory are associated with acetylcholine- and dopamine-relevant genes. The efficiency of these 2 transmitter systems declines substantially during healthy aging. These declines, in part, contribute to age-related deficits in attention and working memory functions. We report novel data showing an effect of dopamine COMT gene on spatial updating processes in older but not in younger adults, indicating potential magnification of genetic effects in old age.     

Observing preschoolers' social-emotional behavior: structure, foundations, and prediction of early school success

Social-emotional behavior of 352 3- and 4-year-olds attending private child-care and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Goals of the investigation included (a) using MPAC-R data to extract a shortened version, MPAC-R/S, comparing structure, internal consistency, test-retest reliability, and stability of both versions; and, using the shortened measure, to examine (b) age, gender, and risk status differences in social-emotional behaviors; (c) contributions of emotion knowledge and executive function to social-emotional behaviors; and (d) contributions of social-emotional behaviors to early school adjustment and kindergarten academic success. Results show that reliability of MPAC-R/S was as good, or better, than the MPAC-R. MPAC-R/S structure, at both times of observation, included emotionally negative/aggressive, emotionally regulated/prosocial, and emotionally positive/productive behaviors; MPAC-R structure was similar but less replicable over time. Age, gender, and risk differences were found. Children's emotion knowledge contributed to later emotionally regulated/prosocial behavior. Finally, preschool emotionally negative/aggressive behaviors were associated with concurrent and kindergarten school success, and there was evidence of social-emotional behavior mediating relations between emotion knowledge or executive function, and school outcomes. The importance of portable, empirically supported observation measures of social-emotional behaviors is discussed along with possible applications, teacher utilization, and implementation barriers.