The role of vision in the development of finger-number interactions: Finger-counting and finger-montring in blind children

Previous research has suggested that the use of the fingers may play a functional role in the development of a mature counting system. However, the role of developmental vision in the elaboration of a finger numeral representation remains unexplored. In the current study, 14 congenitally blind children and 14 matched sighted controls undertook three different test batteries that examined (a) general cognitive abilities, (b) the spontaneous use of finger-counting and finger-montring strategies (where “finger-montring” is a term used to characterize the way people raise their fingers to show numerosities to other people), and (c) the canonicity level of the finger-counting and finger-montring habits. Compared with sighted controls, blind children used their fingers less spontaneously to count and in a less canonical way to count and show quantities. These results demonstrate that the absence of vision precludes the development of a typical finger numeral representation and suggest that the use of canonical finger-counting and finger-montring strategies relies on the visual recognition of particular hand shapes.     

Relation between physical activity and academic performance in 3rd-year secondary education students

The main aim of this study was to analyze the relationship between the amount of physical activity and academic performance in 3rd-year secondary education students. The sample was taken from three secondary schools in the area of Barcelona. 284 students (158 girls, 126 boys) with an average age of 14.7 yr. participated. The International Physical Activity Questionnaire was used by students to self-report their amount of physical activity. Students' academic records were obtained for comparisons. Results showed that there was a linear relationship between academic performance and physical activity; nevertheless, there was a trend to stronger correlation when modeling the relationship between these variables with a quadratic equation. Further research should focus on whether academic performance and physical activity might be better explained with a second-order equation.     

Increased sensitivity to proactive interference in amnestic mild cognitive impairment is independent of associative and semantic impairment

Episodic memory deficit is the hallmark of amnestic mild cognitive impairment (aMCI). There is, however, an overlap in performance among patients with aMCI and elderly controls (EC). The memory deficit in aMCI therefore needs to be better characterized. Studies have shown that associative memory is selectively impaired in aMCI, and recent work suggested that aMCI may be hypersensitive to semantic proactive interference (PI). It is not known whether this increased PI is related to associative or semantic impairment. EC (n = 44) and patients with aMCI (n = 30) performed two tasks presenting a gradually increasing PI effect across four lists. One task used semantic cueing, the other phonological cueing. We controlled for associative memory by introducing it as a covariate and by matching our subjects for it. Patients with aMCI had a greater PI effect than EC matched for associative memory, regardless of the type of cueing. The increased PI effect in patients with aMCI is independent of their associative and semantic impairment.     

Use of the MMPI-2 With Chicanos: Strategies for Counselors

The Minnesota Multiphasic Personality Inventory–2 (MMPI-2) is frequently used by professional counselors to assess Chicano or Mexican American clients in various mental health settings. It is important to understand how ethnic and sociocultural variables (e.g., ethnic identity, acculturation, or racism) may influence the assessment process. This article presents strategies for the culturally competent use of the MMPI-2 with this burgeoning Hispanic subpopulation.     

Epinephrine Effects on Memory Are Not Dependent on Hepatic Glucose Release

Epinephrine released or administered soon after a given training task modulates memory processes. Since epinephrine does not readily cross the blood–brain barrier, studies have suggested that some of the central effects of epinephrine might be mediated by peripheral release of glucose. These experiments examined the involvement of blood glucose levels in the posttraining effects of peripherally administered epinephrine. The effects of the administration of epinephrine (25 and 625 mg/kg) on memory of an inhibitory avoidance task were evaluated in fed and fasted rats (depleted glycogen stores in liver). Blood glucose levels after the task in each group were also measured. Female Wistar rats were divided in two groups. Fed and 48-h-fasted animals were submitted to the inhibitory avoidance task and received ip epinephrine or saline immediately after training. The test session was carried out 48 h after training. Epinephrine (25 or 625 mg/kg) caused an increased glycemia in fed rats, but no effect was observed in fasted animals. Administration of epinephrine 25 mg/kg induced a facilitation of memory, while epinephrine 625 mg/kg impaired retention (either in fasted or in fed animals). There was no relation between increased glycemia induced by epinephrine and its effects on memory, since this drug presented its classical effects independently of the previous state of the animal (fed or fasted). The results of the present study suggest that the effects of systemic released or administered epinephrine on memory processes are not dependent on hepatic glucose release.     

THE REEDUCATION OF APHASICS: THE PROBLEM OF THE REEDUCATION STRATEGIES

Aside from the different schools of therapy in reeducational neuropsychology, an overview of the main strategies used by therapists allows us to distinguish three principal techniques: reestablishing strategies, reorganisation strategies, and the use of mental prothèses. It seems to us less a question of choosing the correct strategy than of carefully considering the different pathological contexts in which they will be applied. The concern with strategies indicates, of course, that there is a certain contradiction in wishing to combine their use in the treatment of the same problem. Reestablishing strategies are undoubtedly adequate in pathological contexts with rapidly evolving semiology and where the qualitative analysis of the recovery seems to indicate that there is in fact a progressive renewal of conditions prior to the cerebral attack. The reorganisation strategies are indicated where it seems possible to circumvent the defective processes in the midst of a functional network with clearly defined contours. Their effectiveness is, it seems, subordinate to the selective nature of the problems. Finally, the strategies involving the use of prothèses should not be attempted except as a last resort where no progress can be expected by direct intervention.     

Characterizing cognition in ADHD: beyond executive dysfunction

The hypothesis that Attention-Deficit/Hyperactivity Disorder (ADHD) reflects a primary inhibitory executive function deficit has spurred a substantial literature. However, empirical findings and methodological issues challenge the etiologic primacy of inhibitory and executive deficits in ADHD. Based on accumulating evidence of increased intra-individual variability in ADHD, we reconsider executive dysfunction in light of distinctions between 'hot' and 'cool' executive function measures. We propose an integrative model that incorporates new neuroanatomical findings and emphasizes the interactions between parallel processing pathways as potential loci for dysfunction. Such a reconceptualization provides a means to transcend the limits of current models of executive dysfunction in ADHD and suggests a plan for future research on cognition grounded in neurophysiological and developmental considerations.     

Finger-digit compatibility in Arabic numeral processing

Finger-digit response compatibility was tested by asking participants to identify Arabic digits by pressing 1 of 10 keys with all 10 fingers. The direction of the finger-digit mapping was varied by manipulating the global direction of the hand-digit mapping as well as the direction of the finger-digit mapping within each hand (in each case, from small to large digits, or the reverse). The hypothesis of a left-to-right mental number line predicted that a complete left-to-right mapping should be easier whereas the hypothesis of a representation based on finger counting predicted that a counting-congruent mapping should be easier. The results show that when all 10 fingers are used to answer, a mapping congruent with the prototypical finger-counting strategy reported by the participants leads to better performance than does a mapping congruent with a left-to-right oriented mental number line, both in palm-down and palm-up postures of the hands, and they demonstrate that finger-counting strategies influence the way that numerical information is mentally represented and processed.     

Coordination of voluntary and stimulus-driven attentional control in human cortex

Visual attention may be voluntarily directed to particular locations or features (voluntary control), or it may be captured by salient stimuli, such as the abrupt appearance of a new perceptual object (stimulus-driven control). Most often, however, the deployment of attention is the result of a dynamic interplay between voluntary attentional control settings (e.g., based on prior knowledge about a target's location or color) and the degree to which stimuli in the visual scene match these voluntary control settings. Consequently, nontarget items in the scene that share a defining feature with the target of visual search can capture attention, a phenomenon termed contingent attentional capture. We used functional magnetic resonance imaging to show that attentional capture by target-colored distractors is accompanied by increased cortical activity in corresponding regions of retinotopically organized visual cortex. Concurrent activation in the temporoparietal junction and ventral frontal cortex suggests that these regions coordinate voluntary and stimulus-driven attentional control settings to determine which stimuli effectively compete for attention.