Generalist genes: implications for the cognitive sciences

In the 'generalist genes' hypothesis, it is suggested that the same genes affect most cognitive abilities and disabilities. This recently proposed hypothesis is based on considerable multivariate genetic research showing that there is substantial genetic overlap between such broad areas of cognition as language, reading, mathematics and general cognitive ability. We assume that the hypothesis is correct and consider here its implications for cognitive neuroscience. In our opinion, the two key genetic concepts of pleiotropy (in which one gene affects many traits) and polygenicity (in which many genes affect a trait) that underlie the generalist genes hypothesis imply a 'generalist brain'. That is, the genetic input into brain structure and function is general not specific.     

Meaningful processing of meaningless stimuli: the influence of perceptual experience on early visual processing of faces

The N170 is an event-related potential component associated with extrastriate visual mechanisms involved in detecting human faces and leading to their characteristic structural encoding. Consequently the N170 discriminates the processing of stimuli providing physiognomic information from the processing of other, similarly complex, visual patterns. We have used this effect to explore the top-down influence of newly acquired experience on the initial visual categorization of physiognomic stimuli. Schematic faces having the inner components mislocated did not elicit an N170 effect in naive participants. However, after normally configured versions of the schematic faces were exposed, suggesting what the ambiguous patterns represented, the same patterns elicited an N170 effect as conspicuous as that elicited by regular schematic faces. This priming effect, which changed the visual processing of distorted faces in extrastriate regions, could not be explained by post-perceptual decisions. Although accounts based on changes in focal attention, or within-vision constraints could not be categorically rejected, this outcome might suggest cognitive penetrability of early visual categorization.     

The prohibited Nietzsche: anti-Nitzscheanism in Soviet Russia

This article discusses the reception of Nietzsche’s philosophy within the USSR. It covers the four phases of Soviet Nietzscheanism between 1920 and 1980, paying specific attention to the Soviet Nietzsche studies of the Stalin epoch. By making use of publications and archive materials, this article reconstructs the historical and logical formation of Nietzsche’s negative image in post-revolutionary Russia that characterized him as an ideologist of imperialism and National Socialism. In addition to this, this article examines the facts impeding the process of Nietzsche’s de-nazification in Russia.     

Is there any evidence of historical slowing of reaction time? No,unless we compare apples and oranges

In this paper, we reconsider a tendency of historical slowing of simple reactions to visual stimuli declared by Woodley et al. (in press). We begin by reconstructing a pendulum similar to that used by Galton and question whether such an instrument could indeed be appropriate for purposes of RT measurement. Next, we screened the other studies used in Woodley's meta-analysis and note the important properties of these studies that make the RTs that they report incomparable to each other. We claim that there is no evidence of the trend of historical increase in RT after these differences between studies are taken into account. Overall, we conclude that any cross-study comparison of RTs is uninformative and cannot provide any evidence for speculating on the topic of historical change in intelligence.     

Development of approximate number sense across the elementary school years: A cross‐cultural longitudinal study

In recent years, there has been growing interest among researchers in exploring approximate number sense (ANS)—the ability to estimate and discriminate quantities without the use of symbols. Despite the growing number of studies on ANS, there have been no cross‐cultural longitudinal studies to estimate both the development of ANS and the cross‐cultural differences in ANS growth trajectories. In this study, we aimed to estimate the developmental trajectories of ANS from the beginning of formal education to the end of elementary school in two countries, Russia and Kyrgyzstan, which have similar organization of their educational systems but differences in socioeconomic status (SES) and in the results of large‐scale educational assessments. To assess the developmental trajectories of ANS, we used a four‐wave longitudinal study with 416 participants from two countries and applied the mixed effect growth approach and the latent class growth approach. Our analysis revealed that the rate of growth in ANS accuracy was higher for the Russian sample than for the Kyrgyz sample and that this difference remained significant even after controlling for fluid intelligence. We identified two latent classes of growth trajectories: the first class had a significant growth in ANS, whereas the second class had no growth. Comparing the distribution of latent classes within the two countries revealed that there was a significantly larger proportion of schoolchildren from the second class in Kyrgyzstan than in Russia.     

Generalist genes and learning disabilities

The authors reviewed recent quantitative genetic research on learning disabilities that led to the conclusion that genetic diagnoses differ from traditional diagnoses in that the effects of relevant genes are largely general rather than specific. This research suggests that most genes associated with common learning disabilities--language impairment, reading disability, and mathematics disability--are generalists in 3 ways. First, genes that affect common learning disabilities are largely the same genes responsible for normal variation in learning abilities. Second, genes that affect any aspect of a learning disability affect other aspects of the disability. Third, genes that affect one learning disability are also likely to affect other learning disabilities. These quantitative genetic findings have far-reaching implications for molecular genetics and neuroscience as well as psychology.     

Butting in vs. being a friend: cultural differences and similarities in the evaluation of imposed social support

Imposed social support can be more harmful than helpful due to its potential to threaten the recipient's autonomy. These findings may reflect cultural contexts that foster autonomy (e.g., European American [EA]). Imposed social support may be interpreted more positively in cultural contexts that place emphasis on mutual responsibility for solving problems (e.g., Russian [RU]). We compared EA (n = 128) and RU (n = 125) young adults' reports of recent episodes of support. EAs were more likely than RUs to be satisfied with these interactions, a difference mediated by levels of nondirective support. Cultural differences emerged in interpretations of support. Unsolicited support from family was interpreted more positively by RUs than by EAs. Thus, although nondirective support contributed to support satisfaction across cultural groups, cultural context influenced young adults' interpretations of imposed support.     

Response time analysis in cognitive tasks with increasing difficulty

In the present study, speeded tasks with differing assumed difficulties of the trials are regarded as a special class of simple cognitive tasks. Exploratory latent growth modeling with data-driven shape of a growth curve and nonlinear structured latent curve modeling with predetermined monotonically increasing functions were used to analyze individual response-time change with an increase in task difficulty and to investigate latent response-time growth variables in relation to cognitive ability. A task that required participants to state the number of dots in a set was used as an example of a simple cognitive task with increasing difficulty; the response latencies obtained in this task and the magnitude of RT-IQ correlations changed depending on the complexity of the trial.Consistent with theoretical predictions, the individual speed of baseline performance was only weakly negatively correlated with each of the three measures of cognitive ability used in the study. The rate of change in response times with increasing task difficulty, estimated as a generalized growth parameter in the exploratory latent growth model, was significantly negatively related to cognitive ability. Response times of less intelligent individuals increased more rapidly in the task with increasing difficulty than the response times of highly intelligent individuals. Within the nonlinear structured latent curve modeling, the growth of response times with an increase in task difficulty was best described by a function that approached an oblique asymptote after an initial interval of convexity. A slope of this oblique asymptote was significantly negatively related to cognitive ability; for less intelligent individuals, the asymptote of response-time change was steeper than that for more intelligent individuals. In addition, a parameter that determined the shape of response-time growth trajectories on the interval of convexity was related to one of the three measures of cognitive ability.     

The Compatibility Between Sociological and Cognitive Neuroscientific Ideas on Consciousness: Is a Neurosociology of Consciousness Possible?

This article considers the possibility of integrating sociological and cognitive neuroscience ideas on consciousness and developing a new research area: neurosociology of consciousnesses. Research was conducted taking into account the limited knowledge on consciousness produced in these disciplines and the necessity of finding ways to study the social roles concerning the neural correlates of consciousness. Applying several ideas on consciousness from these disciplines (intersubjectivity, close connection with collective forms representations, deriving awareness from the brain’s processes, and so on), I show that it is difficult to reconcile the differences in the treatment of consciousness through the simple combination of the different ideas. The integration should be pursued in light of the neuroscientific findings concerning consciousness in different social contexts (role behavior, social interactions, and so on). In integrating the concepts, I predicted the role of time delay in conscious awareness in decision making, synchronization of neural oscillations under conscious perception, and the activations of certain brain zones in correspondence to different conscious cognitive processes for understanding in face-to-face situations. The study reveals that the optimal path for neurosociological research on consciousness is in its primary development without a rigid binding to either sociology or neuroscience.