Dolphin pointing is linked to the attentional behavior of a receiver

In 2001, Xitco et al. (Anim Cogn 4:115–123) described spontaneous behaviors in two bottlenose dolphins (Tursiops truncatus) that resembled pointing and gaze alternation. The dolphins spontaneous behavior was influenced by the presence of a potential receiver, and the distance between the dolphin and the receiver. The present study adapted the technique of Call and Tomasello [(1994) J Comp Psychol 108:307–317], used with orangutans to test the effect of the receivers orientation on pointing in these same dolphins. The dolphins directed more points and monitoring behavior at receivers whose orientation was consistent with attending to the dolphins. The results demonstrated that the dolphins pointing and monitoring behavior, like that of apes and infants, was linked to the attentional behavior of the receiver.     

Call recognition in chicks of the Australian brush-turkey (Alectura lathami)

Most birds rely on imprinting and experience with conspecifics to learn species-specific recognition cues. Australian brush-turkeys (Alectura lathami) do not imprint and form no bonds with parents. They hatch asynchronously, disperse widely and meet juvenile conspecifics at an unpredictable age. Nevertheless, in captivity, hatchlings respond to other chicks. A recent study, which involved the use of robotic models, found that chicks prefer to approach robots that emit specific visual cues. Here, we evaluated their response to acoustic cues, which usually play an important role in avian social cognition. However, in simultaneous choice tests, neither 2-day-old nor 9-day-old chicks preferred the choice arm with playback of either chick or adult conspecific calls over the arm containing a silent loudspeaker. Chicks of both age classes, however, scanned their surroundings more during chick playback, and the response was thus consistent in younger and older chicks. We also presented the chicks with robotic models, either with or without playback of chick calls. They did not approach the calling robot more than they did the silent robot, indicating that the combination of visual and acoustic cues does not evoke a stronger response. These results will allow further comparison with species that face similar cognitive demands in the wild, such as brood parasites. Such a comparative approach, which is the focus of cognitive ecology, will enable us to further analyse the evolution and adaptive value of species recognition abilities.     

Emotion Concepts and Self-Focused Attention: Exploring Parallel Effects of Emotional States and Emotional Knowledge

Many experiments have found that emotional experience affects self-focused attention. Several approaches to cognition and emotion predict that conscious emotional experience may be unnecessary for this effect. To test this hypothesis, two experiments primed emotion concepts without affecting emotional experience. In Experiment 1, subliminal exposure to sad faces (relative to happy faces and neutral faces) increased self-focused attention but not subjectively experienced affect. In Experiment 2, a scrambled-sentences task that primed happy and sad emotion concepts increased self-focused attention relative to a neutral task. Thus, simply activating knowledge about emotions was sufficient to increase self-focused attention. The discussion considers implications for research on how emotional states affect self-awareness.

Discrimination and categorization of photographs of natural objects by chimpanzees (Pan troglodytes)

Two experiments assessed the ability of four adult female chimpanzees to categorize natural objects. Chimpanzees were initially trained to match different color photographs of familiar objects from four possible categories. In training, all the comparison stimuli were from the same category in one condition, and from different categories in another condition. For all subjects, training performance was consistently better for the "different category" than for the "same category" trials. Probe trials were shown after training. In probe trials, the sample and positive comparison stimuli were different items from the same category, and the foils were selected from among the three other test categories. Individual performance was above chance in probe trials, suggesting that categorization by chimpanzees may transcend perceptual resemblance. These results were later replicated with novel stimulus items from the same four categories (experiment 2). Altogether, this research demonstrates that chimpanzees grouped perceptually different exemplars within the same category, and further suggests that these animals formed conceptual representations of the categories. Accepted after revision: 10 August 2001 Electronic Publication     

The management of unwanted pre-sleep thoughts in insomnia: distraction with imagery versus general distraction

Insomniacs commonly complain that they are unable to get to sleep at night due to unwanted thoughts, worries and concerns. The present study investigated whether brief training in identifying and elaborating an interesting and engaging imagery task for use during the pre-sleep period can reduce unwanted pre-sleep cognitive activity and sleep onset latency. Forty one people with insomnia were given one of three instructional sets to follow on the experimental night; instructions to distract using imagery, general instructions to distract, or no instructions. Based on previous findings reported by Salkovskis & Campbell (1994) 'Behaviour Research and Therapy 32 (1994) 1' and ironic control theory (Wegner, 1994) 'Psychological Review 101 (1994) 34', it was predicted that (1) "imagery distraction" would be associated with shorter sleep onset latency and less frequent and distressing pre-sleep cognitive activity compared to the "no instruction" group and that (2) "general distraction" would be associated with longer sleep onset latency and more frequent and distressing pre-sleep cognitive activity compared to the "no instruction" group. Support was found for the first but not the second prediction. The success of the "imagery distraction" task is attributed to it occupying sufficient "cognitive space" to keep the individual from re-engaging with thoughts, worries, and concerns during the pre-sleep period. In addition, "imagery distraction" involved a very specific alternative cognitive task hence the operating process was given a feature positive search, conditions where mental control is likely to be achieved.     

Explaining modulation of reasoning by belief

Although deductive reasoning is a closed system, one's beliefs about the world can influence validity judgements. To understand the associated functional neuroanatomy of this belief-bias we studied 14 volunteers using event-related fMRI, as they performed reasoning tasks under neutral, facilitatory and inhibitory belief conditions. We found evidence for the engagement of a left temporal lobe system during belief-based reasoning and a bilateral parietal lobe system during belief-neutral reasoning. Activation of right lateral prefrontal cortex was evident when subjects inhibited a prepotent response associated with belief-bias and correctly completed a logical task, a finding consistent with its putative role in cognitive monitoring. By contrast, when logical reasoning was overcome by belief-bias, there was engagement of ventral medial prefrontal cortex, a region implicated in affective processing. This latter involvement suggests that belief-bias effects in reasoning may be mediated through an influence of emotional processes on reasoning.     

The mediating role of neurocognitive functions in the relation between physical competencies and academic achievement of primary school children

Previous studies into associations between physical, neurocognitive and academic skills have reported inconsistent results. This study aimed to get more insight into these relations by examining all three domains simultaneously, testing a complete mediational model including measures of physical competencies (cardiovascular fitness and motor skills), neurocognitive skills (attention, information processing, and core executive functions), and academic achievement (reading, mathematics, and spelling). Dutch primary school students (n = 891, 440 boys, mean age 9.17 years) were assessed on the Shuttle Run Test (cardiovascular fitness), items of the Körperkoordinationstest für Kinder and Bruininks-Oseretsky Test-II (fundamental motor skills), computerized neurocognitive tests, and standardized academic achievement tests. A multilevel structural equation model showed that physical competencies were only indirectly related to academic achievement, via specific neurocognitive functions depending on the academic domain involved. Results provide important implications, highlighting the importance of well-developed physical competencies in children.     

The fruits of a functional approach for psychological science

The current paper introduces relational frame theory (RFT) as a functional contextual approach to complex human behaviour and examines how this theory has contributed to our understanding of several key phenomena in psychological science. I will first briefly outline the philosophical foundation of RFT and then examine its conceptual basis and core concepts. Thereafter, I provide an overview of the empirical findings and applications that RFT has stimulated in a number of key domains such as language development, linguistic generativity, rule‐following, analogical reasoning, intelligence, theory of mind, psychopathology and implicit cognition.     

Personality development in old age relates to physical health and cognitive performance: Evidence from the Berlin Aging Study II

We examine how late-life personality development relates to overall morbidity as well as specific performance-based indicators of physical and cognitive functioning in 1,232 older adults in the Berlin Aging Study II (aged 65–88 years). Latent growth models indicated that, on average, neuroticism and conscientiousness decline over time, whereas extraversion and openness increase and agreeableness remains stable. Higher morbidity and worse grip strength were associated with higher neuroticism. Lower grip strength was further associated with lower openness, attenuated increases in extraversion, decreases in agreeableness and accelerated declines in conscientiousness. Moreover, those with poor perceptual speed reported higher neuroticism and lower conscientiousness. We also found age- and gender-differential associations between physical health and cognitive performance with levels of and changes in personality.     

Determinants of cognitive outcomes of perinatal and childhood stroke: A review

Our understanding of cognitive and behavioral outcomes of perinatal and childhood stroke is rapidly evolving. A current understanding of cognitive outcomes following pediatric stroke can inform prognosis and direct interventions and our understanding of plasticity in the developing brain. However, our understanding of these outcomes has been hampered by the notable heterogeneity that exists amongst the pediatric stroke population, as the influences of various demographic, cognitive, neurological, etiological, and psychosocial variables preclude broad generalizations about outcomes in any one cognitive domain. We therefore aimed to conduct a detailed overview of the published literature regarding the effects of age at stroke, time since stroke, sex, etiology, lesion characteristics (i.e., location, laterality, volume), neurologic impairment, and seizures on cognitive outcomes following pediatric stroke. A key theme arising from this review is the importance of interactive effects among variables on cognitive outcomes following pediatric stroke. Interactions particularly of note include the following: (a) age at Stroke x Lesion Location; (b) Lesion Characteristics (i.e., volume, location) x Neurologic Impairment; (c) Lesion Volume x Time Since Stroke; (d) Sex x Lesion Laterality; and (e) Seizures x Time Since Stroke. Further, it appears that these relationships do not always apply uniformly across cognitive domains but, rather, are contingent upon the cognitive ability in question. Implications for future research directions are discussed.