Enriched housing reverses age-associated impairment of cognitive functions and tPA-dependent maturation of BDNF

Although tissue type plasminogen activator (tPA) and brain derived neurotrophic factor (BDNF) have been extensively described to influence brain outcomes in a number of disorders, their roles during physiological aging are poorly investigated. In the present study, we investigated whether maintenance of mice in different environmental conditions could influence age-associated changes in hippocampal tPA expression and BDNF maturation in relation with modifications of their cognitive performances. Our data indicate that maintenance in enriched housing led to a reversal of age-associated decrease in expression of hippocampal tPA. A subsequent increase in the level of mature BDNF and an improvement in emotional and spatial memories were observed. Taken together, these data suggest that the tPA–BDNF axis could play a critical role in the control of cognitive functions influenced both by the age and housing conditions.     

Emotional difficulties in seventh grade children in Denmark

The present study investigates the prevalence of emotional difficulties and quality of life in a sample of 834 children from 56 seventh grade (aged 12-14 years) classes. Data was derived from a study of mental well-being developed by the National Council for Children, Denmark. The sample selection ensured that the children were nationally representative. Data was collected using the Strength and Difficulties Questionnaire (SDQ) and the Health Behaviour in School-aged Children (HBSC). Results indicated that 10.8% of children had concerns regarding emotional difficulties (6.6% definite concern; 4.2% some concern), and that significantly more girls than boys (44 girls and 10 boys) reported this concern. A novel finding was that emotional difficulties were related to children's perception of having low quality of life. Findings furthermore suggested that children's perception of a low home economy, less time spent on leisure activities, and female gender were all associated with emotional difficulties.     

Perfectionism and Deficits in Cognitive Emotion Regulation

The current study investigated the general hypothesis that perfectionists have deficits in cognitive emotion regulation. A sample of 100 students completed the Perfectionism Cognitions Inventory, the Multidimensional Perfectionism Scale, the Cognitive Emotion Regulation Questionnaire (CERQ), and a measure of depression. Correlational analyses revealed that frequent thoughts involving perfectionism were associated with maladaptive cognitive emotion regulation tendencies, including catastrophization, self-blame, rumination, and lack of positive reappraisal. Socially prescribed perfectionism was associated with the maladaptive cognitive emotion regulation strategies of self-blame, catastrophization, and rumination, and it was correlated negatively with the adaptive cognitive emotion regulation strategies of putting into perspective and positive reappraisal. Trait self-oriented perfectionism was linked with self-blame. As expected, higher levels of depression were associated with perfectionism cognitions, socially prescribed perfectionism and deficits in cognitive emotion regulation. Our findings suggest the need for interventions designed to bolster the cognitive coping skills of at-risk perfectionists. This research was supported by a major research grant from the Social Sciences and Humanities Research Council (SSHRC) of Canada. Gordon Flett was also supported by a Canada Research Chair in Personality and Health.     

Investigating the emotional geographies of exclusion at a multicultural school

This article highlights the idea that educators need to look more carefully at how school practices and discourses are entangled with emotion in relation to perceptions of race and ethnicity. More specifically, the focus is on how emotional geographies are manifest in the formation and maintenance of particular racialisation and ethnicisation processes within a multicultural primary school in the Republic of Cyprus. The uniqueness of this school is that both Greek-Cypriot students and teachers (the majority) and Turkish-speaking students (the minority) are enrolled; this interaction takes place in the background of the long-standing political and ethnic conflict between Greek Cypriots and Turkish Cypriots. The central argument is that the emotional geographies of exclusion can be understood as manifestations of the racialisation and ethnicisation processes in schools—a finding that has important implications for how to understand the insidious power and tenacity in certain manifestations of these processes.     

Cognitive bias in dizziness: Emotional stroop and autobiographical memories

Dizziness is commonly associated with anxiety, and is often caused by a dysfunction of the balance system. While a link between dizziness and both anxiety disorders and depression has been established, less is known about information processing in dizziness. In the first experiment we tested whether 15 patients with dizziness would display an emotional Stroop effect for panic-related words. Also included was a control group of 15 persons. The Stroop task was preceded by ratings of personal relevance of the Stroop words and followed by a surprise free recall of the words. Results showed a Stroop effect for panic-related words in the dizziness group, but the interaction did not reach significance (p?=?0.08). Separate analysis of dizziness-related panic words however resulted in a significant group?×?condition interaction. In the free recall of Stroop words a main effect of word category was found, with more panic-related words being recalled. The second experiment investigated autobiographical memories in 14 patients with dizziness and 14 matched controls. Results showed a group?×?condition interaction with less specific memories being recalled following positive cue-words in the dizziness group. The overall pattern of results suggests that dizziness is related to deficits in information processing, which could be targeted in treatment.     

Children's appraisal of their relationship with the teacher: Preliminary evidence for construct validity

Teacher–child relationships are increasingly considered as contexts for children's development. While teacher reports are mostly used to study the developmental consequences of the three attachment-based dimensions of closeness, conflict and dependency, children's perceptions are important too. This study evaluated the construct validity of the newly developed Child Appraisal of Relationship with Teacher Scale (CARTS). To this end, data from a special education sample of children with emotional and behavioural disorders (N = 82; M_age = 8.75) and from a general education sample (N = 145; M_age = 8.15) were used. Results supported the reliability and construct validity of the CARTS scales and showed that children's relationship perceptions as assessed with the CARTS were uniquely associated with their feelings about their teacher as measured with the Feelings About School. In addition, child-perceived closeness and conflict converged in expected directions with teacher-perceived closeness and especially conflict in the relationship, as measured with a questionnaire and a diary.     

Sensitive but not sentimental: Emotionally intelligent people can put their emotions aside when necessary

Are emotionally intelligent people sentimental? Does their greater sensitivity handicap them or are they able, as theory would expect, to experience and regulate emotions flexibly, depending on their goals? We examined this issue in organizational settings. Good managers are indeed expected to be both attuned to feelings (theirs as well as their subordinates’) and able to put them aside when needed to take tough (but necessary) decisions. Our results show that emotionally intelligent managers do make better managers, as reflected by greater managerial competencies, higher team efficiency and less stressed subordinates. Moreover, and most importantly, emotionally intelligent managers are not just nicer managers. As our results show, emotional intelligence has nothing to do with sentimentality. Actually, it is managers with low EI who have the greatest difficulties to put their emotions aside and not let them interfere when inappropriate.     

Emotional intelligence and social perception

One of the key facets of emotional intelligence (EI) is the capacity of an individual to recognise emotions in others. However, this has not been tested cross-culturally, despite the body of research indicating that people are better at recognising facial affect of members of their own culture. Given the emotion recognition aspect of EI, it would seem that EI should be related to correctly identifying emotion in others regardless of race. In order to test this, a social perception inspection time task was carried out in which participants (41 Caucasian and 46 Far-East Asian) were required to identify the emotion on Caucasian and Far-East Asian faces that were happy, sad, or angry. Results from this study indicate that EI was not related to correctly identifying facial expressions. The results did confirm that participants are better able to recognise people of their own ethnicity, though this was only applicable to negative emotions.