Effects of Acute Stress or Centrally Injected Interleukin-1beta on Neuropeptide Expression in the Immune System

Acute stress stimulates the expression and release of corticotropin-releasing hormone (CRH) and arginine vasopressin (AVP) from the hypothalamus, and the pro-opiomelanocortin products beta-endorphin and ACTH from the anterior pituitary. These neuropeptides are also expressed in immune tissues, and it has been proposed that they may modulate immune responses to stress through paracrine mechanisms. We subjected rats to restraint stress or central injection of interleukin (IL)-1beta to determine whether these acute stimuli can alter the expression of neuropeptides in the spleen and thymus. Restraint stress significantly increased the contents of all these neuropeptides in thymic, but not splenic, extracts. A single icv injection of IL-1beta increased contents of CRH, AVP, ACTH and beta-endorphin in the spleens of both sham-operated and adrenalectomised (ADX) rats. IL-1beta increased thymic contents of CRH and ACTH in sham-operated rats but these increases were not observed in ADX rats. These results suggest that the effects of IL-1beta on neuropeptide expression in the spleen are independent of glucocorticoids, whereas IL-1beta stimulation of neuropeptide expression in the thymus is dependent on circulating glucocorticoids. There were significant correlations between increases in CRH, ACTH and beta-endorphin in the spleen, and between CRH and ACTH in the thymus, consistent with the suggestion that IL-1beta-induced increases in ACTH and beta-endorphin may be mediated through CRH. These results provide evidence that stressors can directly influence neuropeptide expression in immune tissues. Thus stress may influence immune functions through paracrine mechanisms involving locally synthesised neuropeptides as well as through activation of the hypothalamo-pituitary-adrenal axis.     

Improving Working Memory in Children with Attention-Deficit/Hyperactivity Disorder: The Separate and Combined Effects of Incentives and Stimulant Medication

Working memory (WM) is considered a core deficit in Attention-Deficit/ Hyperactivity Disorder (ADHD), with numerous studies demonstrating impaired WM among children with ADHD. We tested the degree to which WM in children with ADHD was improved by performance-based incentives, an analog of behavioral intervention. In two studies, WM performance was assessed using a visuo-spatial n-back task. Study 1 compared children (ages 9-12?years) with ADHD-Combined type (n?=?24) to a group of typically developing (TD) children (n?=?32). Study 1 replicated WM deficits among children with ADHD. Incentives improved WM, particularly among children with ADHD. The provision of incentives reduced the ADHD-control group difference by approximately half but did not normalize WM. Study 2 examined the separate and combined effects of incentives and stimulant medication among 17 children with ADHD-Combined type. Both incentives and a moderate dose of long-acting methylphenidate (MPH; ~0.3?mg/kg t.i.d. equivalent) robustly improved WM relative to the no-incentive, placebo condition. The combination of incentives and medication improved WM significantly more than either incentives or MPH alone. These studies indicate that contingencies markedly improve WM among children with ADHD-Combined type, with effect sizes comparable to a moderate dose of stimulant medication. More broadly, this work calls attention to the role of motivation in studying cognitive deficits in ADHD and in testing multifactorial models of ADHD.     

Evaluating the Structure and Correlates of Helicopter Parenting in Mainland China

Journal of Child and Family Studies - Helicopter Parenting (HP) refers to parenting behaviors such as overinvolvement and developmentally inappropriate support during late adolescence and emerging...     

A Reliability Generalization Study of Coefficient Alpha for the Life Orientation Test

The Pd, K and L scales of the MMPI and four of Kolberg's Moral Judgment Situations were administered to three criterion groups; adolescent delinquents, college students, and individuals belonging to a therapy collective which provides free community service. Greater than 50% of both the delinquent and therapy collective subjects were classified as psychopathic, (Pd + K T score > 70). The three subject groups obtained significantly different moral maturity scores with the therapy collective subjects receiving the highest moral maturity mean score. The results of two stepwise regression analyses found no relationship between Pd scores and moral maturity scores.     

Specific extreme behaviors of postinstitutionalized Russian adoptees

Behavior problems reported by parents on the Child Behavior Checklist (Achenbach & Rescorla, 2001) were studied in 316 children adopted from social-emotionally depriving Russian institutions as a function of age at adoption (18-month cutoff), age at assessment (6-11 and 12-18 years), and gender. Children adopted after 18 months had higher problem scores predominately when assessed at 12-18 years. Although most children had no behavior problems, 59.0% of later adoptees assessed in adolescence had at least 1 subscale score and 48.7% had 2 or more subscale scores in the clinical/borderline range. A factor analysis of items that significantly related to age at adoption for older children revealed 1 broad factor, encompassing different antisocial behaviors, social difficulties, and withdrawal. These results may suggest a somewhat broader deficiency produced by orphanage experience beyond the first 18 months of life that underlies a range of behavioral problems displayed later.     

CBCL Behavior Problems of Post-Institutionalized International Adoptees

With the increase in international adoptions during the last decade, many researchers have investigated the developmental outcomes of these adoptees, including their extreme behaviors. Collectively, these results have not always appeared consistent across studies, perhaps because studies have used children reared in institutions or not, the institutional environments vary in severity, children spend different lengths of time in the institution and are assessed at different ages, and studies use different outcome measures. In an attempt to discern more order in the literature, this review focuses on 18 studies, each of which used the Child Behavior Checklist, and their outcomes are viewed with respect to these parameters. Results suggest that the major factor contributing to extreme behaviors is age at adoption, with those adopted after 6/18 months having more behavior problems, especially Internalizing, Externalizing, and Attention problems. Generally, samples of post-institutional children have more problems than samples of mixed or non-institutional internationally adopted children, and some problems are more likely to be manifest in adolescence, suggesting the effects of deficient early experiences are not simply the persistence of learned behavior but more general dispositions that become more noticeable or severe during adolescence. Findings are discussed in terms of early deficient social–emotional caregiver–child interactions that characterize most institutional environments as a possible major cause of later difficulties in post-institutionalized children.     

The Effects of Incentives on Visual–Spatial Working Memory in Children with Attention-deficit/Hyperactivity Disorder

Working memory is one of several putative core neurocognitive processes in attention-deficit/hyperactivity disorder (ADHD). The present work seeks to determine whether visual–spatial working memory is sensitive to motivational incentives, a laboratory analogue of behavioral treatment. Participants were 21 children (ages 7–10) with a diagnosis of ADHD-combined type. Participants completed a computerized spatial span task designed to assess storage of visual–spatial information (forward span) and manipulation of the stored information (backward span). The spatial span task was completed twice on the same day, once with a performance-based incentive (trial-wise feedback and points redeemable for prizes) and once without incentives. Participants performed significantly better on the backward span when rewarded for correct responses, compared to the no incentive condition. However, incentives had no effect on performance during the forward span. These findings may suggest the use of motivational incentives improved manipulation, but not storage, of visual–spatial information among children with ADHD. Possible explanations for the differential incentive effects are discussed, including the possibility that incentives prevented a vigilance decrement as task difficulty and time on task increased.     

Taking your place or matching your face: two paths to empathic embarrassment

Empathic responding may be elicited by different processes, depending on the available situational and affective cues. We investigated two such processes, perspective-taking and nonverbal mimicry. In Study 1, participants watched an embarrassed or unembarrassed confederate dancing to music while either remaining objective or engaging in perspective-taking. Both manipulations affected empathic embarrassment. Study 2 further examined the effects of targets' embarrassment displays and observers' prior experience with the situation upon spontaneous perspective-taking, expressive mimicry, and empathic embarrassment. Embarrassment displays increased mimicry, but also spontaneous perspective-taking and subsequent empathy. Prior experience moderated the effects of embarrassment displays on perspective-taking and empathy. Path analyses demonstrated that embarrassment displays exerted indirect effects on empathic embarrassment through both perspective-taking and mimicry. The results suggest that available affective and situational cues can activate different routes to empathy, and highlight the value of simultaneously investigating target- and observer-based sources of influence.     

Moving faces, looking places: validation of the Amsterdam Dynamic Facial Expression Set (ADFES)

We report two studies validating a new standardized set of filmed emotion expressions, the Amsterdam Dynamic Facial Expression Set (ADFES). The ADFES is distinct from existing datasets in that it includes a face-forward version and two different head-turning versions (faces turning toward and away from viewers), North-European as well as Mediterranean models (male and female), and nine discrete emotions (joy, anger, fear, sadness, surprise, disgust, contempt, pride, and embarrassment). Study 1 showed that the ADFES received excellent recognition scores. Recognition was affected by social categorization of the model: displays of North-European models were better recognized by Dutch participants, suggesting an ingroup advantage. Head-turning did not affect recognition accuracy. Study 2 showed that participants more strongly perceived themselves to be the cause of the other's emotion when the model's face turned toward the respondents. The ADFES provides new avenues for research on emotion expression and is available for researchers upon request.