Smoking reduces language lateralization: a dichotic listening study with control participants and schizophrenia patients

Schizophrenia has been associated with deficits in functional brain lateralization. According to some authors, the reduction of asymmetry could even promote this psychosis. At the same time, schizophrenia is accompanied by a high prevalence of nicotine dependency compared to any other population. This association is very interesting, because sex-dependent effects of smoking in auditory language asymmetries have been reported recently, and the verbal domain is also one major focus in cognitive deficit studies of schizophrenia. Thus, the altered laterality pattern in schizophrenia could, at least in part, result from secondary artefacts due to smoking rather than being a pure cause of the disease itself. To test this hypothesis, the present study examined auditory language lateralization in 67 schizophrenia patients and in 72 healthy controls in a phonemic and an emotional dichotic listening task. Our findings replicate previous research, in that smoking reduces language lateralization in men in phonemic dichotic listening. In addition, we show that smoking also reduces laterality in women in the emotional dichotic listening task. Thus, smoking alters phonemic and emotional language asymmetries differentially for men and women, with a stronger effect for men in the left hemisphere phonemic task, and a stronger effect for women in the right hemisphere emotional task. Together, these findings point towards an effect of smoking which is possibly independent of sex and hemisphere. Importantly, by testing equal numbers of smoking and non-smoking patients and controls, we found no schizophrenia-associated asymmetry effect. Possible neurobiological mechanisms with which smoking may alter auditory microcircuits and thereby diminish left-right differences are discussed.     

The effects of Kanizsa contours on temporal integration and attention in rapid serial visual presentation

Performance in rapid serial visual presentation tasks has been shown to depend on the temporal integration of target stimuli when they are presented in direct succession. Temporal target integration produces a single, combined representation of visually compatible stimuli, which is comparatively easy to identify. It is currently unknown to what extent target compatibility affects this perceptual behavior, because it has not been studied systematically to date. In the present study, the effects of compatibility on temporal integration and attention were investigated by manipulating the Gestalt properties of target features. Of particular interest were configurations in which a global illusory shape was formed when all stimulus features were present; a Kanizsa stimulus, which was expected to have a unifying effect on the perception of the successive targets. The results showed that although the presence of a Kanizsa shape can indeed enhance temporal integration, this also was observed for other good Gestalts, such as due to common fate and closure. Identification accuracy seemed to vary, possibly as a result of masking strength, but this did not seem associated with attentional processing per se. Implications for theories of Gestalt processing and temporal integration are discussed.     

The effects of Promoting Alternative Thinking Strategies Preschool Program on teacher–children relationships and children's social competence in Turkey

This quasi‐experimental study examined the effects of the Promoting Alternative Thinking Strategies (PATHS) Preschool Program on the outcomes of children's social‐emotional competence, perceived relationships between teacher and children and teachers' ability to create a positive classroom atmosphere. Two hundred and eighty five children (48–72 months) and teachers in Izmir participated in the intervention, and 280 children (48–72 months) and teachers participated as comparison group. Intervention teachers implemented PATHS in their classrooms. For data triangulation, multiple sources of data were collected in the study. Classrooms were observed using two different scales. Teacher rated students using another two different scales. Children were assessed with an interview to evaluate their perceptions of relationships. Intervention group teachers reported greater improvement of children's social‐emotional skills, interpersonal relationship skills and emotion regulation. Furthermore, when observed intervention group children showed higher levels of pro‐social behaviour, increased levels of compliance, better problem solving skills and more positive feelings. Intervention group children also described their relationships with their teachers as significantly more positively. Finally, intervention group teachers perceived more dependency in their relationships with children.     

An investigative biobehavioral approach to sex differences in cognitive functioning

Advances in our biological understanding and control of cognitive functioning have not been matched in the behavioral realm. The bio-behavioral approach outlined in this paper helps to close this bio-behavioral gap by aiming for a taxonomic precision in psychology that is comparable to that in physiology. The approach is applied to the phenomenon of group sex differences, and is illustrated by referring to three sets of recently reported findings: (a) interactive effects of nicotine and sex on the trait of cognitive style; (b) sexually dimorphic cognitive style in rats and the involvement of nitric oxide as a potential physiological mechanism and (c) sexually dimorphic phasic arousal change induced by smoking a cigarette following deprivation.