A microcomputer-based system for evoked-potential augmenting/reducing measurements

Evoked-potential measurements can readily be implemented on a microcomputer. We present as an example a system for obtaining an evoked-potential augmenting/reducing measure using the Apple II microcomputer. Specialized features of the PASCAL program and peripheral equipment are described.     

The reverse double standard in perceptions of student-teacher sexual relationships: the role of gender, initiation, and power

The present study tested the prediction that male teachers are judged more harshly than female teachers for engaging in heterosexual intercourse with a student. One-hundred and eighty-seven adults (116 women, 71 men) evaluated a hypothetical newspaper article describing an alleged student-teacher relationship as part of a 2 (Gender Dyad: Male Teacher/Female Student or Female Teacher/Male Student) x 2 (Initiator: Student or Teacher) between-subjects design. As expected, a reverse sexual double standard was revealed, in which participants judged situations involving male teachers more harshly than they judged situations involving female teachers, but only when the sexual contact was teacher-initiated. Participants also believed that male students received more social benefits from the sexual contact than did female students.     

Raising the Virtuous Bar: The Underlying Issues of Genetic Moral Enhancement

From the perspective of virtue ethics, is it possible and permissible to enhance moral behavior through gene modification? In preparation to answer this question, we must ask five questions: (1) What may we assume regarding genetic inheritance and human nature? (2) Can specific genes predispose behavior related to the moral virtues? (3) What kind of genetic enhancement would be useful for moral enhancement? (4) Should there be a distinction between somatic and germline gene modification? (5) Is genetic modification best approach to moral enhancement? This article concedes that genetic engineering has the capacity to enhance the human disposition to moral behavior, but gene editing cannot create virtue because virtues are stable, habituated dispositions, acquired over time. That being said, gene editing for purposes of enhancing moral behavior is permissible.     

Medroxyprogesterone acetate impairs memory and alters the GABAergic system in aged surgically menopausal rats

In women, medroxyprogesterone acetate (MPA) is the most commonly used progestin component of hormone therapy (HT). In vitro, MPA negatively impacts markers of neuronal health and exacerbates experimentally-induced neurotoxicity. There is in vitro evidence that these factors are driven by GABAergic and neurotrophic systems. Whether these effects translate to a negative impact on brain function has not been tested in vivo, clinically or preclinically. Here we evaluate the mnemonic and neurobiological effects of MPA in the surgically menopausal rat. Aged ovariectomized (OVX) rats were given subcutaneous vehicle, natural progesterone, low-dose MPA or high-dose MPA. Multiple cognitive domains were analyzed via the water radial-arm maze (WRAM) and Morris maze (MM). Cognitive brain regions were assayed for changes in the GABAergic system by evaluating GAD protein, the synthesizing enzyme for GABA, and neurotrophins. On the WRAM, both progestin types impaired learning. Further, high-dose MPA impaired delayed memory retention on the WRAM, and exacerbated overnight forgetting on the MM. While neurotrophins were not affected by progesterone or MPA treatment, both progestin types altered GAD levels. MPA significantly and progesterone marginally decreased GAD levels in the hippocampus, and both MPA and progesterone significantly increased GAD levels in the entorhinal cortex. These findings suggest that MPA, the most commonly used progestin in HT, is detrimental to learning and two types of memory, and modulates the GABAergic system in cognitive brain regions, in aged surgically menopausal rats. These findings, combined with in vitro evidence that MPA is detrimental to neuronal health, indicates that MPA has negative effects for brain health and function.     

Learning and memory deficits upon TAU accumulation in Drosophila mushroom body neurons

Mutations in the neuronal-specific microtubule-binding protein TAU are associated with several dementias and neurodegenerative diseases. However, the effects of elevated TAU accumulation on behavioral plasticity are unknown. We report that directed expression of wild-type vertebrate and Drosophila TAU in adult mushroom body neurons, centers for olfactory learning and memory in Drosophila, strongly compromised associative olfactory learning and memory, but olfactory conditioning-relevant osmotactic and mechanosensory responses remained intact. In addition, TAU accumulation in mushroom body neurons did not result in detectable neurodegeneration or premature death. Therefore, TAU-mediated structural or functional perturbation of the microtubular cytoskeleton in mushroom body neurons is likely causal of the behavioral deficit. These results indicate that behavioral plasticity decrements may be the earliest detectable manifestations of tauopathies.     

Recognising the style of spatially exaggerated tennis serves

A technique for the construction of exaggerated human movements was developed and its effectiveness tested for the case of categorising tennis serves as flat, slice, or topspin. The technique involves treating movements as points in a high-dimensional space and uses average movements as the basis for constructing exaggerated movements. Exaggerated movements of a particular style are defined as those points in the space of movements which lie on a line originating at the style average and in the direction defined by the difference between the style average and the grand average. In order to visualise the movements, computer animation techniques were employed to transform the three-dimensional coordinates of the movement into the motion of a solid-body figure. These solid-body models were used in perceptual experiments to assess the effectiveness of the exaggeration technique. After an initial training session on the exemplars from the original library, subjects viewed the synthetic tennis-serve motions and in two separate sessions either made three-alternative, categorisation judgments after viewing a single serve or rated dissimilarity after viewing a pair of serves. Results from both accuracy in the categorisation task and structure of a multidimensional scaling solution of the matrix of dissimilarities indicated that, as distance from the grand average increased, the service motion became more distinct and more accurately identified.     

The effects of sequence difficulty and practice on proportional and nonproportional transfer

Two experiments were designed to determine participants' ability to transfer a learned movement sequence to new spatial locations. A 16-element dynamic arm movement sequence was used in both experiments. The task required participants to move a horizontal lever to sequentially projected targets. Experiment 1 included two groups. One group practised a relatively easy 16-element movement sequence (easy long). The other group practised a more difficult 16-element movement sequence (difficult long). Approximately 24 hours after practice with their respective sequence both groups were administered a retention and two transfer tests. The only difference between the retention and transfer tests was the location of the targets. The short transfer target configuration was considered a proportional transfer because all the amplitudes between targets were reduced by the same proportion. The mixed transfer configuration was considered a nonproportional transfer because the targets did not have the same proportional distances between targets as the sequence they practised. The results indicated that participants could effectively transfer the difficult long sequence to the new target configurations regardless of whether the transfer required proportional and nonproportional spatial changes to the movement pattern. However, the easy long sequence was only effectively transferred in the proportional transfer condition. Experiment 2 assessed the effects of extended practice of the easy long sequence on proportional and nonproportional spatial transfer. The data indicated that participants could again effectively transfer the easy long sequence to proportional but not the nonproportional spatial transfer conditions regardless of the amount of practice (1 or 4 days). The results are discussed in terms of the mechanism by which response sequences become increasingly specific over extended practice in an attempt to optimize movement production and how this process interacts with the difficulty of the sequence.