Notes

Acknowledgement of the book HLA-B*13 allele, HLA-B*13:153, in the Euro person.
The Remote Associates Test (RAT) is a widely used test for measuring creativity, specifically the ability to make associations. The Remote Associates Test normally takes a linguistic form given three words, the participant is asked to come up with a fourth word associated with all three of them. While visual creativity tests do exist, no creativity test to date can be given in both a visual and linguistic form. Such a test would allow the study of differences between various modalities, in the context of the same creative process. In this paper, a visual version of the well-known Remote Associates Test is constructed. This visual RAT is validated in relation to its linguistic counterpart. Copyright © 2020 Olteţeanu and Zunjani.Close social bonds are integral for good health and longevity in humans and non-human primates (NHPs), yet we have very little understanding of the neurobiological differences between healthy and unhealthy relationships. Our current understanding of social bonding is grounded in Bowlby's theory of attachment. Work done with human infants and adult couples has suggested that attachment behavior developed in infancy remains stable through development into adulthood. Unfortunately, knowledge of the neurobiological correlates of attachment behavior has been limited due to a lack of animal models with both infant and adult attachments similar to humans. To address this, we measured behavioral responses to separation from their primary attachment figure in infant and adult titi monkeys (Plecturocebus cupreus). In Experiment 1, we tested for a linear relationship between the subject's response to separation as an infant and their response to separation as an adult. We found greater decreases in infant locomotor behahe use of titi monkeys as an appropriate animal model for further investigation of the neurobiology underlying attachment behavior. Copyright © 2020 Savidge and Bales.Objectification theorists posit that exposure to sexually objectifying behavior, images, etc., leads women in particular to adopt an objectifying self-perspective. State self-objectification (SSO) (i.e., the internalization of the objectifying gaze) is theorized to usurp individuals' cognitive resources by diverting attention to their bodies. The objective of this paper is to systematically review the literature surrounding self-objectification and cognitive performance. Six databases retrieved 1,779 relevant articles. Studies were deemed eligible for inclusion if they (a) quantitatively investigated the relationship between SSO and cognitive performance using valid and reliable measures, (b) were published in a peer-reviewed journal between 1997 and 2019, inclusive, and (c) were available in English. Nine studies fulfilled all inclusion criteria. As the heterogeneity of the literature precluded meta-analysis, narrative synthesis was employed to review the results. While the quality of the studies was mixed, the results of our review support the contention that self-objectification impairs cognitive functioning. Appearance monitoring, actual-ideal self-discrepancies, negative self-conscious emotions, gender schema activation, and stereotype activation are evaluated as potential mechanisms behind the relationship between state self-objectification and cognitive performance, while chronic (trait) self-objectification is evaluated as a potential moderator. Copyright © 2020 Winn and Cornelius.Stuttering is a complex neurodevelopmental disorder that has to date eluded a clear explication of its pathophysiological bases. In this review, we utilize the Directions Into Velocities of Articulators (DIVA) neurocomputational modeling framework to mechanistically interpret relevant findings from the behavioral and neurological literatures on stuttering. Within this theoretical framework, we propose that the primary impairment underlying stuttering behavior is malfunction in the cortico-basal ganglia-thalamocortical (hereafter, cortico-BG) loop that is responsible for initiating speech motor programs. This theoretical perspective predicts three possible loci of impaired neural processing within the cortico-BG loop that could lead to stuttering behaviors impairment within the basal ganglia proper; impairment of axonal projections between cerebral cortex, basal ganglia, and thalamus; and impairment in cortical processing. These theoretical perspectives are presented in detail, followed by a review of empirical data that make reference to these three possibilities. this website We also highlight any differences that are present in the literature based on examining adults versus children, which give important insights into potential core deficits associated with stuttering versus compensatory changes that occur in the brain as a result of having stuttered for many years in the case of adults who stutter. We conclude with outstanding questions in the field and promising areas for future studies that have the potential to further advance mechanistic understanding of neural deficits underlying persistent developmental stuttering. Copyright © 2020 Chang and Guenther.Teacher attrition is a major problem in many countries. One possible and widely spread counter measure is to recruit persons from other occupational fields to become teachers. Although the existent literature suggests that second career teachers (SCT) have additional resources compared to first career teachers (FCT), empirical data are still scarce on whether SCT are able to transfer prior skills and knowledge into teaching, how this affects the way they deal with professional demands, as well as their intentions to stay in their new profession. On this basis, the present study explores whether FCT and SCT differ in how challenged they feel by typical professional demands associated with teaching, and in what way their challenge appraisals are relevant for the intention to leave the profession. A questionnaire survey was conducted with a sample of 297 teachers, comprising 193 FCT and 104 SCT. Both groups had had regular teacher training, resulting in a full teacher diploma. Professional demands associated with student learning and assessment were rated as most challenging, whereas classroom management, establishing a professional role and cooperation with colleagues were perceived as less challenging.
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