Advances in Cognitive Sciences
Year:2007 | Volume:9 | Issue:1 (33)|Papers Count:10

Objective: In the present study, the effects of bilateral injections of N-methyl-D-aspartate (NMDA) receptor agonist and/or antagonist into the central amygdala (CeA) on the acquisition and expression of morphine induced conditioned place preference were investigated in male Wista rats. Method: Male Wistar rats (240-280g) were used in this research. The cannulas were implanted (bilaterally) in the (CeA) by stereotaxic instrument. All animals were allowed 1 week to recover before CPP. Unbiased CPP was induced using a. 5-day schedule consisted of pre-conditioning, conditioning and testing phases. Results: Animals that had received 3 daily subcutaneous (S.C.) injections of morphine (1-9mg/kg) or saline (1ml/kg) showed a significant preference for compartment paired with morphine in a dose dependent manner. Intra-CeA administration of the NMDA (0.01, 0.1 and 1mg/rat) with an ineffective dose of morphine (1mg/kg, S.C.) elicited a significant CPP. Administration of the non-competitive NMDA receptor antagonist, MK-801 (0.1, 0.3 and 0.5mg/rat) into the central amygdala inhibited the morphine (6mg/kg, s.c.)-induced place preference in a dose dependent manner. Furthermore, intra-CeA administration of MK-801 (0.25, 0.5 and 1mg/rat) reduced the response induced by NMDA (1mg/rat, intra-CeA) plus morphine (1mg/kg, s.c.). Neither NMDA nor MK-801 alone did produce a significant place preference or place aversion. Moreover, intra-CeA injection of NMDA but not MK-801 before testing significantly increased the expression of morphine (6mg/kg, s.c.)-induced place preference. Conclusion: These results suggest that the glutamatergic system through the NMDA receptor mechanisms in the central amygdala may play an important role in the acquisition and expression of morphine-induced place preference.

Objective: The purpose of the present research was to perform a developmental study on implicit and explicit memory in children. The paper inquires into the changes in explicit and implicit memory using everyday tasks in accordance with children's development. Method: 120 third, fourth and fifth grade elementary schoolchildren were selected using multi stage sampling. The instruments for the study were high frequency words. The number of words was 32. Recognition and word stem completion were conducted for explicit and implicit memories respectively. Data was analyzed using analysis of variance and post hoc tests with a 99% confidence level. Results: Schoolchildren of different educational levels showed an improvement in function in both explicit and implicit memories. Conclusion: The most important conclusion of the present study is that implicit memory develops along with the development of explicit memory in the course of time.

Objective: One of the subjects investigated in the field of health psychology is the relationship between specific personality characteristics and physiological responses in different situations. This research inquires into perfectionist characteristics in stressful situations. Method: A sample of university students (n=395) completed the Questionnaire of Perfectionism. After scoring, 60 subjects belonging to the 30% upper distribution and 60 subjects from the 30% lower distribution were selected. They were then randomly assigned to four groups based on level of perfectionism (high/low) and exposure to failure/success. Baseline physiological measures and physiological responses after exposure to success or failure conditions were compared using Hest. Results: In failure situations, subjects high in perfectionism demonstrated higher changes in heart rate and systolic blood pressure in comparison with individuals with low perfectionism scores. However, there was no statistically significant difference in diastolic blood pressure. On the other hand, changes in physiological responses in subjects with high perfectionism scores after exposure to success situations were not significant. Finally, the change in heart rate and systolic blood pressure was greater in failure situations, but the changes were not significant for diastolic blood pressure.Conclusion: In failure situation physiological measures in perfectionist subjects will increase, at least in heart rate and systolic blood pressure. This indicates that perfectionist subjects experience more stress than non-perfectionists.

Objective: Sensory-processing sensitivity (SPS) is a construct which includes a tendency for deep and precise processing of emotional information. Some research has indicated that subjects with a high SPS are vulnerable to negative emotions, if they have been subject to negative parenting styles. The present study inquires into the relationship of SPS with parenting styles, and anxiety and depression. Method: The Highly Sensitive SensoryProcessing Person Scale, the Parenting Style Inventory, Beck Depression Inventory and Spielberger's State-Trait Anxiety Inventory were completed by 372 male undergraduate students. Data was analyzed using multiple regression analysis and analysis of variance. Results: SPS was significantly associated with anxiety, depression and parenting style. The association of SPS with anxiety was stronger than with depression, and SPS did not predict depression after controlling for anxiety. Interaction effects were also significant, indicating that the role of SPS in the prediction of indices of psychopathology also depends on parenting style.Conclusion: The interaction of SPS with negative parenting styles can render individuals vulnerable to psychopathologies.

Objective: The aim of this study was to compare the attentional demand in implicit and explicit learning in the youth and elderly. Method: First, the software for presenting sequential stimuli and the registration of time and error and the presentation of odd ball task was designed. This software registered the response time to sequential stimuli as well as the number of errors. In this study one group of elderly subjects and one group of young subjects participated in two situations of implicit and explicit learning (four groups of 15 subjects each). Multivariate analysis of variance was used to analyze data. The effects of age, learning situation (implicit and explicit), and type of stimulus (with a regular or irregular sequence) on lowering the reaction time and the reduction in the number of errors were evaluated. Results: The youth showed fewer errors in response, shorter response time, and a higher efficiency in the second task. The error in response was less prequent in implicit learning of both age groups. With regular sequences these were fewer errors in response, less response time, and higher efficiency in the second task than with the irregular sequences. Conclusion: Dual task interference in implicit learning is lower than in explicit learning. Based on these results, implicit learning has a lower attentional demand than explicit learning. Therefore, in situations of divided attention (especially in the elderly) it is better to make use of implicit learning.

Objective: The purpose of this research was to study the effects of parental training methods and educational self regulation on academic achievement at guidance school level. Method: 261 third grade guidance schoolgirls were selected from Tehran educational areas 3, 7, and 19 by multiple cluster sampling. Information was gathered using Parents' Educational Methods Questionnaire and Self Regulation Strategies Questionnaire as well as school report. The final average of the third grade students was considered as the measure of educational improvement. Data was analyzed using frequency measures, chi square, one way analysis of variance, Pearson's correlation coefficient, and multiple regression. Results: There was a significant relationship between parental training methods and self regulation strategies, and the students' educational achievement. The strongest predictor of achievement was strict educational method, and this was followed by self regulation strategies. Conclusion: Parental training methods and educational self regulation have important roles in educational achievement.

Objective: the purpose of this study was to predict teachers' rating of student' function in subjects of history, social science, dictation, and composition using Meeker's Cognitive Abilities Test.Method: 60 fourth and fifth grade elementary schoolboys and girls were selected by multistage sampling. Meeker's Cognitive Abilities Test was carried out on all subjects. Also, students' function in the courses was rated by the teachers using a one to five likert scale. Multiple regression was used to analyze data. Predictive variables in this study consisted of the 26 subscales of Meeker's test, and dependent variable was teachers' ratings. Results: Regression analysis showed that the best predictors for teachers' ratings of students on the subjects of history and social science was CMU (Cognition of Semantic Units) (P<0.001), CSS (Cognition of Symbolic Systems) (P<0.004) and NSS (Convergent production of Symbolic Systems) (P<0.03) respectively, and the best predictors for teachers' ratings of students on the subjects of dictation and composition in order were NST (Convergent production of Symbolic Transformations) (P<0.001), NSS (P<0.003), CMU (P<0.02), CSS (P<0.04) and DFU (Divergent production of Figural Units) (P<0.04). Conclusion: It is possible to identify students' capabilities using Meeker's Cognitive Abilities Test, and if any potential deficiencies exist, they may be alleviated by early intervention and education.

Objective: Despite the major influence of Adler and his psychological system on many areas of psychology and psychiatry he has not been adequately discussed and mentioned in scientific communities. In this article Adler's theories are briefly reviewed. Method: This was a review of literature. Results: In this article Adler's hypotheses including the inferiority complex, the superiority striving, compensation, life style, and social interest are discussed. Also, different personality types in Adler's theory and his view about birth order are explained. Adler is the founder of Individual Psychology, therefore, basic concepts such as fiction, finalism, and holism are presented as well. This is followed by the explanation of Adlerian assessment including dream analysis, childhood early recollections, etc. In addition, Adlerian methods of therapy and his role in the formation of popular methods such as psycho educational groups are discussed. Finally, a summary of research performed on Adler's hypotheses is presented, and the possibilities of revision in this school of thought are discussed and assessed. Conclusion: Adler's theories have had a significant influence on different dimensions of psychology and psychiatry such as existentialism, family therapy, psychoanalysis, and cognitive-behavioral therapy. Therefore, familiarity with his theories and therapeutic methods seems to be necessary for every psychologist and psychiatrist.