What can be gained by the BLUP procedure under various circumstances?

International audienc

Cognitive control and the non-conscious regulation of health behavior

A commentary on 'Cognitive control in the self-regulation of physical activity and sedentary behavior' by Buckley, J., Cohen, J. D., Kramer, A. F., McAuley, E., and Mullen, S. P. (2014). Front. Hum. Neurosci. 8:747. doi: 10.3389/fnhum.2014.0074

On the estimation of genetic parameters via variance components

International audienc

From perceived autonomy support to intentional behaviour: Testing an integrated model in three healthy-eating behaviours

A motivational model integrating self-determination theory, the theory of planned behaviour, and the health action process approach was tested in three samples in three behavioural contexts: fruit and vegetable, breakfast, and snack consumption. Perceived support for autonomous (self-determined) forms of motivation from parents and autonomous motivation from self-determination theory were hypothesised to predict intention and behaviour indirectly via the mediation of attitude and perceived behavioural control from the theory of planned behaviour. It was also expected that planning strategies would mediate the effect of intention on behaviour. Relations in the proposed models were expected to be similar across the behaviours. A two-wave prospective design was adopted. Three samples of high-school students (total N = 1041; 59.60% female; M age = 17.13 years ± 1.57) completed measures of perceived autonomy support, autonomous motivation, theory of planned behaviour constructs, planning strategies and behaviour for each of the three behavioural contexts. Three months later, 816 participants (62,24% female; M age: 17.13 years, SD = 1.58) of the initial sample self-reported their behaviour referred to the previous three months. Structural equation models provided support for the key hypothesised effects of the proposed model for the three health-related behaviours. Two direct effects were significantly different across the three behaviours: the effect of perceived autonomy support on perceived behavioural control and the effect of attitude on intention. In addition, planning strategies mediated the effect of intention on behaviour in fruit and vegetable sample only. Findings extend knowledge of the processes by which psychological antecedents from the theories affect energy-balance related behaviours

‘Super Kids’: Regulating the Use of Cognitive and Psychological Enhancement in Children

With headlines such as ‘Get Smart Drugs Out of the Closet, Scientists Urge’ and ‘Smart Drugs for Straight As’,1 discussions about individuals taking psychopharmaceutical drugs to enhance their cognitive performance2 are increasingly in the public domain. In the US, drugs such as Modafinil are being used by university students because they provide a more targeted, powerful mental ‘sharpening’ than traditional stimulants such as caffeine in its various forms.3 Such drugs are readily available over the internet,4 and the US experience is reflected in the UK.5 There have been calls from a former governmental Chief Scientific Officer to make ‘smart’ pills available for all.6 His report noted scientists’ calls for the removal of restrictions on cognitive enhancers that have been dubbed ‘cosmetic neurology’ and ‘nip and tuck’ for the mind.7 It is perhaps unsurprising that many of these drugs are already being used ‘off-label’, whereby an approved drug may be used in ways not specifically sanctioned, although it is likely to be supported by scientific evidence.8 The prospect of older individuals avoiding debilitating conditions such as Alzheimer’s disease is exciting, and the popular perception is that there are no obvious short-term harmful effects.9 However, these psychopharmacological drugs do have sideeffects and have the potential to become addictive.10 In addition, they target molecular events underlying cognition and emotion,11 and there is a concern that there may be long-term consequences such as cognitive decline, even when taken by the young.12 Enhancement of psychological traits, such as personality or cognitive ability, has particular ethical, legal and social implications when applied to children

Transferring motivation from educational to extramural contexts: A review of the trans-contextual model

A key question for educators is whether teaching styles, methods, and practices not only foster motivation toward, and persistence with, learning activities in the classroom but also in contexts outside of school (Ciani et al. 2010). There is a wealth of evidence in the social psychological literature applied to educational contexts that has indicated that teaching styles and other motivational strategies adopted by social agents like teachers and educators lead to adaptive outcomes within the school context. For example, adopting democratic teaching styles (Tomasetto 2004), fostering mastery oriented motivational climates (Barkoukis et al. 2008), and providing autonomy support (Reeve 2002) are strategies that have been utilised by social agents in educational contexts to promote increased motivation among pupils and students. Overall, the support offered by teachers in the classroom has been shown to have direct effects on pupils’ emotional and motivational responses (e.g. Covington and Dray 2002). Furthermore, the adoption of autonomy-supportive strategies has been associated with numerous adaptive outcomes such as academic achievement (Deci et al. 1991), perceived competence (Harter 1985), deep learning of concepts (Lau et al.2008), and selection of tasks of optimal challenge (Murphy and Thomas 2008). There is also some evidence that such strategies also foster desirable outcomes beyond the classroom, such as engagement in extra-curricular activities (Tomasetto 2004) and studying behaviour (Kolic-Vehovec et al. 2008). This indicates that social agents’ behaviours in educational settings may motivate students to engage in behaviours and activities outside of school that are adaptive in terms of learning and skill development. Such influences likely fulfil a key goal of education to influence educational activities beyond the classroom.In addition, motivating students outside of the classroom will meet educational aims to promote increased transformative experiences (Pugh et al. 2010) and inquisitive behaviours (Yoon 2009) among pupils that assist in the development of flexible, critical, and analytic thinking skills that are generalizable and transferable. It must, however, be stressed that little is known of the processes by which teacher behaviours in educational contexts impact on students motivation and behaviour within the school and, most importantly, outside school. The aim of the present review is to provide an overview of a recently developed motivational model that outlines the processes by which perceptions of social agents’ behaviours that support motivation and learning affect motivation to engage in educational activities in both the classroom and extramural contexts. The model is based on the integration of leading social psychological and motivational theories and not only identifies the important factors and processes involved in trans-contextual motivation, but also provides an impetus for the development of interventions to promote motivation for learning activities in both educational and extramural contexts. After outlining the conceptual and theoretical bases of the model, we review a series of prospective and intervention studies from our laboratory that provides evidence to support its core trans-contextual premises. We also outline how the model serves as a novel basis for educational interventions to enhance motivation among pupils in educational and extramural contexts and the potential of the model to be applied to interventions in diverse educational contexts to promote general educational aims of fostering adaptive outcomes in students outside the classroom

Bayesian inference on major loci in related multigeneration selection lines of laying hens

A mixed inheritance model, postulating a polygenic effect and differences between the 3 genotypes of a biallelic locus, was fitted separately to the data of 2 multigeneration selection lines and a control evolving from a common base population. Inferences about the model were drawn from the application of the Gibbs sampler. Body weight at 20 and 40 wk (BW20, BW40) and average egg weight to 40 wk (EW40) were included in the analyses. Significance of differences between posterior means of parameters was established by comparing their 95% highest probability density regions. Significant (P 0.05) differences of posterior means of any parameter could be observed between lines. No significant genotypic or polygenic selection response was found for BW40. On the contrary, both genetic responses were found significant for EW40 in the selected lines, but not in the control. No differences (P > 0.05) between lines could be observed for the derived frequencies of the allele causing the higher trait value and the frequencies of one homozygote and the heterozygote genotypes at the major locus. The detection of a major locus with relatively modest effect confirmed that this type of analysis with data from selected lines was indeed powerfu

The trans-contextual model: Perceived learning and performance motivational climates as analogues of perceived autonomy support

The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation and physical activity in leisure-time. According to achievement goal theory perceptions of learning and performance, motivational climate in PE can also affect autonomous motivation in PE. The purpose of the present study was to examine the influence of an integrated approach of perceptions of motivational climate in PE by incorporating aspects of perceptions of motivational climate from achievement goal frameworks on autonomous motivation in PE within the TCM. High school students (N = 274) completed self-report measures of perceived autonomy support, perceived learning, and performance motivational climate and autonomous motivation in PE. Follow-up measures of autonomous motivation in a leisure-time context were taken along with measures of attitudes, subjective norms, perceived behavioural control and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 5 weeks later. The results of the path analyses indicated that perceived learning climate was the strongest predictor of autonomous motivation in PE and leisure-time contexts and mediated the effect of perceived autonomy support on autonomous motivation in PE. Perceived performance climate showed no significant effect on autonomous motivation in PE and leisure-time. Results also confirmed the premises of TCM regarding the effect of autonomous motivation in leisure-time on leisure-time physical activity and the mediating role of the planned behaviour theory variables

Guidance in social and ethical issues related to clinical, diagnostic care and novel therapies for hereditary neuromuscular rare diseases

Drug trials in children engage with many ethical issues, from drug-related safety concerns to communication with patients and parents, and recruitment and informed consent procedures. This paper addresses the field of neuromuscular disorders where the possibility of genetic, mutation-specific treatments, has added new complexity. Not only must trial design address issues of equity of access, but researchers must also think through the implications of adopting a personalised medicine approach, which requires a precise molecular diagnosis, in addition to other implications of developing orphan drugs. It is against this background of change and complexity that the Project Ethics Council (PEC) was established within the TREAT-NMD EU Network of Excellence. The PEC is a high level advisory group that draws upon the expertise of its interdisciplinary membership which includes clinicians, lawyers, scientists, parents, representatives of patient organisations, social scientists and ethicists. In this paper we describe the establishment and terms of reference of the PEC, give an indication of the range and depth of its work and provide some analysis of the kinds of complex questions encountered. The paper describes how the PEC has responded to substantive ethical issues raised within the TREAT-NMD consortium and how it has provided a wider resource for any concerned parent, patient, or clinician to ask a question of ethical concern. Issues raised range from science related ethical issues, issues related to hereditary neuromuscular diseases and the new therapeutic approaches and questions concerning patients rights in the context of patient registries and bio-banks. We conclude by recommending the PEC as a model for similar research contexts in rare diseases