Phenotypic Changes in Diabetic Neuropathy Induced by a High-Fat Diet in Diabetic C57Bl/6 Mice

Emerging evidence suggests that dyslipidemia is an independent risk factor for diabetic neuropathy (DN) (reviewed by Vincent et al. 2009). To experimentally determine how dyslipidemia alters DN, we quantified neuropathic symptoms in diabetic mice fed a high-fat diet. Streptozotocin-induced diabetic C57BL/6 mice fed a high-fat diet developed dyslipidemia and a painful neuropathy (mechanical allodynia) instead of the insensate neuropathy (mechanical insensitivity) that normally develops in this strain. Nondiabetic mice fed a high-fat diet also developed dyslipidemia and mechanical allodynia. Thermal sensitivity was significantly reduced in diabetic compared to nondiabetic mice, but was not worsened by the high-fat diet. Moreover, diabetic mice fed a high-fat diet had significantly slower sensory and motor nerve conduction velocities compared to nondiabetic mice. Overall, dyslipidemia resulting from a high-fat diet may modify DN phenotypes and/or increase risk for developing DN. These results provide new insight as to how dyslipidemia may alter the development and phenotype of diabetic neuropathy

Creativity, ambiguous figures, and academic preference

Research suggests that ambiguous figure reversal is associated with creativity, but current evidence relies on subjective self-report that is difficult to quantify (Wiseman, Watt, Gilhooly, Georgiou, 2011 British Journal of Psychology 102 615-622). Using quantifiable measures of both phenomena we confirm this claim. We also find that participants studying science experience much more frequent reversal-a novel and intriguing finding. Keywords: ambiguous figure reversal, creativity, academic preferenc

Gesture Facilitates Children’s Creative Thinking

Gestures help people think and can help offer new ideas to problem solvers. We conducted two experiments exploring the self-oriented function of gesture in a novel domain; creative thinking. In Experiment 1 we explored the relationship between children’s spontaneous gesture production and their ability to generate novel uses for everyday items (Alternative Uses Task). There was a significant correlation between children’s creative fluency and their gesture production, with the majority of children’s gestures depicting an action upon the target object. Restricting children from gesturing did not significantly reduce their fluency. In Experiment 2 we encouraged children to gesture and this significantly boosted their creative idea generation. These findings demonstrate that gestures serve an important self-oriented function and can assist creative thinking

Imagination links with schizotypal beliefs, not with creativity or learning

Imagination refers to creating mental representations of concepts, ideas, and sensations that are not contemporaneously perceived by the senses. Although it is key to human individuality, research on imagination is scarce. To address this gap, we developed here a new psychometric test to assess individual differences in imagination and explored the role of imagination for learning, creativity, and schizotypal beliefs. In a laboratory-based (N = 180) and an online study (N = 128), we found that imagination is only weakly associated with learning achievement and creativity, accounting for 2–8% of the variance. By contrast, imagination accounted for 22.5% of the variance in schizotypal beliefs, suggesting overall that imagination may be more indicative of cognitive eccentricities rather than benefit the accumulation of knowledge or production of novel and useful ideas

Women’s adaptation to STEM domains promotes resilience and a lesser reliance on heuristic thinking

Experiences that compel people to challenge social stereotypes can promote enhanced cognitive flexibility on a range of judgmental domains. Women in STEM (science, technology, engineering, and math) fields are chronically exposed to such experiences and may therefore also demonstrate these benefits. Two studies examined the differential effects of counterstereotypical experiences on women from STEM and non-STEM fields. Results showed that imagining or recollecting these experiences led women from STEM fields to exhibit a lesser reliance on heuristic thinking compared to women from non-STEM fields, and this difference was mediated by self-perceived resilience to the negative impact of gender stereotyping. Implications for psychologists’ and educators’ understanding of the relationship between counterstereotypical experiences and heuristic thinking are discussed