Associative Vocabulary Learning: Development and Testing of Two Paradigms for the (Re-) Acquisition of Action- and Object-Related Words

Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning to optimize therapeutic strategies

The Impact of Acute Psychosocial Stress on Magnetoencephalographic Correlates of Emotional Attention and Exogenous Visual Attention

Stress-induced acute activation of the cerebral catecholaminergic systems has often been found in rodents. However, little is known regarding the consequences of this activation on higher cognitive functions in humans. Theoretical inferences would suggest increased distractibility in the sense of increased exogenous attention and emotional attention. The present study investigated the influence of acute stress responses on magnetoencephalographic (MEG) correlates of visual attention. Healthy male subjects were presented emotional and neutral pictures in three subsequent MEG recording sessions after being exposed to a TSST-like social stressor, intended to trigger a HPA-response. The subjects anticipation of another follow-up stressor was designed to sustain the short-lived central catecholaminergic stress reactions throughout the ongoing MEG recordings. The heart rate indicates a stable level of anticipatory stress during this time span, subsequent cortisol concentrations and self-report measures of stress were increased. With regard to the MEG correlates of attentional functions, we found that the N1m amplitude remained constantly elevated during stressor anticipation. The magnetic early posterior negativity (EPNm) was present but, surprisingly, was not at all modulated during stressor anticipation. This suggests that a general increase of the influence of exogenous attention but no specific effect regarding emotional attention in this time interval. Regarding the time course of the effects, an influence of the HPA on these MEG correlates of attention seems less likely. An influence of cerebral catecholaminergic systems is plausible, but not definite

The determinants of public trust in English local government: how important is the ethical behaviour of elected councillors?

One of the most difficult and under-examined issues in integrity research is understanding whether regulatory interventions designed to improve the ethical conduct of public bodies actually have any effect on public trust. In this paper, we present the results of research which has sought to unpack this issue. Drawing on a large-scale public survey and case study analysis of nine local councils in England, the research examined the relative importance of ethical conduct (whether elected councillors displayed good behaviour) on public trust in local government. We found that contextual factors (such as the size of the population and its social and ethnic diversity) and the ethical standards and behaviour of councillors were among the more important determinants of public trust. The most important variable in explaining levels of public trust was how a council performed

Should an Ethical Public Servant Nudge?

Public servants around the world have embraced nudges. Using nudges, public servants can encourage individuals towards a particular choice by changing the way the decision is presented. There are now over 200 institutions applying behavioral insights to public policy, with dedicated behavioral insights teams in countries such as Japan, Singapore, UK, Australia, and Germany. It is so popular that the approach has been described as a “policy movement” and the “default policy option.” Advocates argue that by using nudges and behavioral insights, public servants can help people make better decisions. Yet critics from both academia and the public claim that the use of nudges is unethical. It is seen as a manipulation of people’s choice, and contradicts ideals of transparency in government. This chapter explores the ethical challenges to using nudges and behavioral insights and asks – should an ethical public servant nudge? The chapter first looks at the concepts of nudge and behavioral insights and their increasing use in public policy then explores the debates around the ethics of nudge. The chapter concludes by arguing that many of the ethical issues relate to particular interpretations of nudge and behavioral insights and considers if it is ever appropriate for public servants to nudge

Desarrollando un marco para el liderazgo ético

Interest in ethical leadership from academics and practitioners has grown enormously in recent years. This article addresses this literature through a framework that identifies three interlocking questions. First, who are ethical leaders and what are their characteristics? Second, how do ethical leaders do what they do? Third, why do leaders do as they do and what are the outcomes of ethical leadership? Different dimensions to ethical leadership are examined and presented as three interlocking circles; Virtues, Purposes and Practices. This framework presents an integrated approach to ethical leadership and argues that future research take this holistic framework and apply it to different sectors or contexts