Interferon-γ signaling in human iPSC-derived neurons recapitulates neurodevelopmental disorder phenotypes.

Maternal immune activation increases the risk of neurodevelopmental disorders. Elevated cytokines, such as interferon-γ (IFN-γ), in offspring's brains play a central role. IFN-γ activates an antiviral cellular state, limiting viral entry and replication. Moreover, IFN-γ is implicated in brain development. We tested the hypothesis that IFN-γ signaling contributes to molecular and cellular phenotypes associated with neurodevelopmental disorders. Transient IFN-γ treatment of neural progenitors derived from human induced pluripotent stem cells increased neurite outgrowth. RNA sequencing analysis revealed that major histocompatibility complex class I (MHCI) genes were persistently up-regulated through neuronal differentiation-an effect that was mediated by IFN-γ-induced promyelocytic leukemia protein (PML) nuclear bodies. Critically, IFN-γ-induced neurite outgrowth required both PML and MHCI. We also found evidence that IFN-γ disproportionately altered the expression of genes associated with schizophrenia and autism, suggesting convergence between genetic and environmental risk factors. Together, these data implicate IFN-γ signaling in neurodevelopmental disorder etiology

Influence of emotional content of items on cryptomnesia

Although the link between emotion and memory has been demonstrated for long, only one study has examined the impact of emotion on inadvertent plagiarism (cryptomnesia) up to now (Gingerich & Dodson, 2012). The Gingerich and Dodson‘s experiment examined the impact of mood on unintentional plagiarism. The present study examined the effect of emotional content of items on the occurrence of unintentional plagiarism using the Brown and Murphy paradigm (1989). In a first stage, same-sex dyads (96 participants, 48 men, mean age=21.5 years) were asked to generate alternately words corresponding to an emotional category. Three categories were proposed to our participants: positive, neutral and negative. Participants returned after a one week-delay and were instructed (1) to recall the items generated by themselves one week earlier (RO task), (2) to generate four new items for each category (GN task), and (3) to assign a confidence rating. In the RO task, almost 17% of responses were plagiarisms and the percentage almost reached 9% in the GN task. In the RO task, plagiarism was significantly higher for positive than neutral items. In addition, positive and negative items were better recalled than neutral one. These results demonstrate an impact of the emotional content on inadvertent plagiarism.Examination of the effects of emotion on source monitoring efficiency in the context of inadvertent plagiarism

Do we plagiarize more often when the content of the to-be-remembered material is emotional?

This study examined the impact of the emotional content on rates of cryptomnesia using the Brown and Murphy (1989) paradigm. In a first stage, dyads of young (mean age = 21.5 years) participants (n = 96, 48 females) were asked to generate alternately words corresponding to an emotional category (i.e.,“positive”, “negative” or “neutral”). One week later, participants were instructed (1) to recall the items that were generated by themselves and not by the other member of the dyad (Recall-Own task), (2) to generate four news items (Generate-New task) for each category and (3) to assign confidence ratings to their responses. About 17% of responses were plagiarisms in the recall-own task and the percentage almost reached 9% in the Generate-New task. No significant effects of valence were found on rates of plagiarism in Generate-New task nor on the confidence ratings assigned to the participants' responses. However, cryptomnesia was significantly higher for positive than neutral items while it did not differ significantly across negative and neutral items. Confidence ratings were lower for plagiarized responses than for correct responses but these ratings were higher for plagiarized items than for intrusions.Examination of the effects of emotion on source monitoring efficiency in the context of inadvertent plagiarism

Unconscious Plagiarism in Recall: Attribution to the Self, but not for Self-Relevant Reasons

Previous research has shown that if people improve other’s ideas, they subsequently unconsciously plagiarise them at a dramatically higher rate than if they imagine them, or simply hear them again. It has been claimed that this occurs because improvement resembles the process of generation, and that these are confused during retrieval. However, an alternate possibility is tested here: plagiarism may increases because improvement increases personal relevance of the ideas. Two studies were conducted in which there was an initial generation phase, followed by an elaboration phase in which participants imagined the previous ideas, improved them for their own use, or improved them for an older adult’s use. One week later, participants attempted to recall their own ideas, and generated new solutions to the previous problems. In both studies, improvement of doubled the rate of subsequent plagiarism in the recall own task, but this effect was not mediated by whether people improved ideas for their own use, of for use by someone else. Improvement had no effect on plagiarism in the generate-new task. These studies therefore rule out personal relevance, or personal semantics as the source of the improvement effect in unconscious plagiarism

Unconscious Plagiarism in Recall: Attribution to the Self, but not for Self-Relevant Reasons

Previous research has shown that if people improve other’s ideas, they subsequently unconsciously plagiarise them at a dramatically higher rate than if they imagine them, or simply hear them again. It has been claimed that this occurs because improvement resembles the process of generation, and that these are confused during retrieval. However, an alternate possibility is tested here: plagiarism may increases because improvement increases personal relevance of the ideas. Two studies were conducted in which there was an initial generation phase, followed by an elaboration phase in which participants imagined the previous ideas, improved them for their own use, or improved them for an older adult’s use. One week later, participants attempted to recall their own ideas, and generated new solutions to the previous problems. In both studies, improvement of doubled the rate of subsequent plagiarism in the recall own task, but this effect was not mediated by whether people improved ideas for their own use, of for use by someone else. Improvement had no effect on plagiarism in the generate-new task. These studies therefore rule out personal relevance, or personal semantics as the source of the improvement effect in unconscious plagiarism

Evidence for disproportionate dual-task costs in older adults for episodic but not semantic retrieval.

Previous research demonstrates that older adults are poor at dual tasking, but there is less agreement on whether their decrement is worse than that predicted from single‐task performance. This study investigated whether task domain moderates dual‐task costs in old age. In two experiments, young and older adults retrieved either previously learned associates (episodic retrieval) or overlearned category members (semantic retrieval) under single or working‐memory load conditions, using cued recall (Experiment 1) and recognition (Experiment 2) procedures. In both experiments the proportional costs of dual tasking were age invariant for semantic retrieval but were particularly marked for episodic retrieval, although the size of the age effect was reduced in recognition compared to cued recall. The data suggest that age effects in dual tasking may be domain specific