Just one look:Direct gaze briefly disrupts visual working memory

Direct gaze is a salient social cue that affords rapid detection. A body of research suggests that direct gaze enhances performance on memory tasks (e.g., Hood, Macrae, Cole-Davies, & Dias, Developmental Science, 1, 67–71, 2003). Nonetheless, other studies highlight the disruptive effect direct gaze has on concurrent cognitive processes (e.g., Conty, Gimmig, Belletier, George, & Huguet, Cognition, 115(1), 133–139, 2010). This discrepancy raises questions about the effects direct gaze may have on concurrent memory tasks. We addressed this topic by employing a change detection paradigm, where participants retained information about the color of small sets of agents. Experiment 1 revealed that, despite the irrelevance of the agents’ eye gaze to the memory task at hand, participants were worse at detecting changes when the agents looked directly at them compared to when the agents looked away. Experiment 2 showed that the disruptive effect was relatively short-lived. Prolonged presentation of direct gaze led to recovery from the initial disruption, rather than a sustained disruption on change detection performance. The present study provides the first evidence that direct gaze impairs visual working memory with a rapidly-developing yet short-lived effect even when there is no need to attend to agents’ gaze

Genetic Dissection of Cardiac Remodeling in an Isoproterenol-Induced Heart Failure Mouse Model.

We aimed to understand the genetic control of cardiac remodeling using an isoproterenol-induced heart failure model in mice, which allowed control of confounding factors in an experimental setting. We characterized the changes in cardiac structure and function in response to chronic isoproterenol infusion using echocardiography in a panel of 104 inbred mouse strains. We showed that cardiac structure and function, whether under normal or stress conditions, has a strong genetic component, with heritability estimates of left ventricular mass between 61% and 81%. Association analyses of cardiac remodeling traits, corrected for population structure, body size and heart rate, revealed 17 genome-wide significant loci, including several loci containing previously implicated genes. Cardiac tissue gene expression profiling, expression quantitative trait loci, expression-phenotype correlation, and coding sequence variation analyses were performed to prioritize candidate genes and to generate hypotheses for downstream mechanistic studies. Using this approach, we have validated a novel gene, Myh14, as a negative regulator of ISO-induced left ventricular mass hypertrophy in an in vivo mouse model and demonstrated the up-regulation of immediate early gene Myc, fetal gene Nppb, and fibrosis gene Lgals3 in ISO-treated Myh14 deficient hearts compared to controls

The cognitive demands of remembering a speaker’s perspective and managing common ground size modulate 8- and 10-year-olds’ perspective-taking abilities

Using “theory of mind” to successfully accommodate differing perspectives during communication requires much more than just acquiring basic theory of mind understanding. Evidence suggests that children’s ability to adopt a speaker’s perspective continues to develop through childhood to adolescence till adulthood (e.g., Dumontheil, Apperly, & Blakemore, 2010). The present study examined the cognitive factors that could account for variations in children’s abilities to use a speaker’s perspective during language comprehension, and whether the same factors contribute to age-related improvements. Our study incorporated into a commonly-used communication task two types of memory demands which are frequently present in our everyday communication but have been overlooked in the previous literature: remembering a speaker’s perspective, and the amount of common ground information. Findings from two experiments demonstrated that both 8- and 10-year-olds committed more egocentric errors when each of these memory demands was high. Our study also found some supporting evidence for the age-related improvement in children’s perspective use, as 10-year-olds generally committed fewer egocentric errors compared to 8-year-olds. Interestingly, there was no clear evidence that the memory factors that affected children’s perspective use in our experiments were also the factors that drove age-related improvement

Efficient belief tracking in adults:The role of task instruction, low-level associative processes and dispositional social functioning

A growing body of evidence suggests that adults can monitor other people’s beliefs in an efficient way. However, the nature and the limits of efficient belief tracking are still being debated. The present study addressed these issues by testing (a) whether adults spontaneously process other people’s beliefs when overt task instructions assign priority to participants’ own belief, (b) whether this processing relies on low-level associative processes and (c) whether the propensity to track other people’s beliefs is linked to empathic disposition. Adult participants were asked to alternately judge an agent’s belief and their own belief. These beliefs were either consistent or inconsistent with each other. Furthermore, visual association between the agent and the object at which he was looking was either possible or impeded. Results showed interference from the agent’s belief when participants judged their own belief, even when low-level associations were impeded. This indicates that adults still process other people’s beliefs when priority is given to their own belief at the time of computation, and that this processing does not depend on low-level associative processes. Finally, performance on the belief task was associated with the Empathy Quotient and the Perspective Taking scale of the Interpersonal Reactivity Index, indicating that efficient belief processing is linked to a dispositional dimension of social functioning

Language complexity modulates 8- and 10-year-olds’ success at using their theory of mind abilities in a communication task

Basic competence in theory of mind is acquired during early childhood. Nonetheless, evidence suggests that the ability to take others’ perspectives in communication improves continuously from middle childhood to the late teenage years. This indicates that theory of mind performance undergoes protracted developmental changes after the acquisition of basic competence. Currently, little is known about the factors that constrain children’s performance or that contribute to age-related improvement. A sample of 39 8-year-olds and 56 10-year-olds were tested on a communication task in which a speaker’s limited perspective needed to be taken into account and the complexity of the speaker’s utterance varied. Our findings showed that 10-year-olds were generally less egocentric than 8-year-olds. Children of both ages committed more egocentric errors when a speaker uttered complex sentences compared with simple sentences. Both 8- and 10-year-olds were affected by the demand to integrate complex sentences with the speaker’s limited perspective and to a similar degree. These results suggest that long after children’s development of simple visual perspective-taking, their use of this ability to assist communication is substantially constrained by the complexity of the language involved

Adults see vision to be more informative than it is

Humans gain a wide range of knowledge through interacting with the environment. Each aspect of our perceptual experiences offers a unique source of information about the world—colours are seen, sounds heard and textures felt. Understanding how perceptual input provides a basis for knowledge is thus central to understanding one's own and others' epistemic states. Developmental research suggests that 5-year-olds have an immature understanding of knowledge sources and that they overestimate the knowledge to be gained from looking. Without evidence from adults, it is not clear whether the mature reasoning system outgrows this overestimation. The current study is the first to investigate whether an overestimation of the knowledge to be gained from vision occurs in adults. Novel response time paradigms were adapted from developmental studies. In two experiments, participants judged whether an object or feature could be identified by performing a specific action. Adult participants found it disproportionately easy to accept looking as a proposed action when it was informative, and difficult to reject looking when it was not informative. This suggests that adults, like children, overestimate the informativeness of vision. The origin of this overestimation and the implications that the current findings bear on the interpretation of children's overestimation are discussed

Perspective-taking across cultures:shared biases in Taiwanese and British adults

The influential hypothesis by Markus & Kitayama (Markus, Kitayama 1991. Psychol. Rev.98, 224) postulates that individuals from interdependent cultures place others above self in interpersonal contexts. This led to the prediction and finding that individuals from interdependent cultures are less egocentric than those from independent cultures (Wu, Barr, Gann, Keysar 2013. Front. Hum. Neurosci.7, 1–7; Wu, Keysar. 2007 Psychol. Sci.18, 600–606). However, variation in egocentrism can only provide indirect evidence for the Markus and Kitayama hypothesis. The current study sought direct evidence by giving British (independent) and Taiwanese (interdependent) participants two perspective-taking tasks on which an other-focused ‘altercentric’ processing bias might be observed. One task assessed the calculation of simple perspectives; the other assessed the use of others' perspectives in communication. Sixty-two Taiwanese and British adults were tested in their native languages at their home institutions of study. Results revealed similar degrees of both altercentric and egocentric interference between the two cultural groups. This is the first evidence that listeners account for a speaker's limited perspective at the cost of their own performance. Furthermore, the shared biases point towards similarities rather than differences in perspective-taking across cultures

Psychosocial moderation of polygenic risk for cannabis involvement: the role of trauma exposure and frequency of religious service attendance

Cannabis use and disorders (CUD) are influenced by multiple genetic variants of small effect and by the psychosocial environment. However, this information has not been effectively incorporated into studies of gene-environment interaction (GxE). Polygenic risk scores (PRS) that aggregate the effects of genetic variants can aid in identifying the links between genetic risk and psychosocial factors. Using data from the Pasman et al. GWAS of cannabis use (meta-analysis of data from the International Cannabis Consortium and UK Biobank), we constructed PRS in the Collaborative Study on the Genetics of Alcoholism (COGA) participants of European (N: 7591) and African (N: 3359) ancestry. The primary analyses included only individuals of European ancestry, reflecting the ancestral composition of the discovery GWAS from which the PRS was derived. Secondary analyses included the African ancestry sample. Associations of PRS with cannabis use and DSM-5 CUD symptom count (CUDsx) and interactions with trauma exposure and frequency of religious service attendance were examined. Models were adjusted for sex, birth cohort, genotype array, and ancestry. Robustness models were adjusted for cross-term interactions. Higher PRS were associated with a greater likelihood of cannabis use and with CUDsx among participants of European ancestry (p < 0.05 and p < 0.1 thresholds, respectively). PRS only influenced cannabis use among those exposed to trauma (R2: 0.011 among the trauma exposed vs. R2: 0.002 in unexposed). PRS less consistently influenced cannabis use among those who attend religious services less frequently; PRS × religious service attendance effects were attenuated when cross-term interactions with ancestry and sex were included in the model. Polygenic liability to cannabis use was related to cannabis use and, less robustly, progression to symptoms of CUD. This study provides the first evidence of PRS × trauma for cannabis use and demonstrates that ignoring important aspects of the psychosocial environment may mask genetic influences on polygenic traits

Association of substance dependence phenotypes in the COGA sample

Alcohol and drug use disorders are individually heritable (50%). Twin studies indicate that alcohol and substance use disorders share common genetic influences, and therefore may represent a more heritable form of addiction and thus be more powerful for genetic studies. This study utilized data from 2322 subjects from 118 European-American families in the Collaborative Study on the Genetics of Alcoholism sample to conduct genome-wide association analysis of a binary and a continuous index of general substance dependence liability. The binary phenotype (ANYDEP) was based on meeting lifetime criteria for any DSM-IV dependence on alcohol, cannabis, cocaine or opioids. The quantitative trait (QUANTDEP) was constructed from factor analysis based on endorsement across the seven DSM-IV criteria for each of the four substances. Heritability was estimated to be 54% for ANYDEP and 86% for QUANTDEP. One single-nucleotide polymorphism (SNP), rs2952621 in the uncharacterized gene LOC151121 on chromosome 2, was associated with ANYDEP (P = 1.8 × 10(-8) ), with support from surrounding imputed SNPs and replication in an independent sample [Study of Addiction: Genetics and Environment (SAGE); P = 0.02]. One SNP, rs2567261 in ARHGAP28 (Rho GTPase-activating protein 28), was associated with QUANTDEP (P = 3.8 × 10(-8) ), and supported by imputed SNPs in the region, but did not replicate in an independent sample (SAGE; P = 0.29). The results of this study provide evidence that there are common variants that contribute to the risk for a general liability to substance dependence

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research