A dog at the keyboard: using arbitrary signs to communicate requests

As a consequence of domestication, dogs have a special readiness for communication with humans. We here investigate whether a dog might be able to acquire and consistently produce a set of arbitrary signs in her communication with humans, as was demonstrated in ""linguistic"" individuals of several species. A female mongrel dog was submitted to a training schedule in which, after basic command training and after acquiring the verbal labels of rewarding objects or activities, she learned to ask for such objects or activities by selecting lexigrams and pressing keys on a keyboard. Systematic records taken during spontaneous interaction with one of the experimenters showed that lexigrams were used in an appropriate, intentional way, in accordance with the immediate motivational context. The dog only utilized the keyboard in the experimenter`s presence and gazed to him more frequently after key pressing than before, an indication that lexigram use did have communicative content. Results suggest that dogs may be able to learn a conventional system of signs associated to specific objects and activities, functionally analogous to spontaneous soliciting behaviors and point to the potential fruitfulness of the keyboard/lexigram procedure for studying dog communication and cognition. This is the first report to systematically analyze the learning of arbitrary sign production in dogs.

COMT Met (158) modulates facial emotion recognition in bipolar I disorder mood episodes

Background: One of the many cognitive deficits reported in bipolar disorder (BD) patients is facial emotion recognition (FER), which has recently been associated with dopaminergic catabolism. Catechol-O-methyltransferase (COMT) is one of the main enzymes involved in the metabolic degradation of dopamine (DA) in the prefrontal cortex (PFC). The COMT gene polymorphism rs4680 (Val(158)Met) Met allele is associated with decreased activity of this enzyme in healthy controls. The objective of this study was to evaluate the influence of Val(158)Met on FER during manic and depressive episodes in BD patients and in healthy controls. Materials and methods: 64 BD type I patients (39 in manic and 25 in depressive episodes) and 75 healthy controls were genotyped for COMT rs4680 and assessed for FER using the Ekman 60 Faces (EK60) and Emotion Hexagon (Hx) tests. Results: Bipolar manic patients carrying the Met allele recognized fewer surprised faces, while depressed patients with the Met allele recognized fewer "angry" and "happy" faces. Healthy homozygous subjects with the Met allele had higher FER scores on the Hx total score, as well as on "disgust" and "angry" faces than other genotypes. Conclusion: This is the first study suggesting that COMT rs4680 modulates FER differently during BD episodes and in healthy controls. This provides evidence that PFC DA is part of the neurobiological mechanisms of social cognition. Further studies on other COMT polymorphisms that include euthymic BD patients are warranted. ClinicalTrials.gov Identifier: NCT00969. (C) 2011 Elsevier B.V. All rights reserved.

Scientific metaphors in the journalistic discourse

Scientific education and divulgation not only amplify people's vocabulary and repertory of scientific concepts but, at the same time, promote the diffusion of certain conceptual and cognitive metaphors. Here we describe this process and propose a classification in terms of visible, invisible, basic and derived metaphors. We focus our attention on physical metaphors applied to psychological and socio-economical phenomena, by studying two exemplar cases through an exhaustive exam of the online content of large Brazilian journalistic portals. Finally, we present implications and suggestions from Lakiff and Johnson's cognitive metaphor theory for the scientific education and divulgation process.

The impact of the CACNA1C risk allele on limbic structures and facial emotions recognition in bipolar disorder subjects and healthy controls

Introduction: Impairments in facial emotion recognition (PER) have been reported in bipolar disorder (BD) during all mood states. FER has been the focus of functional magnetic resonance imaging studies evaluating differential activation of limbic regions. Recently, the alpha 1-C subunit of the L-type voltage-gated calcium channel (CACNA1C) gene has been described as a risk gene for BD and its Met allele found to increase CACNA1C mRNA expression. In healthy controls, the CACNA1C risk (Met) allele has been reported to increase limbic system activation during emotional stimuli and also to impact on cognitive function. The aim of this study was to investigate the impact of CACNA1C genotype on FER scores and limbic system morphology in subjects with BD and healthy controls. Material and methods: Thirty-nine euthymic BD I subjects and 40 healthy controls were submitted to a PER recognition test battery and genotyped for CACNA1C. Subjects were also examined with a 3D 3-Tesla structural imaging protocol. Results: The CACNA1C risk allele for BD was associated to FER impairment in BD, while in controls nothing was observed. The CACNA1C genotype did not impact on amygdala or hippocampus volume neither in BD nor controls. Limitations: Sample size. Conclusion: The present findings suggest that a polymorphism in calcium channels interferes FER phenotype exclusively in BD and doesn't interfere on limbic structures morphology. (C) 2012 Elsevier B.V. All rights reserved.

Scientific concepts and public policies: Semiotic-cultural obstacles concerning intergroup and intercultural relationships

I attempt to articulate Jahoda's (2012) critical reflections regarding definitions of culture in recent cross-cultural studies and Moghaddam's (2012) claims of an omnicultural imperative to guide the elaboration of public policies for managing relationships among human groups from different cultural origins. For this, I will approach some aspects of the socio-historical and ontogenetic roots of the notion of culture. The notion of culture and the consequent public policies involving intercultural managing are being transformed as our global society develops. It has been proposed that some ways of dealing with the culture of the other are crucial to achieve awareness in respect of one's own cultural positioning when making science and attempting social interventions. Finally, the experience of Brazilian psychologists working on challenges faced by Amerindians dealing with the national society they live in will be presented as a pioneering work aiming to interfere in the development of public policies ethically concerned with the assurance of cultural integrity of currently marginalized social groups.

Analisando frames tecnológicos: um estudo das interpretações sociais da tecnologia da informação no contexto organizacional

Frames tecnológicos (estruturas cognitivas compartilhadas em relação à tecnologia) constituem a temática desta pesquisa. O objetivo foi analisar a natureza e a extensão de diferenças em frames tecnológicos de grupos sociais distintos, assim como compreender as razões para congruências e incongruências. A pesquisa foi realizada em uma instituição de ensino superior, e o objeto de estudo tratou-se de um sistema de informação acadêmico internacional, implementado e em uso nessa instituição. Com pressupostos epistemológicos sustentados pela perspectiva interpretativa, metodologicamente o estudo caracterizou-se por uma abordagem qualitativa. Entrevistas em profundidade, observação participante, revisão documental e artefato físico constituíram-se como as fontes de dados empíricos. Adotaram-se os fundamentos do método hermenêutico-dialético para análise e interpretação dos dados coletados. O estudo propiciou identificar que diferentes interpretações sobre o sistema de informação acadêmico são socialmente construídas pelos indivíduos inseridos em grupos sociais e fortemente afetadas pelo que acreditam, conhecem e esperam desse sistema. Características pessoais, contextuais e tecnológicas integram-se criando, reforçando e modificando frames tecnológicos, contribuindo para o delineamento de congruências e incongruências.

Effects of consequenses on patterns of interlocked contingencies; A replication of a metacontingency experiment

The concept of metacontingency was taught to undergraduate students of Psychology by using a "game" simulation proposed originally by Vichi, Andery and Glenn (2009). Twenty-five students, distributed into three groups were exposed to six experimental sessions in which they had to make bets and divide the amounts gained. The three groups competed against each other for photocopies quotas. Two contingencies shifted over the sessions. Under Contingency B, the group would win points only if in the previous round each member had received the same amount of points and under Contingency A, winning was contingent on an unequal distribution of the points. We observed that proportional divisions predominated independent of the contingency in course. The manipulation of cultural consequences (winning or losing points) produced consistent modifications in two response categories: 1) choices of the value bet in each round, and 2) divisions of the points among group members. Controlling relations between cultural consequences and the behavior of dividing were statistically significant in one of the groups, whereas in the other two groups controlling relations were observed only in Contingency B. A review of the reinforcement criteria used in the original experiment is suggested.

Contribuições da Psicologia Histórico-Cultural para a formação e atuação do psicólogo em contexto de Educação Inclusiva

Este texto objetiva discutir contribuições da Psicologia Histórico-Cultural para a formação e a atuação do psicólogo junto à educação, num contexto de Educação Inclusiva. Destacam-se os fundamentos e princípios da educação para pessoas com deficiência, bem como postulados da teoria de Vigotski referentes à formação e à atuação dos psicólogos. Considera-se que a perspectiva teórica elaborada pelo autor soviético contribui por: destacar a transitoriedade dos eventos e fenômenos; atrelar o mundo das ideias, valores e representações à vida objetiva e à prática social; relacionar propostas educacionais a um dado projeto de sociedade; defender a possibilidade do desvendamento da constituição social do psiquismo e da possível intervenção sobre a mesma; requisitar uma condição de desenvolvimento humano sobre o patamar do homem cultural e livre. Por fim, destaca-se o fato de que a Educação Inclusiva deve se referir ao processo de apropriação e usufruto das produções humanas mais complexas, elaboradas nas diferentes áreas da vida e do conhecimento.