Transcranial magnetic stimulation reveals modulation of corticospinal excitability when observing actions with the intention to imitate

Studies using transcranial magnetic stimulation have demonstrated that action observation can modulate the activity of the corticospinal system. This has been attributed to the activity of an 'action observation network', whereby premotor cortex activity influences corticospinal excitability. Neuroimaging studies have demonstrated that the context in which participants observe actions (i.e. whether they simply attend to an action, or observe it with the intention to imitate) modulates action observation network activity. The study presented here examined whether the context in which actions were observed revealed similar modulatory effects on corticospinal excitability. Eight human participants observed a baseline stimulus (a fixation cross), observed actions in order to attend to them, or observed the same actions with the intention to imitate them. Whereas motor evoked potentials elicited from the first dorsal interosseus muscle of the hand were facilitated by attending to actions, observing the same actions in an imitative capacity led to no facilitation effect. Furthermore, no motor facilitation effects occurred in a control muscle. Electromyographic data collected when participants physically imitated the observed actions revealed that the activity of the first dorsal interosseus muscle increased significantly during action execution compared with rest. These data suggest that an inhibitory mechanism acts on the corticospinal system to prevent the immediate overt imitation of observed actions. These data provide novel insight into the properties of the human action observation network, demonstrating for the first time that observing actions with the intention to imitate them can modulate the effects of action observation on corticospinal excitability.

Reflecting on mirror mechanisms:motor resonance effects during action observation only present with low-intensity transcranial magnetic stimulation

Transcranial magnetic stimulation (TMS) studies indicate that the observation of other people's actions influences the excitability of the observer's motor system. Motor evoked potential (MEP) amplitudes typically increase in muscles which would be active during the execution of the observed action. This 'motor resonance' effect is thought to result from activity in mirror neuron regions, which enhance the excitability of the primary motor cortex (M1) via cortico-cortical pathways. The importance of TMS intensity has not yet been recognised in this area of research. Low-intensity TMS predominately activates corticospinal neurons indirectly, whereas high-intensity TMS can directly activate corticospinal axons. This indicates that motor resonance effects should be more prominent when using low-intensity TMS. A related issue is that TMS is typically applied over a single optimal scalp position (OSP) to simultaneously elicit MEPs from several muscles. Whether this confounds results, due to differences in the manner that TMS activates spatially separate cortical representations, has not yet been explored. In the current study, MEP amplitudes, resulting from single-pulse TMS applied over M1, were recorded from the first dorsal interosseous (FDI) and abductor digiti minimi (ADM) muscles during the observation of simple finger abductions. We tested if the TMS intensity (110% vs. 130% resting motor threshold) or stimulating position (FDI-OSP vs. ADM-OSP) influenced the magnitude of the motor resonance effects. Results showed that the MEP facilitation recorded in the FDI muscle during the observation of index-finger abductions was only detected using low-intensity TMS. In contrast, changes in the OSP had a negligible effect on the presence of motor resonance effects in either the FDI or ADM muscles. These findings support the hypothesis that MN activity enhances M1 excitability via cortico-cortical pathways and highlight a methodological framework by which the neural underpinnings of action observation can be further explored. © 2013 Loporto et al.

Leader-member exchange and contextual performance:the mediating influence of organization-based self-esteem

This study examined the mediating influence of organization-based self-esteem (OBSE) on the relationship between leader-member exchange (LMX) and contextual performance. Respondents were Indian employees and their immediate supervisors. Results of structural equation modeling (SEM) that compared the fit of a fully mediated model to a partially mediated model revealed support for the hypothesized fully mediated model. Specifically, the SEM results showed the relationship between LMX and the contextual performance facets of interpersonal facilitation and job dedication to be indirect, through OBSE. Support for the hypothesized mediating influence of OBSE highlights the multiple motivational underpinnings of contextual performance

Mobility of NMDA autoreceptors but not postsynaptic receptors at glutamate synapses in the rat entorhinal cortex

NMDA receptors (NMDAr) are known to undergo recycling and lateral diffusion in postsynaptic spines and dendrites. However, NMDAr are also present as autoreceptors on glutamate terminals, where they act to facilitate glutamate release, but it is not known whether these receptors are also mobile. We have used functional pharmacological approaches to examine whether NMDA receptors at excitatory synapses in the rat entorhinal cortex are mobile at either postsynaptic sites or in presynaptic terminals. When NMDAr-mediated evoked EPSCs (eEPSCs) were blocked by MK-801, they showed no evidence of recovery when the irreversible blocker was removed, suggesting that postsynaptic NMDAr were relatively stably anchored at these synapses. However, using frequency-dependent facilitation of AMPA receptor (AMPAr)-mediated eEPSCs as a reporter of presynaptic NMDAr activity, we found that when facilitation was blocked with MK-801 there was a rapid (similar to 30-40 min) anomalous recovery upon removal of the antagonist. This was not observed when global NMDAr blockade was induced by combined perfusion with MK-801 and NMDA. Anomalous recovery was accompanied by an increase in frequency of spontaneous EPSCs, and a variable increase in frequency-facilitation. Following recovery from blockade of presynaptic NMDAr with a competitive antagonist, frequency-dependent facilitation of AMPAr-mediated eEPSCs was also transiently enhanced. Finally, an increase in frequency of miniature EPSCs induced by NMDA was succeeded by a persistent decrease. Our data provide the first evidence for mobility of NMDAr in the presynaptic terminals, and may point to a role of this process in activity-dependent control of glutamate release.

Observation of a finger or an object movement primes imitative responses differentially

Behavioural advantages for imitation of human movements over movements instructed by other visual stimuli are attributed to an ‘action observation-execution matching’ (AOEM) mechanism. Here, we demonstrate that priming/exogenous cueing with a videotaped finger movement stimulus (S1) produces specific congruency effects in reaction times (RTs) of imitative responses to a target movement (S2) at defined stimulus onset asynchronies (SOAs). When contrasted with a moving object at an SOA of 533 ms, only a human movement is capable of inducing an effect reminiscent of ‘inhibition of return’ (IOR), i.e. a significant advantage for imitation of a subsequent incongruent as compared to a congruent movement. When responses are primed by a finger movement at SOAs of 533 and 1,200 ms, inhibition of congruent or facilitation of incongruent responses, respectively, is stronger as compared to priming by a moving object. This pattern does not depend on whether S2 presents a finger movement or a moving object, thus effects cannot be attributed to visual similarity between S1 and S2. We propose that, whereas both priming by a finger movement and a moving object induces processes of spatial orienting, solely observation of a human movement activates AOEM. Thus, S1 immediately elicits an imitative response tendency. As an overt imitation of S1 is inadequate in the present setting, the response is inhibited which, in turn, modulates congruency effects.

Abusive supervision and contextual performance:The mediating role of emotional exhaustion and the moderating role of work unit structure

This study examined the processes linking abusive supervision to employee contextual performance by focusing on the mediating influence of emotional exhaustion and the moderating influence of work unit structure. Data were obtained from 285 subordinate-supervisor dyads from three manufacturing companies in north-eastern China. The results revealed that: (i) emotional exhaustion mediated the relationships between abusive supervision and the contextual performance dimensions of interpersonal facilitation and job dedication; and (ii) work unit structure moderated these relationships such that the relationships were stronger in mechanistic than in organic work unit structures. © 2008 Blackwell Publishing Ltd.

Attentional inhibition has social-emotional consequences for unfamiliar faces

Visual attention studies often rely on response time measures to show the impact of attentional facilitation and inhibition. Here we extend the investigation of the effects of attention on behavior and show that prior attentional states associated with unfamiliar faces can influence subsequent social-emotional judgments about those faces. Participants were shown pairs of face images and were asked to withhold a response if a transparent stop-signal cue appeared over one of the faces. This served to associate the cued face with an inhibitory state. Later, when asked to make social-emotional choices about these face pairs, participants chose uncued faces more often than cued faces as "more trustworthy" and chose cued faces more often than uncued faces as "less trustworthy." For perceptual choices, there was no effect of how the question was framed (which face is "on a lighter background" vs. "on a darker background"). These results suggest that attentional inhibition can be associated with socially relevant stimuli, such as faces, and can have specific, deleterious effects on social-emotional judgments.

Enhancing employability in the "ME generation"

Purpose – The purpose of this paper is to place all of the contributions to this special issue into a theoretical framework and to highlight the role that the so-called “information age mindset” has in the facilitation of employability skills. Design/methodology/approach – The paper discusses the major themes of this special issue. Findings – Undergraduate students do see the importance of technological innovation in the classroom but they see the development of experiential or work-based skills to be more important. Practical implications – Future curriculum design should consider the expectations and attitudes of the modern day undergraduate student to ensure that potential employability is maximised. Originality/value – The findings are placed into the wider context of the emerging field of evolutionary educational psychology.

Gender differences in the sensitivity to negative stimuli:cross-modal affective priming study

Background: There is evidence showing that men and women differ with regard to the processing of emotional information. However, the mechanisms behind these differences are not fully understood. Method: The sample comprised of 275 (167 female) right-handed, healthy participants, recruited from the community. We employed a customized affective priming task, which consisted of three subtests, differing in the modality of the prime (face, written word, and sound). The targets were always written words of either positive or negative valence. The priming effect was measured as reaction time facilitation in conditions where both prime and target were emotional (of the same positive or negative valence) compared with conditions where the emotional targets were preceded by neutral primes. Results: The priming effect was observed across all three modalities, with an interaction of gender by valence: the priming effect in the emotionally negative condition in male participants was stronger compared with females. This was accounted for by the differential priming effect within the female group where priming was significantly smaller in the emotionally negative conditions compared with the positive conditions. The male participants revealed a comparable priming effect across both the emotionally negative and positive conditions. Conclusion: Reduced priming in negative conditions in women may reflect interference processes due to greater sensitivity to negative valence of stimuli. This in turn could underlie the gender-related differences in susceptibility to emotional disorders.

Exploring types and functions of questions in police interviews

There is a proliferation of categorization schemes in the scientific literature that have mostly been developed from psychologists’ understanding of the nature of linguistic interactions. This has a led to problems in defining question types used by interviewers. Based on the principle that the overarching purpose of an interview is to elicit information and that questions can function both as actions in their own right and as vehicles for other actions, a Conversational Analysis approach was used to analyse a small number of police interviews. The analysis produced a different categorization of question types and, in particular, the conversational turns fell into two functional types: (i) Topic Initiation Questions and (ii) Topic Facilitation Questions. We argue that forensic interviewing requires a switch of focus from the ‘words’ used by interviewers in question types to the ‘function’ of conversational turns within interviews.

"How prepared are engineering educators to implement active learning?" - The emerging findings

This paper discusses the question of how well prepared Engineering Educators are to implement Active Learning approaches within Higher Education undergraduate Engineering Programmes in Malaysia. As the role of Higher Education has shifted from being that of a 'knowledge provider' to become primarily focused upon 'learning facilitation', so the role of teachers or academic staff has changed in that they have become the key to implementing successful Active Learning. Based upon the emergent findings from a case study conducted at a Malaysian institution of higher education, the paper reveals that the engineering educators within the institution concerned were neither prepared nor ready to implement Active Learning. Indeed, it is evident from the study findings that a huge effort is needed in terms of educational policy and practice to ensure that Malaysian institutions offering engineering education should move efficiently and effectively towards the unilateral adoption of Active Learning approaches.

Engineering education research - the UK perspective at a time of change

Engineering education in the United Kingdom is at the point of embarking upon an interesting journey into uncharted waters. At no point in the past have there been so many drivers for change and so many opportunities for the development of engineering pedagogy. This paper will look at how Engineering Education Research (EER) has developed within the UK and what differentiates it from the many small scale practitioner interventions, perhaps without a clear research question or with little evaluation, which are presented at numerous staff development sessions, workshops and conferences. From this position some examples of current projects will be described, outcomes of funding opportunities will be summarised and the benefits of collaboration with other disciplines illustrated. In this study, I will account for how the design of task structure according to variation theory, as well as the probe-ware technology, make the laws of force and motion visible and learnable and, especially, in the lab studied make Newton's third law visible and learnable. I will also, as a comparison, include data from a mechanics lab that use the same probe-ware technology and deal with the same topics in mechanics, but uses a differently designed task structure. I will argue that the lower achievements on the FMCE-test in this latter case can be attributed to these differences in task structure in the lab instructions. According to my analysis, the necessary pattern of variation is not included in the design. I will also present a microanalysis of 15 hours collected from engineering students' activities in a lab about impulse and collisions based on video recordings of student's activities in a lab about impulse and collisions. The important object of learning in this lab is the development of an understanding of Newton's third law. The approach analysing students interaction using video data is inspired by ethnomethodology and conversation analysis, i.e. I will focus on students practical, contingent and embodied inquiry in the setting of the lab. I argue that my result corroborates variation theory and show this theory can be used as a 'tool' for designing labs as well as for analysing labs and lab instructions. Thus my results have implications outside the domain of this study and have implications for understanding critical features for student learning in labs. Engineering higher education is well used to change. As technology develops the abilities expected by employers of graduates expand, yet our understanding of how to make informed decisions about learning and teaching strategies does not without a conscious effort to do so. With the numerous demands of academic life, we often fail to acknowledge our incomplete understanding of how our students learn within our discipline. The journey facing engineering education in the UK is being driven by two classes of driver. Firstly there are those which we have been working to expand our understanding of, such as retention and employability, and secondly the new challenges such as substantial changes to funding systems allied with an increase in student expectations. Only through continued research can priorities be identified, addressed and a coherent and strong voice for informed change be heard within the wider engineering education community. This new position makes it even more important that through EER we acquire the knowledge and understanding needed to make informed decisions regarding approaches to teaching, curriculum design and measures to promote effective student learning. This then raises the question 'how does EER function within a diverse academic community?' Within an existing community of academics interested in taking meaningful steps towards understanding the ongoing challenges of engineering education a Special Interest Group (SIG) has formed in the UK. The formation of this group has itself been part of the rapidly changing environment through its facilitation by the Higher Education Academy's Engineering Subject Centre, an entity which through the Academy's current restructuring will no longer exist as a discrete Centre dedicated to supporting engineering academics. The aims of this group, the activities it is currently undertaking and how it expects to network and collaborate with the global EER community will be reported in this paper. This will include explanation of how the group has identified barriers to the progress of EER and how it is seeking, through a series of activities, to facilitate recognition and growth of EER both within the UK and with our valued international colleagues.

The Mismanagement of Environmental Conflicts

During the Communist regime, companies' conflicts with the public were hidden. The public did not have the right to express their objection. Recent Hungarian law, however, supports people's right to influence decisions that have an impact on their lives, but attitudes change slowly. In this article, I show the typical methods of companies' mismanagement of environmental conflicts. The first part of the article concentrates on strategic issues, and the second one emphasizes mistakes in communication with local communities. There are signs that Hungarian companies have already started to learn their lesson, but they also need help to face the new situation of the post-Communist era. Conflict theory and conflict resolution techniques may help them to deal with communication problems and to reach win-win solutions. Although not unknown, facilitation is not a common technique in Hungary yet. This means that there is potential for its development.

Merre vezessen a magyar kapitalizmus útja? Látkép Ronald Coase világítótornyából = Which course for Hungary s capitalism? A view from Ronald Coase s lighthouse

A tanulmány - amely Coase és az új intézményi közgazdaságtan alapján keresi a címbeli kérdésre adható választ - a kapitalizmus alapvető interakciós formájaként a kölcsönösen előnyös cserét azonosítja, amely az emberi együttműködés megnyilvánulása. A gazdasági fejlődés feltétele e kooperáció költségeit csökkentő társadalmi játékszabályok, intézmények kialakítása. A jól működő kapitalizmus intézményi rendje sűrű és sokrétű, a részleteit tekintve időben és térben igen változó, jelentős részben nem állami, hanem magáneredetű. Ez a rend nem tervezhető meg, és jelenlegi tudásunk alapján nem is érthető meg konzisztens, összefüggő rendszerként. A magyar gazdaság fejlődési célját ezért nem lehet nemzetgazdasági szintű rendszerként vagy modellként megfogalmazni. A tényleges feladat az intézményi rend középszintű elemeinek fokozatos, kísérletező változtatása, figyelembe véve a már létező intézményi környezet történetileg adott, helyhez és időhöz kötött sajátosságait. De az intézményi "barkácsolásnak" mindvégig szem előtt kell tartania a kapitalizmus alapelvét: az önkéntes, kölcsönösen előnyös tranzakciók támogatását. _____ The study draws on Coase s lighthouse" of new institutional economics in addressing this question. It identifies mutually beneficial exchange, a manifestation of human cooperation, as the underlying form of interaction in capitalism, while stressing that economic development depends on creating social rules of the game (institutions) that decrease the costs of exchange. The institutional order of well-functioning capitalism is thickly woven with many features, often of private rather than public (legal or political) origin. Details vary greatly in time and space. Such an order cannot be planned, and with current knowledge, it cannot be seen as a consistent system. So the goal in Hungary s economic development should not be defined as a system or model for a national economy. It should set out to change intermediate-level institutions in gradual, experimental ways that pay heed to the time and space-bound idiosyncrasies of existing ones. Moreover institutional tinkering" should observe capitalism s basic institutional principle: facilitation of voluntary, mutually beneficial transactions.

A qualitative analysis of the congruency of Jungian psychological preferences identified by the Myers-Briggs Type Indicator (MBTI) and the human resource development role of instructor/facilitator

The purpose of this ethnographic study was to describe and explain the congruency of psychological preferences identified by the Myers-Briggs Type Indicator (MBTI) and the human resource development (HRD) role of instructor/facilitator. This investigation was conducted with 23 HRD professionals who worked in the Miami, Florida area as instructors/facilitators with adult learners in job-related contexts.^ The study was conducted using qualitative strategies of data collection and analysis. The research participants were selected through a purposive sampling strategy. Data collection strategies included: (a) administration and scoring of the MBTI, Form G, (b) open-ended and semi-structured interviews, (c) participant observations of the research subjects at their respective work sites and while conducting training sessions, (d) field notes, and (e) contact summary sheets to record field research encounters. Data analysis was conducted with the use of a computer program for qualitative analysis called FolioViews 3.1 for Windows. This included: (a) coding of transcribed interviews and field notes, (b) theme analysis, (c) memoing, and (d) cross-case analysis.^ The three major themes that emerged in relation to the congruency of psychological preferences and the role of instructor/facilitator were: (1) designing and preparing instruction/facilitation, (2) conducting training and managing group process, and (3) interpersonal relations and perspectives among instructors/facilitators.^ The first two themes were analyzed through the combination of the four Jungian personality functions. These combinations are: sensing-thinking (ST), sensing-feeling (SF), intuition-thinking (NT), and intuition-feeling (NF). The third theme was analyzed through the combination of the attitudes or energy focus and the judgment function. These combinations are: extraversion-thinking (ET), extraversion-feeling (EF), introversion-thinking (IT), and introversion-feeling (IF).^ A last area uncovered by this ethnographic study was the influence exerted by a training and development culture on the instructor/facilitator role. This professional culture is described and explained in terms of the shared values and expectations reported by the study respondents. ^