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Hair cells without supporting cells: further studies in the ear of the zebrafish mind bomb mutant.

Each sensory hair cell in the ear is normally surrounded by supporting cells, which separate it from the next hair cell. In the mind bomb mutant, as a result of a failure of lateral inhibition, cells that would normally become supporting cells differentiate as hair cells instead, creating sensory patches that consist of hair cells only. This provides a unique opportunity to pinpoint the functions for which supporting cells are required in normal hair cell development. We find that hair cells in the mutant develop an essentially normal cytoskeleton, with a correctly structured hair bundle and well-defined planar polarity, and form apical junctional complexes with one another in standard epithelial fashion. They fail, however, to form a basal lamina or to adhere properly to the adjacent non-sensory epithelial cells, which overgrow them. The hair cells are eventually expelled from the ear epithelium into the underlying mesenchyme, losing their hair bundles in the process. It is not clear whether they undergo apoptosis: many cells staining strongly with the TUNEL procedure are seen but do not appear apoptotic by other criteria. Supporting cells, therefore, are needed to hold hair cells in the otic epithelium and, perhaps, to keep them alive, but are not needed for the construction of normal hair bundles or to give the hair bundles a predictable polarity. Moreover, supporting cells are not absolutely required as a source of materials for otoliths, which, though small and deformed, still develop in their absence.

Animals↗

Entrepreneurial "mining" of the dying: viatical transactions, tax strategies and mind games.

Conceptually, entrepreneurship is seen as the engine that drives a robust economy, promotes a favorable quality of life, and assures the availability of the attributes needed for meaningful living. However, like many popular concepts in this world, its limitations are normally not well acknowledged. A grouping of entrepreneurial ventures which as recently come into existence deals with the personal fiscal issues associated with the end-of-life phase of the human cycle. While generally praised as humanitarian services for society, that are assuredly within legal bounds, these activities have potentially significant negative implications. When examined from an ethical perspective, some questionable practices became apparent. Three such undertakings in particular have to do with the terminally ill and are examined in this paper. The first, viatical transactions, is defined as the transfer of a life insurance policy's ownership to someone who does not have an insurable interest in the life of the insured individual. The second, creative tax shelters for wealthy people involved in estate planning, involves hiring unrelated parties, particularly those who are young and in failing health, to do the dying for the principal. The third, mind games, involves curtailing the use of medical resources for the dying. The justification for this is rationing scarce medical resources.

Aged↗

Effects of mindfulness-based stress reduction on medical and premedical students.

The inability to cope successfully with the enormous stress of medical education may lead to a cascade of consequences at both a personal and professional level. The present study examined the short-term effects of an 8-week meditation-based stress reduction intervention on premedical and medical students using a well-controlled statistical design. Findings indicate that participation in the intervention can effectively (1) reduce self-reported state and trait anxiety, (2) reduce reports of overall psychological distress including depression, (3) increase scores on overall empathy levels, and (4) increase scores on a measure of spiritual experiences assessed at termination of intervention. These results (5) replicated in the wait-list control group, (6) held across different experiments, and (7) were observed during the exam period. Future research should address potential long-term effects of mindfulness training for medical and premedical students.

Adaptation, Psychological↗

Do children with PDDNOS have a theory of mind?

This study sought to differentiate PDDNOS from a similar nonautistic disorder (i.e., language impairment) on the basis of a cognitive deficit, theory-of-mind (ToM). ToM is an ability to infer mental states in others and has been found to be highly prevalent in autism, a disorder that shares many characteristics with PDDNOS (Baron-Cohen, 1985; Volkmar & Cohen, 1988). A sample of 28 children with either PDDNOS or a language impairment formed two groups (n = 14), matched on gender and verbal mental age. Participants were administered the brain function task (Baron-Cohen, 1989) and the false belief task (Perner, Frith, Leslie, & Leekam, 1989) to assess ToM. Results suggest that children with PDDNOS are deficient in a ToM ability, however, this relationship is not as strong as in previous studies with autistic samples, suggesting that children with PDDNOS may have a greater ToM ability. The existence of PDDNOS on the higher end of a spectrum of the Pervasive Developmental disorders as well as the construct of ToM itself existing on a continuum are discussed.

Brain↗

[Relevance and results of Theory of Mind research for autism and other psychiatric disorders].

OBJECTIVES: Disorders of the autistic spectrum are basically characterised by a triad of symptoms: dysfunction of social interaction, communication deficits, and stereotyped behaviour patterns and interests. One of the most prominent approaches to explaining these abnormalities is the "Theory of Mind" (Baron-Cohen et al., 1885). METHODS: The present review discusses and critically examines the ongoing research and recapitulates the essential findings of the last ten years, focussing on their methodological quality and utility to explain other psychiatric disorders. RESULTS: Despite considerable research efforts in this field, the existing concepts do not constitute a consistent framework for analysing the development of autism spectrum disorders. CONCLUSIONS: Future research should aim to verify the impact of the existing theoretical models and to emphasise the similarities of the different concepts in order to gain specific information about potential causal factors of autism.

Adolescent↗

Animal mind and the argument from design.

The argument from design has played an important role in the history of philosophy and biology. Paley, the 19th-century theologian, was struck by the bodily complexity and adaptive fit of animals to their environments; he used the argument from design to prove the existence of God. Darwin, however, provided the natural evolutionary mechanisms that eliminated the need for positing a divine creator to explain the structure of animals; he was thus able to treat the historical problem of organic evolution by providing a historical solution. Today, some students of behavior are similarly struck by the complexity of animals' actions and their adaptive fit to the environment. Like Paley, they use the argument from design, but to prove the existence of a conscious designer inside the head of the animal--the mind. This mentalistic approach suffers from many of the philosophical and empirical problems that plagued similar efforts in the past.

Animals↗

Wisdom. A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence.

The primary focus of this article is on the presentation of wisdom research conducted under the heading of the Berlin wisdom paradigm. Informed by a cultural-historical analysis, wisdom in this paradigm is defined as an expert knowledge system concerning the fundamental pragmatics of life. These include knowledge and judgment about the meaning and conduct of life and the orchestration of human development toward excellence while attending conjointly to personal and collective well-being. Measurement includes think-aloud protocols concerning various problems of life associated with life planning, life management, and life review. Responses are evaluated with reference to a family of 5 criteria: rich factual and procedural knowledge, lifespan contextualism, relativism of values and life priorities, and recognition and management of uncertainty. A series of studies is reported that aim to describe, explain, and optimize wisdom. The authors conclude with a new theoretical perspective that characterizes wisdom as a cognitive and motivational metaheuristic (pragmatic) that organizes and orchestrates knowledge toward human excellence in mind and virtue, both individually and collectively.

Adult↗

Multicultural minds. A dynamic constructivist approach to culture and cognition.

The authors present a new approach to culture and cognition, which focuses on the dynamics through which specific pieces of cultural knowledge (implicit theories) become operative in guiding the construction of meaning from a stimulus. Whether a construct comes to the fore in a perceiver's mind depends on the extent to which the construct is highly accessible (because of recent exposure). In a series of cognitive priming experiments, the authors simulated the experience of bicultural individuals (people who have internalized two cultures) of switching between different cultural frames in response to culturally laden symbols. The authors discuss how this dynamic, constructivist approach illuminates (a) when cultural constructs are potent drivers of behavior and (b) how bicultural individuals may control the cognitive effects of culture.

Acculturation↗

Metarepresentation in action: 3-, 4-, and 5-year-olds' developing theories of mind in parent-child conversations.

Using a cross-sectional natural language database, the authors investigated the parent-child conversations of 36 three-, 4-, and 5-year-olds to explore 2 issues regarding the development of metarepresentation. First, children's uses of explicit contrastives (ECs)--utterances that explicitly contrast 2 differing mental states--were explored. Four-year-olds and, to a greater extent, 5-year-olds were found to reliably use ECs. Second, parents' responses to children's uses of "I don't know" and implicit contrastives (e.g., contradictions) were examined to determine whether parents took these opportunities to highlight the representational nature of mental states. All children regularly elicited mentalistic responses from their parents and, in some cases, these parental responses were positively related to children's production of mental talk. Findings are discussed in terms of how theory of mind development may be guided by scaffolding processes.

Child Development↗

Children's use of triadic eye gaze information for "mind reading".

Five experiments examined children's use of eye gaze information for "mind-reading" purposes, specifically, for inferring another person's desire. When presented with static displays in the first 3 experiments, only by 4 years of age did children use another person's eye direction to infer desires, although younger children could identify the person's focus of attention. Further, 3-year-olds were capable of inferring desire from other nonverbal cues, such as pointing (Experiment 3). When eye gaze was presented dynamically with several other scaffolding cues (Experiment 4), 2- and 3-year-olds successfully used eye gaze for desire inference. Scaffolding cues were removed in Experiment 5, and 2- and 3-year-olds still performed above chance in using eye gaze. Results suggest that 2-year-olds are capable of using eye gaze alone to infer about another's desire. The authors propose that the acquisition of the ability to use attentional cues to infer another's mental state may involve both an association process and a differentiation process.

Attention↗

Social interaction skills and theory of mind in young children.

Two studies explored relations between peer social skills and theory of mind in young children. In Study 1, a global teacher rating of social skills with peers, performance on a traditional false-belief task, a standardized assessment of auditory language comprehension, and a time sampling of amount of speech with peers were obtained. Positive, but moderate, zero-order correlations were observed between the false-belief measure and social skills, and false belief accounted for a significant amount of additional variance in social skills after covarying age and the 2 measures of language. Study 2 replicated the findings of Study 1 by using a larger sample and a standardized teacher questionnaire. The results are discussed with regard to the critical role of a mentalistic theory of behavior for human social interactions.

Child↗

Self-talk in youth with anxiety disorders: states of mind, content specificity, and treatment outcome.

This study investigated the relationship between childhood anxiety disorders, the valence and content of self-statements, and the impact of treatment on the internal dialogue. Participants (151 8- to 13-year-olds) included 71 youth with anxiety disorders and 80 control participants. Positive and negative self-statements and a states-of-mind (SOM) ratio were examined. Results indicated that the negative self-statements and SOM ratio (but not positive self-statements) of children with anxiety disorders significantly predicted anxiety. Results also indicated that negative (but not positive cognition) and SOM ratio predicted improvement in anxiety after treatment and mediated treatment gains. Results of analyses to explore the content specificity hypothesis were mixed. The impact of negative self-talk on children's anxious symptomatology and favorable treatment outcome is discussed.

Adolescent↗

Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy.

This study evaluated mindfulness-based cognitive therapy (MBCT), a group intervention designed to train recovered recurrently depressed patients to disengage from dysphoria-activated depressogenic thinking that may mediate relapse/recurrence. Recovered recurrently depressed patients (n = 145) were randomized to continue with treatment as usual or, in addition, to receive MBCT. Relapse/recurrence to major depression was assessed over a 60-week study period. For patients with 3 or more previous episodes of depression (77% of the sample), MBCT significantly reduced risk of relapse/recurrence. For patients with only 2 previous episodes, MBCT did not reduce relapse/recurrence. MBCT offers a promising cost-efficient psychological approach to preventing relapse/recurrence in recovered recurrently depressed patients.

Adult↗

Visual angle of the mind's eye before and after unilateral occipital lobectomy.

Do mental images occur in a spatially mapped (i.e., analog, or array-format) representational medium? Kosslyn's (1978) method was used to measure the visual angle of "the mind's eye" to estimate the extent of the imagery medium before and after unilateral occipital lobectomy. It was found that the overall size of the largest possible image was reduced following the surgery. In addition, only the horizontal extent, and not the vertical extent, of the imagery medium was reduced. Finally, it was determined that the S understood the tasks, was not aware of our predictions, and was unaffected by a strong demand characteristic in a different imagery task. These results are consistent with the hypothesis that imagery occurs in a spatially mapped representational medium dependent on occipital cortex.

Adult↗

Lay American conceptions of nutrition: dose insensitivity, categorical thinking, contagion, and the monotonic mind.

Two studies explored Americans' tendency to simplify nutrition information. Substantial minorities of separate samples of college students, physical plant workers, and a national sample considered a variety of substances, including some essential nutrients (salt and fat), to be harmful at trace levels. Almost half the respondents believed that high-calorie foods in small amounts contain more calories than low-calorie foods in much larger amounts. Many subjects classified foods according to a good/bad dichotomy, and almost all subjects confounded nutritional completeness with long-term healthfulness of foods. To account for these results, we suggest the following heuristics and biases: dose insensitivity, categorical perception, a "monotonic mind" belief (if something is harmful at high levels then it is harmful at low levels), and the magical principle of contagion.

Adult↗

The relation between desire and false belief in children's theory of mind: no satisfaction?

Belief and desire are commonly assumed to be the core mental states needed to understand others' behavior. Few studies, however, have investigated both. The current studies assessed whether young children's difficulty with false belief can be explained by desire's dominance over belief, as J. A. Fodor's (1992) nativist theory and the theory theory (K. Bartsch & H. M. Wellman, 1995) claim, and examined the processes underlying children's understanding of desire. Desire inferences of 3- to 5-year-olds were compared with false-belief responses in 4 experiments. For the 3-year-olds, no correspondence was found between desire and belief, suggesting that desire cannot explain young children's difficulty with false belief and that desire relies on different cues than does belief. The findings indicate that studying children's understanding of desire is important for forming an accurate description of theory of mind and for evaluating the different theories of its development.

Awareness↗

Executive function and theory of mind: stability and prediction from ages 2 to 3.

Several studies have demonstrated a relation between executive functioning (EF) and theory of mind (ToM) in preschoolers, yet the developmental course of this relation remains unknown. Longitudinal stability and EF-ToM relations were examined in 81 children at 24 and 39 months. At Time 1, EF was unrelated to behavioral measures of ToM but was significantly related to parent report of children's internal-state language, independent of vocabulary size. At Time 2, behavioral batteries of EF and ToM were significantly related (r=.50, p<.01). Furthermore, EF (Time 1) significantly predicted ToM (Time 2), independent of several controls. A reciprocal relation (internal-state language --> EF at Time 2) was nonsignificant with the controls included. Individual differences in EF were relatively stable.

Child Development↗

Attachment state of mind, learning dispositions, and academic performance during the college transition.

The purpose of this study was to examine the relation among attachment state of mind, students' learning dispositions, and academic performance during the college transition. Sixty-two students were involved in a short-term longitudinal study and were interviewed with the Adult Attachment Interview. Students' learning dispositions were assessed at the end of high school (Time 1) and halfway through their 1st semester in college (Time 2). Academic records were collected at Time 1 as well as at the end of the 1st, 2nd, and 3rd college semesters. Autonomous students showed better learning dispositions throughout the transition and were less likely than dismissing and preoccupied students to experience a decrease in these dispositions between Time 1 and Time 2. In addition, dismissing students obtained the lowest average of grades in college, and this association was mediated by changes in quality of attention during the transition.

Adaptation, Psychological↗