A general behavior syndrome associated with persistent failure to mate in the male laboratory rat.

Tested 31 male hooded rats in 7 experiments to determine if those rats which persistently fail to mate (noncopulators) suffer from a specific deficit in sexual behavior or if they show a general behavioral syndrome which distinguishes them from males which mate readily (copulators). Relative to copulators, noncopulators were less active and less responsive to novel stimuli and displayed slower habituation to novelty. Behavioral differences were not correlated with indices of emotionality, state of health, or early rearing conditions. Results are interpreted in terms of a difference in general arousability between copulators and noncopulators. (18 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Errata: "A Longitudinal Study of Who Seeks Counseling When"

Reports an error in the original article "A Longitudinal Study of Who Seeks Counseling When" by W. Harry Sharp and Barbara A. Kirk (Journal of Counseling Psychology, 1974[Jan], 21[1], 43-50). The sentence on page 50 should read as follows: "They appeared to be more intellectually oriented, less personally integrated, and altruistically inclined." (The following abstract of this article originally appeared in record 1974-26400-001.) Determined at what time the members of a university freshman class who sought counseling initiated their contacts with counselors. Over the 4-yr period 401 males and 319 females sought counseling. In general, the rate of initiation declined steeply over time, both by years and by quarters within years. An occasional reversal occurred for females. Characteristics of the Ss as related to time of initiating counseling were also studied, utilizing scores on the School and College Ability Test, Omnibus Personality Inventory, and SVIB, administered in freshman orientation. Neither male nor female Ss differed significantly in test results when time of counseling initiation was considered by the 4 academic quarters. By year, quarter by quarter, and by parts of quarters, the Omnibus Personality Inventory yielded significant results on some scales. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to de Jonge and Dormann (2006).

Reports an error in "Stressors, Resources, and Strain at Work: A Longitudinal Test of the Triple-Match Principle" by Jan de Jonge and Christian Dormann (Journal of Applied Psychology, 2006[Nov], Vol 91[6], 1359-1374). The issue number at the upper left corner of the title page (p. 1359) is wrongly stated as 5 rather than 6. Furthermore, in Table 1 (p. 1362), the value in Column 12, Row 4 (Emo resources) should be -.07 rather than -0.7. (The following abstract of the original article appeared in record 2006-20695-014.) Two longitudinal studies investigated the issue of match between job stressors and job resources in the prediction of job-related strain. On the basis of the triple-match principle (TMP), it was hypothesized that resources are most likely to moderate the relation between stressors and strains if resources, stressors, and strains all match. Resources are less likely to moderate the relation between stressors and strains if (a) only resources and stressors match, (b) only resources and strains match, or (c) only stressors and strains match. Resources are least likely to moderate the relation between stressors and strains if there is no match among stressors, resources, and strains. The TMP was tested among 280 and 267 health care workers in 2 longitudinal surveys. The likelihood of finding moderating effects was linearly related to the degree of match, with 33.3% of all tested interactions becoming significant when there was a triple match, 16.7% when there was a double match, and 0.0% when there was no match. Findings were most consistent if there was an emotional match or a physical match. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Stimulus Selection in Eyelid Conditioning in the Rabbit (Oryctolagus cuniculus)": Erratum.

Reports an error in the original article by Perry S. Kinkaide (Journal of Comparative and Physiological Psychology, 1974[Jun], 86[6], 1132-1140). The lower portion of Figure 3 on page 1138 should have represented the last two conditions for Group T as Test AV and reTest AV. The last sentence of the caption should have been deleted. (The following abstract of this article originally appeared in record 1979-05368-001) Conducted 2 experiments, using a total of 24 female New Zealand white rabbits, in which a "visual" stimulus (V), either flashes or electrical stimulation of the optic chiasma, was reinforced in compound with a differentially reinforced (CS+) or nonreinforced (CS-) nonvisual stimulus. Visual stimulus control of conditioned eyeblink activity was acquired if V was reinforced in compound with CS- but was "blocked" when reinforced in compound with CS+. Both effects were demonstrable within Ss and were independent of the method of visual stimulation. Extinction and backward conditioning of chiasmic stimulation preceded retraining of 6 Ss. The establishment and blocking of visual stimulus control were again evident within Ss. The data are interpretable in terms of either attentional or associative theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lead toxicosis in a captive bottlenose dolphin (Tursiops truncatus) consequent to ingestion of air gun pellets

Male rats of the Wistar strain were selected as good copulators (displaying at least 1 ejaculation in each of three consecutive tests for male sexual behavior) and sexually sluggish animals (displaying no ejaculations in each of three consecutive tests). The administration of low doses (1 and 2.5 mg/kg, i.p.) of kainic acid in sexually sluggish rats induced an enhancement of some parameters of copulatory behavior. In particular, significant reductions in latency to the first mount and intromission and increases in frequency of mounts and intromissions were observed. In contrast, the drug failed to exert any effect in good copulators. At the dose of 5 mg/kg (i.p.) kainic acid exerted an inhibitory effect on sexual behavior parameters both in good copulators and in sluggish rats. A persistent increase in latency to the first mount, intromission and ejaculation, and reduction in frequency of mounts, intromissions and ejaculation both in good copulators and in sluggish rats were observed 20 days after kainic acid treatment at the higher dose. No persistent effect of kainic acid 1 and 2.5 mg/kg was observed 20 days after treatment. These results suggest that kainic acid may affect in a dose-dependent manner several copulatory parameters of male sexual behavior repertoire. The bimodal effects could be explained considering a possible interaction of kainic acid with different neurotransmissions or receptor subtypes.     

"Conjunctive encoding of movement and reward by ventral tegmental area neurons in the freely navigating rodent": Correction to Puryear et al. (2010).

Reports an error in "Conjunctive encoding of movement and reward by ventral tegmental area neurons in the freely navigating rodent" by Corey B. Puryear, Min Jung Kim and Sheri J. Y. Mizumori (Behavioral Neuroscience, 2010[Apr], Vol 124[2], 234-247). There was one error in the text on p. 237 and several errors in the captions to Figures 1 (p. 238), 3 (p. 240), and 5 (p. 242). The corrected text and captions are provided in the erratum. (The following abstract of the original article appeared in record 2010-06301-006.) As one of the two main sources of brain dopamine, the ventral tegmental area (VTA) is important for several complex functions, including motivation, reward prediction, and contextual learning. Although many studies have identified the potential neural substrate of VTA dopaminergic activity in reward prediction functions during Pavlovian and operant conditioning tasks, less is understood about the role of VTA neuronal activity in motivated behaviors and more naturalistic forms of context-dependent learning. Therefore, VTA neural activity was recorded as rats performed a spatial memory task under varying contextual conditions. In addition to reward- and reward predicting cue-related firing commonly observed during conditioning tasks, the activity of a large proportion of VTA neurons was also related to the velocity and/or acceleration of the animal’s movement. It is important to note that movement-related activity was strongest when rats displayed more motivation to obtain reward. Furthermore, many cells displayed a dual code of movement- and reward-related activity. These two modes of firing, however, were differentially regulated by context information, suggesting that movement- and reward-related firing are two independently regulated modes of VTA neuronal activity and may serve separate functions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Solving XOR": Correction to Grand and Honey (2008).

Reports an error in "Solving XOR" by C. Grand and R. C. Honey (Journal of Experimental Psychology: Animal Behavior Processes, 2008[Oct], Vol 34[4], 486-493). Figure 2 in the article was printed incorrectly due to an editing error. The correct version of Figure 2 is provided in the erratum. (The following abstract of the original article appeared in record 2008-14849-005.) Three experiments examined the way in which exclusive-or (XOR) problems are solved by rats. All rats first received food-rewarded positive and negative patterning problems with two stimulus sets: either A+, B+, AB- and C-, D-, CD+, or A-, B-, AB + and C+, D +, and CD-. Subsequently, rats received revaluation trials in which A was paired with shock and C was not, prior to generalization test trials with B, D, AB, and CD (Experiments 1 & 2); or received A→shock trials prior to tests with B and CD (Experiment 3). There was greater generalized fear to B than to either D (Experiments 1 & 2) or AB (Experiment 2) and CD (Experiments 2 & 3). These results are inconsistent with configural, connectionist models, but are consistent with an alternative connectionist model that can represent the logical structure of XOR problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Direct Measurement of Differential Cognitive Deficit in Acute Schizophrenia": Erratum.

Reports an error in the original article by J. N. Deluca (Journal of Abnormal Psychology, 1967[April], Vol 72[2], 143-146). The author's affiliation on page 143 should read as follows: "290 Madison Avenue, Morristown, New Jersey. (The following abstract of this article originally appeared in record 2005-09867-003). This is a longitudinal study in which 11 standardized test of cognitive function were administered to 20,000 normal Ss and at a later point in time readministered to those Ss of the original group (N=15) who became schizophrenic and were hospitalized. The tests were also readministered to part of the original group (N=40) who, at the same point in time, were still normal. The results, which revealed significant differential deficit on 5 of the measures, suggest that lack of motivation to reach out and actively manipulate stimuli or experience new learning produced the differences observed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Fish on prozac: Effect of serotonin reuptake inhibitors on cognition in goldfish": Correction.

Reports an error in "Fish on prozac: Effect of serotonin reuptake inhibitors on cognition in goldfish" by Alfred Beulig and Jonathan Fowler (Behavioral Neuroscience, 2008[Apr], Vol 122[2], 426-432). In the aforementioned article, Figures 2, 3, and 4 are incorrect. The correct figures are printed in the erratum. (The following abstract of the original article appeared in record 2008-03769-017.) The authors studied the effect of fluoxetine (a specific serotonin reuptake inhibitor--SSRI) on active avoidance learning in fish. In an active, two-way, shuttle-box avoidance task we compared escape and avoidance of shock among fish receiving chronic administration of fluoxetine (Prozac), others receiving a 5-HT1A receptor antagonist (WAY 100,635; Sigma, St. Louis, MO) and controls. The receptor-blocked group performed significantly more Avoids than the fluoxetine group, which was lowest in performance, or than controls, which were slightly higher, and not significantly different from, the fluoxetine group. This conforms to results reported in rats. Active avoidance learning may be stimulated by the 5-HT1A receptor antagonist. Fluoxetine-treated fish seemed less active in their home tanks than controls or blocker-treated fish. These results suggest that at the dosages used in this experiment, the 5-HT1A receptor antagonist WAY 100,635 may have positive effects on cognition in fishes and its action may not necessarily be restricted to blockage of 5 HT reuptake inhibition. It seems that serotonin mechanisms may be highly conserved in vertebrate evolution. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Facilitative and disruptive effects of prior exposure to shock on subsequent avoidance performance": Erratum.

Reports an error in "Facilitative and disruptive effects of prior exposure to shock on subsequent avoidance performance" by H. Anisman and T. Waller (Journal of Comparative and Physiological Psychology, 1972[Jan], Vol 78[1], 113-122). On page 114, the sentence beginning on Line 56, Column 2, should read: "Thirty seconds after placement in the compartment one half of the rats were given 10 CS (light and tone) presentations in which the CS was 9 sec. in duration, while the remaining rats received 10 CS-US presentations in which the US was a 1-ma. shock (constant current, ac) 2 sec. in duration." (The following abstract of this article originally appeared in record 1972-22565-001.) Subjected 40 male rats from each of 5 strains to 10 signaled inescapable 1-ma shock presentations. Shock facilitated subsequent 1-way and shuttle-avoidance performance (1-ma shock) in Charles River hooded, Wistar, Holtzman, and Sasco Ss, but did not significantly affect avoidance learning in Sprague-Dawley Ss. A 2nd experiment employing 120 male Holtzman rats indicated that inescapable shock of 1 ma. facilitated subsequent 1-way and shuttle-avoidance performance, while exposure to shock of 2 ma. facilitated 1-way and interfered with shuttle-avoidance performance. Movement ratings recorded during both CS and intershock intervals in pretraining were found to be good predictors of subsequent avoidance performance in preshocked Ss. Results are interpreted in terms of response repertoire changes produced by shock in conjunction with the defense reaction necessary in acquiring the avoidance response. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The Differentiation of Self Inventory: Development and initial validation": Errata.

Reports an error in "The Differentiation of Self Inventory: Development and initial validation" by Elizabeth A. Skowron and Myrna L. Friedlander (Journal of Counseling Psychology, 1998[Jul], Vol 45[3], 235-246). In the January 1998 edition of the Journal of Counseling Psychology (Volume 45, Number 3, p. 246), the key to the Appendix was printed incorrectly. Please see the attached errata for further information. (The following abstract of the original article appeared in record 1998-04269-001.) Despite the importance of Bowen theory (M. Bowen, 1976,1978; M. E. Kerr & Bowen, 1988) in the field of family therapy, there have been relatively few studies to date examining its constructs or propositions. To fill this gap, a self-report instrument, the Differentiation of Self Inventory (DSI) has been developed. The DSI is a multidimensional measure of differentiation that focuses specifically on adults (age 25+), their significant relationships, and current relations with family of origin. Six-hundred and nine adults participated in a series of 3 studies, in which DSI scores—reflecting less emotional reactivity, cutoff, and fusion with others, and a greater ability to take an "I position"—predicted lower chronic anxiety, better psychological adjustment, and greater marital satisfaction. Other results consistent with Bowen theory are discussed, along with the potential contribution of the DSI for testing Bowen theory, as a clinical assessment tool, and as an indicator of psychotherapeutic outcome. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Disruption of contextual freezing, but not contextual blocking of fear-potentiated startle, after lesions of the dorsal hippocampus": Correction to McNish et al (2000).

Reports an error in "Disruption of contextual freezing, but not contextual blocking of fear-potentiated startle, after lesions of the dorsal hippocampus" by Kenneth A. McNish, Jonathan C. Gewirtz and Michael Davis (Behavioral Neuroscience, 2000[Feb], Vol 114[1], 64-76). The captions for Figure 4 (p. 70) and Figure 5 (p. 72) were printed incorrectly. The caption used for Figure 4 should appear under Figure 5, and the caption used for Figure 5 should appear under Figure 4. (The following abstract of the original article appeared in record 2000-13470-005.) The role of the dorsal hippocampus in contextual fear conditioning was investigated with a contextual blocking paradigm. In Experiment 1, rats were given pairings of a light conditioned stimulus (CS) and footshock after preexposure either to footshock or to the context alone. The group preexposed to footshock showed poorer fear conditioning to the light CS, as measured by the fear-potentiated startle reflex. In Experiment 2, a group preexposed to footshock in the same context showed poorer fear conditioning to the light CS than did a group preexposed to footshock in a different context, indicating contextual blocking of fear-potentiated startle. In Experiment 3, lesions of the dorsal hippocampus had no effect on contextual blocking, even though contextual freezing was disrupted. The sparing of contextual blocking indicated that contextual memory was intact following hippocampal lesions, despite the disruption of contextual freezing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Generalized single-case randomization tests: Flexible analyses for a variety of situations": Erratum.

Reports an error in "Generalized single-case randomization tests: Flexible analyses for a variety of situations" by Joel R. Levin and Bruce E. Wampold (School Psychology Quarterly, 1999[Spr], Vol 14[1], 59-93). (1) In Table 5 (p. 76), in the cell associated with the third row and third column, the upper value of 18.3 should be 18.73. (2) On p. 81, in the section titled "Simultaneous Start-Point Randomization for Matched Pairs of Units," the sentence beginning in line 10 should read: "With k? acceptable start points for the first pair and k? for the second, there would be k?k? summed sums and null hypothesis-compatible summed differences for the randomization distribution to test Rgen and Rcomp, respectively (as indicated in the Appendix, p. 89)." (The following abstract of the original article appeared in record 1999-10944-004.) A general class of single-case statistical procedures, derived from previously developed nonparametric randomization tests, is presented. These procedures are widely applicable in behavioral and educational research contexts in which only a few experimental "units" (individuals, small groups, or classrooms) are the recipients of one or more experimental treatments or interventions. Specifically illustrated are designs that focus on both the general and comparative effectiveness of alternative interventions (including control/placebo treatments), multiple units with differentiable characteristics (i.e., intervention by unit characteristic interactions), and multiple outcome measures (i.e., intervention by outcome measure interactions). Also provided are operational modifications that enhance the internal validity of studies incorporating single-case randomization-based analyses. Appropriate cautions and issues surrounding the use of these procedures are included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Neuropsychological assessment of memory in the elderly": Erratum.

Reports an error in "Neuropsychological assessment of memory in the elderly" by Donald E. Read (Canadian Journal of Psychology Revue Canadienne de Psychologie, 1987[Jun], Vol 41[2], 158-174). On p. 171: The last sentence of the first paragraph should read "This finding has now been replicated in a follow-up study with the same subjects (Read, 1986)." (The following abstract of the original article appeared in record 1988-30166-001.) Administered 3 tests designed for the neuropsychological assessment of older people. The tests focus on evaluating the storage abilities of the brain for both explicit and implicit aspects of memory. Ss were volunteers in 3 age groups: 89 males and 153 females (aged 50–59 yrs); 122 males and 181 females (aged 60–69 yrs); and 77 males and 112 females (aged 70–79 yrs). The tests were (1) the Supermarket Test, designed to measure both immediate and delayed episodic memory for test items, plus episodic recall of the spatial location of the same items; (2) the Visual Closure Test, designed to measure implicit and explicit memory; and (3) the Sequential Geometric Design Test, designed to measure visuoperceptual ability and nonverbal memory. Findings show the tests to work well with patients suffering from mild to severe memory loss and with those in the early stages of dementia. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Errata.

Reports an error in "Alpha-adrenergic receptors in hypothalamus for the suppression of feeding behavior by satiety" by D. L. Margules (Journal of Comparative & Physiological Psychology, 1970[Oct], Vol 73[1], 1-12; see record 1971-03588-001). On page 3, paragraph 1 of the Method section, the angle of implantation of cannulas was 6° from the perpendicular; in paragraph 2 of the Method section, the following sentence was omitted: All rats were maintained on a reversed dark-light cycle (lights off at 0800 hr. and on at 2000 hr. EST) and were drugged in the dark. On page 10, paragraph 6, line 10 of the Discussion section, "abolishes" should read "enhances." In "Precocious mating in male rats following treatment with androgen or estrogen" by Michael J. Baum (Journal of Comparative & Physiological Psychology, 1972[Mar], Vol. 78[3], 356-367; see record 1972-22393-001), on page 367 the date of receipt should read August 24, 1970. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Prospective Span as a Cognitive Ability": Erratum.

Reports an error in the original article by Louis S. Dickstein (Journal of Consulting & Clinical Psychology, 1969, 33[6], 757-760. On page 758, column 1, paragraph 2, sentence 2, the reliability of .80 should refer to interjudge reliability rather than test-retest reliability. (The following abstract of this article originally appeared in record 1970-03616-001.) Hypothesized that prospective span (PS) in TAT stories, as a measure of cognitive capacity of anticipation, should be related to cognitive tasks involving the specific capacity of anticipation but not to more general measures of verbal intelligence. In 51 male undergraduates, PS was related to 2 cognitive tasks requiring anticipation, the Mazes Test and the Seeing Deficiencies Test, but unrelated to the Vocabulary and Information subtests of the WAIS. Contrary to previous studies, PS was negatively related to academic grades. Large differences were obtained between PS scores for the different TAT cards. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Effects of Reinforcement Omission on Rats with Lesions in the Amygdala": Erratum.

Reports an error in "Effects of Reinforcement Omission on Rats with Lesions in the Amygdala" by Peter G. Henke (Journal of Comparative & Physiological Psychology, 1973[Jul], Vol 84[1], 187-193). On page 188, the sentence beginning on Line 20, Column 1 should read: "Prior to any behavioral training, six animals received bilateral RF lesions in the amygdaloid complex." (The following abstract of this article originally appeared in record 1974-06538-001.) Trained 12 male Wistar rats with bilateral lesions in the amygdala to barpress on an FI schedule of reinforcement. During test trials, when reinforcement was occasionally omitted, response rates of 12 controls increased in the subsequent interval, whereas lesioned Ss showed no significant change. In Exp II Ss received fixed-ratio reinforcement on 1 lever, which was followed by a time-out period and fixed-ratio reinforcement on a 2nd lever. Results indicate that after reinforcement was withheld Ss with damage in the amygdala did not increase responding in the subsequent time-out period, whereas controls showed significantly higher rates. Differential latencies to initiation of response after nonreinforcement were also found. The deficits following brain damage are attributed to a reduction in nonreinforcement-induced frustration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"From trainee impairment to professional competence problems: Seeking new terminology that facilitates effective action": Correction to Elman and Forrest (2007).

Reports an error in "From trainee impairment to professional competence problems: Seeking new terminology that facilitates effective action" by Nancy S. Elman and Linda Forrest (Professional Psychology: Research and Practice, 2007[Oct], Vol 38[5], 501-509). The APA ethics code standards for issues related to training were incorrectly identified in the last sentence on p. 501 (and continuing on p. 502). The sentence should read as follows: "The 2002 revision of the APA ethics code added standards that address training, including due process conditions for requiring disclosure of personal information when problems arise for trainees (Standard 7.04) as well as standards for mandating individual or group psychotherapy (Standard 7.05)." (The following abstract of the original article appeared in record 2007-14485-007.) Professional psychology has used the term impairment to describe trainees whose behavior does not meet minimum standards of professional competence, despite difficulties with the term that have been identified (L. Forrest, N. Elman, S. Gizara, & T. Vacha-Haase, see record 1999-03998-001), and a few new terms that have been posited. Overlap with definitions of disability and impairment under the Americans With Disabilities Act (1990) create legal risk for training programs continuing to use the term impairment (C. A. Falender, C. J. Collins, & E. P. Shafranske, 2005). In this article, we review this and other problems with impairment, propose new terminology that captures three concepts (problems, professional, and competence), and examine ways in which the new terminology is contextually grounded in emerging trends in psychology (e.g., the competency movement). (PsycINFO Database Record (c) 2010 APA, all rights reserved)