Background:Research in older adults with subjective cognitive decline (SCD) has mainly focused on Alzheimer’s disease (AD)-related MRI markers, such as hippocampal volume. However, small vessel... Show moreBackground:Research in older adults with subjective cognitive decline (SCD) has mainly focused on Alzheimer’s disease (AD)-related MRI markers, such as hippocampal volume. However, small vessel disease (SVD) is currently established as serious comorbidity in dementia and its preliminary stages. It is therefore important to examine SVD markers in addition to AD markers in older adults presenting with SCD.Objective:The aim of our study was to elucidate the role of SVD markers in late middle-aged to older adults with and without SCD in addition to the commonly found role of AD markers (hippocampal volume).Methods:67 healthy late middle-aged to older adults participated in this study (mean age 68 years); 25 participants with SCD and 42 participants without SCD. We evaluated quantitative as well as qualitative AD markers (i.e., hippocampal volume and medial temporal lobe atrophy (MTA) scale) and SVD markers (i.e., white matter hyperintensities (WMH) volume, Fazekas scale, microbleeds, and lacunar infarcts), and neuropsychological function and amount of memory complaints.Results:We found a significant effect of SCD on hippocampal atrophy, as assessed using the MTA scale, but not on hippocampal volume. In addition, we found a significant effect of SCD, and amount of memory complaints, on WMH volume and Fazekas score, suggesting larger WMH volumes in participants with SCD.Conclusion:SVD MRI markers are related to amount of memory complaints, in addition to the commonly observed AD MRI markers, as demonstrated by the greater WMHs in healthy late middle-aged to older adults with SCD. Show less
Adolescence has been described as a unique period for self-concept development, with an intensified alertness to social comparison as a mechanism for self-knowledge and self-evaluation. However, it... Show moreAdolescence has been described as a unique period for self-concept development, with an intensified alertness to social comparison as a mechanism for self-knowledge and self-evaluation. However, it remains difficult to disentangle the specific influence of these social comparisons on the development of self-descriptions in adolescence. Moreover, it is still unclear how social comparisons impact upon the development of self-views in different domains, such as physical, academic and social self-views. The goal of this study was therefore to examine the development of self-descriptions in different domains across adolescence, and to experimentally test how the development of these self-descriptions is altered by an explicit social comparison context. For this purpose, we developed two tasks which both asked participants (aged 9-25-years, N = 202) for trait self-descriptions but differed in the salience of a social comparison. Results showed consistent age-differences with more positive self-views for children and adolescents in the age-range 9–14 years. The context of explicit social comparison yielded similar as well as additional age-differences that were more dependent upon valence and domain. Moreover, mid-adolescents (15–17 y) were most negatively affected by these social comparisons relative to other ages. Together, this study made a first step in disentangling the specific influence of social comparison outcomes within the development of general self-descriptions, and highlights the importance of social context in studying self-concept in adolescence. Show less
Intimate partner violence (IPV) is a serious mental and physical health concern worldwide. Although previous research suggests that childhood maltreatment increases the risk for IPV, the underlying... Show moreIntimate partner violence (IPV) is a serious mental and physical health concern worldwide. Although previous research suggests that childhood maltreatment increases the risk for IPV, the underlying psychological mechanisms of this relationship are not yet entirely understood. Borderline personality (BP) features may play an important role in the cycle of violence, being associated with interpersonal violence in both childhood and adult relationships. The present study investigated whether BP features mediate the relationship between childhood maltreatment and IPV, differentiating between perpetration and victimization, and taking maladaptive stress coping and gender into account. Self-reports on IPV, childhood trauma, BP features, and maladaptive stress coping were collected in a mixed (nonclinical and clinical) sample of 703 adults (n = 537 female, n = 166 male), using an online survey. A serial mediation analysis (PROCESS) was performed to quantify the direct effect of childhood maltreatment on IPV and its indirect effects through BP features and maladaptive coping. Childhood maltreatment severity significantly positively predicted IPV perpetration as well as victimization. BP features, but not coping, partially mediated this relationship. Follow-up analyses suggest that affective instability and interpersonal disturbances (e.g., separation concerns) play an important role in IPV perpetration, while interpersonal and identity disturbances may mediate the effect of childhood maltreatment on IPV victimization. In clinical practice, attention should be paid not only to histories of childhood abuse and neglect but also to BP features, which may be possible risk factors for IPV. Show less
Classification models based on magnetic resonance imaging (MRI) may aid early diagnosis of frontotemporal dementia (FTD) but have only been applied in established FTD cases. Detection of FTD... Show moreClassification models based on magnetic resonance imaging (MRI) may aid early diagnosis of frontotemporal dementia (FTD) but have only been applied in established FTD cases. Detection of FTD patients in earlier disease stages, such as presymptomatic mutation carriers, may further advance early diagnosis and treatment. In this study, we aim to distinguish presymptomatic FTD mutation carriers from controls on an individual level using multimodal MRI-based classification. Anatomical MRI, diffusion tensor imaging (DTI) and resting-state functional MRI data were collected in 55 presymptomatic FTD mutation carriers (8 microtubule-associated protein Tau, 35 progranulin, and 12 chromosome 9 open reading frame 72) and 48 familial controls. We calculated grey and white matter density features from anatomical MRI scans, diffusivity features from DTI, and functional connectivity features from resting-state functional MRI. These features were applied in a recently introduced multimodal behavioural variant FTD (bvFTD) classification model, and were subsequently used to train and test unimodal and multimodal carrier-control models. Classification performance was quantified using area under the receiver operator characteristic curves (AUC). The bvFTD model was not able to separate presymptomatic carriers from controls beyond chance level (AUC = 0.570, p = 0.11). In contrast, one unimodal and several multimodal carrier-control models performed significantly better than chance level. The unimodal model included the radial diffusivity feature and had an AUC of 0.646 (p = 0.021). The best multimodal model combined radial diffusivity and white matter density features (AUC = 0.680, p = 0.005). FTD mutation carriers can be separated from controls with a modest AUC even before symptom-onset, using a newly created carrier-control classification model, while this was not possible using a recent bvFTD classification model. A multimodal MRI-based classification score may therefore be a useful biomarker to aid earlier FTD diagnosis. The exclusive selection of white matter features in the best performing model suggests that the earliest FTD-related pathological processes occur in white matter. Background Methods Results Conclusions Show less
In a recent Letter to the Editor Teixeira da Silva and Dobránszki (2018) present a discussion of the issues regarding the h-index as an indicator for the evaluation of individual scholars,... Show moreIn a recent Letter to the Editor Teixeira da Silva and Dobránszki (2018) present a discussion of the issues regarding the h-index as an indicator for the evaluation of individual scholars, particularly in the current landscape of the proliferation of online sources that provide individual level bibliometric indicators. From our point of view, the issues surrounding the h-index go far beyond the problems mentioned by TSD. In this letter we provide some overview of this, mostly by expanding TSD's original argument and discussing more conceptual and global issues related to the indicator, particularly in the outlook of a strong proliferation of online sources providing individual researcher indicators. Our discussion focuses on the h-index and the profusion of sources providing it, but we emphasize that many of our points are of a more general nature, and would be equally relevant for other indicators that reach the same level of popularity as the h-index. Show less
Franssen, T.; Scholten, W.; Hessels, L.K.; Rijcke, S. de 2018
Over the past decades, science funding shows a shift from recurrent block funding towards project funding mechanisms. However, our knowledge of how project funding arrangements influence the... Show moreOver the past decades, science funding shows a shift from recurrent block funding towards project funding mechanisms. However, our knowledge of how project funding arrangements influence the organizational and epistemic properties of research is limited. To study this relation, a bridge between science policy studies and science studies is necessary. Recent studies have analyzed the relation between the affordances and constraints of project grants and the epistemic properties of research. However, the potentially very different affordances and constraints of funding arrangements such as awards, prizes and fellowships, have not yet been taken into account. Drawing on eight case studies of funding arrangements in high performing Dutch research groups, this study compares the institutional affordances and constraints of prizes with those of project grants and their effects on organizational and epistemic properties of research. We argue that the prize case studies diverge from project-funded research in three ways: 1) a more flexible use, and adaptation of use, of funds during the research process compared to project grants; 2) investments in the larger organization which have effects beyond the research project itself; and 3), closely related, greater deviation from epistemic and organizational standards. The increasing dominance of project funding arrangements in Western science systems is therefore argued to be problematic in light of epistemic and organizational innovation. Funding arrangements that offer funding without scholars having to submit a project-proposal remain crucial to support researchers and research groups to deviate from epistemic and organizational standards. Show less
This paper updates a review of dynamic assessment in education by the first author, published in this journal in 2003. It notes that the original review failed to examine the important conceptual... Show moreThis paper updates a review of dynamic assessment in education by the first author, published in this journal in 2003. It notes that the original review failed to examine the important conceptual distinction between dynamic testing (DT) and dynamic assessment (DA). While both approaches seek to link assessment and intervention, the former is of particular interest for academic researchers in psychology, whose focus is upon the study of reasoning and problem-solving. In contrast, those working in the area of dynamic assessment, often having a practitioner orientation, tend to be particularly concerned to explore the ways by which assessment data can inform educational practice. It is argued that while some authors have considered the potential value of DA in assisting classification, or in predicting future performance, the primary contribution of this approach would seem to be in guiding intervention. Underpinning this is the view that DA can shed light on the operation of underlying cognitive processes that are impairing learning. However, recent research has demonstrated that the belief that deficient cognitive/executive functions could be identified and ameliorated, and subsequently result in academic progress, has not been supported. Where gains in such processes/functions have sometimes been found in laboratory training studies, these have tended not to transfer meaningfully to classroom contexts. The review concludes by pointing out that DA continues to be supported primarily on the basis of case studies and notes that the 2003 call for research that systematically examines the relationship between assessment and intervention has yet to be realised. Show less
The current study investigated whether changes in the neural processing of faces of infants with a facial abnormality – a cleft lip – mediate effects of the cleft lip on judgments of infant... Show moreThe current study investigated whether changes in the neural processing of faces of infants with a facial abnormality – a cleft lip – mediate effects of the cleft lip on judgments of infant cuteness and approachability. Event-related potentials (ERPs) in response to pictures of faces of healthy infants and infants with a cleft lip, and ratings of cuteness and approachability of these infant faces, were obtained from 30 females. Infants with a cleft lip were rated as less attractive (less cute and approachable) than healthy infants, and both the N170 and P2 components of the ERP were of reduced amplitude in response to pictures of infants with a cleft lip. Importantly, decreased configural processing of infant faces with a cleft lip, as evidenced by reduced N170 amplitudes, mediated the reduced attractiveness ratings for infants with a cleft lip compared to healthy infants. Our findings help elucidate the mechanisms behind the less favorable responses to infants with a cleft lip, highlighting the role of face-specific rather than domain-general neural processes. Show less
Research and design activities are often employed in STEM (Science, Technology, Engineering & Mathematics) education. This study aims to examine students’ attitudes towards doing research and... Show moreResearch and design activities are often employed in STEM (Science, Technology, Engineering & Mathematics) education. This study aims to examine students’ attitudes towards doing research and design activities in secondary school, among two groups of students: (1) students that take the quite recently introduced Dutch subject O&O (research & design), in which students perform authentic research and design projects related to STEM disciplines; and (2) students that do not take O&O. The subject O&O is only taught at a limited number of certified, so called ‘Technasium’, schools. A questionnaire, developed by the authors, was completed by 1625 students from Grades 8 and 11. Unlike previous studies on student attitudes, which usually use abstract concepts like ‘science’ or ‘technology’, the questionnaire used in this study contains active verbs to characterise research and design activities. The results showed that, in general, students who took the subject O&O had more positive attitudes towards doing research and design activities than regular students. Both student groups appeared to find doing design activities more enjoyable than doing research activities. The results of this study provide useful information for teachers as well as teacher educators about the existing attitudes of students, for example their preference for design projects over research projects. Show less
Bedem, N.P. van den; Dockrell, J.E.; Van Alphen, P.M.; Rooij, M.J. de; Samson, A.C.; Harjunen, E.L.; Rieffe, C.J. 2018
This study examined differences in transfer of analogical reasoning after analogy-problem solving between 40 gifted and 95 average-ability children (aged 9–10 years old), utilising dynamic testing... Show moreThis study examined differences in transfer of analogical reasoning after analogy-problem solving between 40 gifted and 95 average-ability children (aged 9–10 years old), utilising dynamic testing principles. This approach was used in order to examine potential differences between gifted and average-ability children in relation to progression after training, and with regard to the question whether training children in analogy problem-solving elicits transfer of analogical reasoning skills to an analogy construction-task. Children were allocated to one of two experimental conditions: either children received unguided practice in analogy problem-solving, or they were provided with this in addition to training incorporating graduated prompting techniques. The results showed that gifted and average-ability children who were trained made more progress in analogy problem-solving than their peers who received unguided practice experiences only. Gifted and average-ability children were found to show similar progression in analogy problem-solving, and gifted children did not appear to have an advantage in the analogy-construction transfer task. The dynamic training seemed to bring about no additional improvement on the transfer task over that of unguided practice experiences only. Show less
Huisman, B.A.; Saab, N.; Broek, P.W. van den; Driel, J.H. van 2018
Peer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students’... Show morePeer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students’ writing performance. The current study conveyed two types of observations. First, regarding the impact of peer feedback on writing performance, this study synthesized the results of 24 quantitative studies reporting on higher education students’ academic writing performance after peer feedback. Engagement in peer feedback resulted in larger writing improvements compared to (no-feedback) controls (g = 0.91 [0.41, 1.42]) and compared to self-assessment (g = 0.33 [0.01, 0.64]). Peer feedback and teacher feedback resulted in similar writing improvements (g = 0.46 [-0.44, 1.36]). The nature of the peer feedback significantly moderated the impact that peer feedback had on students’ writing improvement, whereas only a theoretically plausible, though non-significant moderating pattern was found for the number of peers that students engaged with. Second, this study shows that the number of well-controlled studies into the effects of peer feedback on writing is still low, indicating the need for more quantitative, methodologically sound research in this field. Findings and implications are discussed both for higher education teaching practice and future research approaches and directions. Show less
Molendijk, M.L.; Fried, E.I.; Van der Does, W. 2018
The SMILES trial showed substantial improvement of depressive symptoms following seven consultations on healthy dieting. The very large effect size on depression reduction seems remarkable and we... Show moreThe SMILES trial showed substantial improvement of depressive symptoms following seven consultations on healthy dieting. The very large effect size on depression reduction seems remarkable and we suggest that selectively induced expectancy and a loss of blinding have contributed to the observed effect. Show less
van Bebber, J.; Flens, G.; Wigman, J.T.W.; Beurs, E. de; Sytema, S.; Wunderink, L.; Meijer, R.R. 2018
In contrast to classical conditioning of physiological responses such as immune responses and drug effects, only a limited number of studies investigated classical conditioning of endocrine... Show moreIn contrast to classical conditioning of physiological responses such as immune responses and drug effects, only a limited number of studies investigated classical conditioning of endocrine responses. The present paper is the first systematic review that integrates evidence from animal and human trials regarding the possibility to condition the endocrine responses. Twenty-six animal and eight human studies were included in the review. We demonstrated that there is accumulating evidence that classical conditioning processes are able to influence specific endocrine responses, such as cortocosterone/cortisol and insulin, while more limited evidence exists for other hormones. Animal and human studies were generally consistent in their findings; however, the limited number of human studies makes it difficult to generalize and translate the results of animal research to humans. Next to methodological recommendations for future studies, we suggest several ways how classically conditioned endocrine responses can be used in clinical practice. Show less
How do states identify the right partners for international cooperation? Why do states develop partnerships in specialized areas with certain countries and not others? Which national institutions... Show moreHow do states identify the right partners for international cooperation? Why do states develop partnerships in specialized areas with certain countries and not others? Which national institutions actually make those choices and then enact cooperation policies? The extant scholarship in international relations prioritizes three main variables: shared national security interests, similar political institutions, and overlapping cultural norms. While a useful framework of analysis, these three sets of variables fall short of accounting for the plethora of significant international partnerships where none of the factors are found to be decisive. Specialized areas like defense, space, and nuclear technologies are technologically complex. International cooperation in these fields, therefore, necessitates a level of technical expertise that is not always widely available in the foreign policy executive (hereafter, FPE). As a result, international cooperation in specialized areas offers agency to substate organizations (hereafter, SSOs) to exercise control over foreign policy behavior beyond their official mandate. SSOs are organizations that are a part of the government machinery but lack the official mandate to unilaterally devise and execute policy. For the purposes of this study, we will concentrate on SSOs in the specialized fields of defense, space, and nuclear technologies and their role in international cooperation. Show less
Klein, R.A.; Vianello, M.; Hasselman, F.; Adams, B.G.; Adams, R.B.; Alper, S.; ... ; Neijenhuijs, K. 2018
We conducted preregistered replications of 28 classic and contemporary published findings, with protocols that were peer reviewed in advance, to examine variation in effect magnitudes across... Show moreWe conducted preregistered replications of 28 classic and contemporary published findings, with protocols that were peer reviewed in advance, to examine variation in effect magnitudes across samples and settings. Each protocol was administered to approximately half of 125 samples that comprised 15,305 participants from 36 countries and territories. Using the conventional criterion of statistical significance (p < .05), we found that 15 (54%) of the replications provided evidence of a statistically significant effect in the same direction as the original finding. With a strict significance criterion (p < .0001), 14 (50%) of the replications still provided such evidence, a reflection of the extremely high-powered design. Seven (25%) of the replications yielded effect sizes larger than the original ones, and 21 (75%) yielded effect sizes smaller than the original ones. The median comparable Cohen’s ds were 0.60 for the original findings and 0.15 for the replications. The effect sizes were small (< 0.20) in 16 of the replications (57%), and 9 effects (32%) were in the direction opposite the direction of the original effect. Across settings, the Q statistic indicated significant heterogeneity in 11 (39%) of the replication effects, and most of those were among the findings with the largest overall effect sizes; only 1 effect that was near zero in the aggregate showed significant heterogeneity according to this measure. Only 1 effect had a tau value greater than .20, an indication of moderate heterogeneity. Eight others had tau values near or slightly above .10, an indication of slight heterogeneity. Moderation tests indicated that very little heterogeneity was attributable to the order in which the tasks were performed or whether the tasks were administered in lab versus online. Exploratory comparisons revealed little heterogeneity between Western, educated, industrialized, rich, and democratic (WEIRD) cultures and less WEIRD cultures (i.e., cultures with relatively high and low WEIRDness scores, respectively). Cumulatively, variability in the observed effect sizes was attributable more to the effect being studied than to the sample or setting in which it was studied. Show less
