Monday, November 18, 2024

 

How stress is fundamentally changing our memories




The Hospital for Sick Children




Researchers at The Hospital for Sick Children (SickKids) have uncovered that stress changes how our brain encodes and retrieves aversive memories, and discovered a promising new way to restore appropriate memory specificity in people with post-traumatic stress disorder (PTSD).  

If you stumble during a presentation, you might feel stressed the next time you have to present because your brain associates your next presentation with that one poor and aversive experience. This type of stress is tied to one memory. But stress from traumatic events like violence or generalized anxiety disorder can spread far beyond the original event, known as stress-induced aversive memory generalization, where fireworks or car backfires can trigger seemingly unrelated fearful memories and derail your entire day. In the case of PTSD, it can cause much greater negative consequences.  

In a study published in CellDrs. Sheena Josselyn and Paul Frankland, Senior Scientists in the Neurosciences & Mental Health program, identify the biological processes behind stress-induced aversive memory generalization and highlight an intervention which could help restore appropriate memory specificity for people with PTSD. 

“A little bit of stress is good, it’s what gets you up in the morning when your alarm goes off, but too much stress can be debilitating,” says Josselyn, who holds a Canada Research Chair in Circuit Basis of Memory. “We know that people with PTSD show fearful responses to safe situations or environments, and have found a way to limit this fearful response to specific situations and potentially reduce the harmful effects of PTSD.”  

Together with their colleague Dr. Matthew Hill at the University of Calgary Hotchkiss Brain Institute, the research team was able to block endocannabinoid receptors on interneurons, and limit stress-induced aversive memory generalization to the specific, appropriate memory. 

Stress-induced memory generalization 

In a preclinical model, the research team exposed subjects to an acute, but safe, stress before an aversive event to create a non-specific fearful memory that could be triggered by unrelated safe situations, similar to how PTSD presents in humans.  

The team then examined the subject’s memory engrams, which are physical representations of a memory in the brain pioneered by the Josselyn and Frankland labs at SickKids. Usually, engrams are made up of a sparse number of neurons, but the stress-induced memory engrams involved significantly more neurons. These larger engrams produced generalized fearful memories that were retrieved even in safe situations. 

When they looked closer at these large engrams, the study found that stress caused an increase in the release of endocannabinoids (endogenous cannabinoids) which disrupted the function of interneurons, whose role is it to constrain the size of the engram.

Memory and the endocannabinoid system 

The endocannabinoid system enhances memory formation and helps link lived experiences with specific behavioural outcomes. In the amygdala, the emotional processing centre of the brain, certain ‘gate keeper’ interneurons have special receptors for endocannabinoids, and help constrain the size of the engram and the specificity of the memory. But, when too many endocannabinoids are released, the function of the gatekeeping interneurons is disrupted, causing an increase in the size of the engram. 

 

“Endocannabinoid receptors function like a velvet rope at an exclusive club. When stress induces the release of too many endocannabinoids, the velvet rope falls, causing more generalized aversive fearful memories to form,” explains Josselyn. “By blocking these endocannabinoid receptors just on these specific interneurons, we could essentially prevent one of the most debilitating symptoms of PTSD.” 

A surprising link between stress and the developing brain  

In 2023, previous research in Science identified larger, more generalized memory engrams in the developing brain than in the adult brain, just like stress-induced memory engrams. As they continue to explore this unexpected link between engram size, stress and age, the teams are also delving into how daily stressors may impact happy memories. 

“The many biological functions and processes that make up the complexity of human memory are still being uncovered,” says Frankland, who holds a Canada Research Chair in Cognitive Neurobiology. “We hope that as we better understand human memory, we can inform real-world therapies for those with various psychiatric and other brain disorders throughout their lifespan.” 

This research was funded by the Canadian Institutes of Health Research (CIHR), the Natural Sciences and Engineering Research Council of Canada (NSERC), the Dutch Research Council, Niels Stensen Fellowship, ZonMw Memorabel, Alzheimer Nederland, Toronto Cannabis and Cannabinoid Research Consortium and Brain Canada Foundation. 

 

Time in nature benefits children with mental health difficulties: study



An inexpensive school-based program may help the most vulnerable




McGill University




A team of researchers from McGill and Université de Montréal’s Observatoire pour l’éducation et la santé des enfants (OPES, or observatory on children’s health and eduation), led by Sylvana Côté, found that spending two hours a week of class time in a natural environment can reduce emotional distress among 10- to 12-year-olds who had the most significant mental health problems before the program began.

The research comes on the heels of the publication of a UNICEF report pointing to the importance of green space for children’s development.

The study published this week in JAMA Network Open, looked at the effects of spending time in nature on the behaviour and mental health symptoms of over 500 schoolchildren across Quebec in the spring of 2023.

The researchers found that at the end of a three-month period, teachers noted that the biggest changes in behaviour occurred in children with the most significant problems at the outset, including anxiety and depression, aggressivity and impulsivity, or social problems relating to interaction with their peers.

Interviews with the teachers following the intervention also suggested that children were more calm, relaxed and attentive in class after time spent in nature.

“We found that children with higher mental health symptoms at baseline showed greater reductions in symptoms following the intervention,” says senior author Marie-Claude Geoffroy, an associate professor in the McGill Department of Psychiatry, and the Canada Research Chair in Youth Mental Health and Suicide Prevention at the Douglas Research Centre.

“This suggests that nature-based programs may offer targeted benefits for children with higher levels of mental health vulnerabilities and potentially act as an equalizer of mental health among school-age children,” added Sylvana Côté, one of the paper’s co-authors and a professor Université de Montréal’s school of public health and Canada Research Chair in the Prevention of Psychosocial and Educational Problems in Childhood.

Students from across Quebec and from a range of economic backgrounds

The research builds on earlier observational studies but is the first to use a randomized controlled trial to provide concrete information about the benefits to children of spending time in nature.

Including the members of the control group, approximately 1,000 children took part in the study. All were between the ages of 10 and 12 years and in grades five or six. They came from 33 different elementary schools in neighbourhoods representing a range of socioeconomic statuses and scattered around Quebec. All schools were within one kilometre of a park or green space. Half of the children stayed in school, while a similar number of children took part in the nature-based intervention.

“The idea for the project came up during the pandemic when people were worried about the health risks of children spending so much time inside the school each day,” said Geoffroy. “My kids and I spend lots of time in parks, so I’ve seen the benefits of spending time in nature, both for myself and for them. So, I thought maybe we can have a free and accessible intervention where school children can spend time in nature, and we can measure the effects this has on their mood and behaviour.”

To be able to measure changes in behaviour over the three-month period, students and teachers in the control group and the nature-intervention group were asked to fill out short questionnaires. These were designed to measure children’s emotional and behavioural difficulties, as well as their strengths.

Combining schooling with activities to promote mental health

During the two hours they spent in the park each week, teachers were asked to offer their regular classes in subjects such as math, languages or science. In addition, they were asked to incorporate a short 10-15-minute activity designed to promote mental health, with examples drawn from a teachers’ kit designed by the research team. The activities included things like drawing a tree or a mandala, writing haikus, mindful walking, talking about cycles of life and death in nature, and so on.

“Our results are particularly relevant for educators, policy-makers and mental health professionals seeking cost-effective and accessible ways to support vulnerable students,” added Tianna Loose, a post-doctoral fellow at Université de Montréal and the first author of the paper. “The intervention was low-cost, well-received and posed no risks, making it a promising strategy for schools with access to greenspaces.”

The researchers are hoping to follow up this study by working with teenagers to co-design an intervention in nature to improve well-being, reduce climate anxiety and increase connection to nature.

The paper

A Nature-Based Intervention and Mental Health of School Children. A Cluster Randomized Trial by Tianna Loose et al was published in JAMA Network Open

DOI: 10.1001/jamanetworkopen.2024.44824

 

Funding

The research was funded by a CIHR operating grant and by Manulife and FRQ-SC via the Observatoire pour l’éducation et la santé des enfants: OPES led by Dr Sylvana Côté.

For more information about the project

 

 

Social media linked to early substance use in US pre-teens



Social media use, texting, and video chatting linked to increased experimentation with alcohol, nicotine, or marijuana among early adolescents




University of Toronto





Toronto, ON - As teens continue to spend more time on screens and social media, a new study finds that among 11-12-year-olds, excessive time online is associated with early experimentation with substances like alcohol, nicotine, and cannabis.

Published in Drug and Alcohol Dependence, the study shows that adolescents who spend more time on social media, texting, and video chatting are more likely to experiment with alcohol, nicotine, or cannabis one year later. In contrast, time spent on other types of screen activities—such as video gaming, browsing the internet, or watching TV, movies, or videos—was not linked to the same risks.

“Our findings suggest that online social connections may be driving the relationship between screen time and early adolescent substance use,” explains first author, Jason M. Nagata, MD, an associate professor of pediatrics at the University of California, San Francisco. “When preteens are constantly exposed to friends or influencers drinking or smoking on social media, they are more likely to see these behaviors as normal and may be more likely to try these substances themselves.”

Social media platforms often display substance use in a positive light and are frequently used for marketing campaigns promoting alcohol, tobacco, and cannabis products. “With developing brains that are still building impulse control, young teens may be particularly vulnerable to this type of content and advertising,” adds Nagata.

Schools and parents may play an important role in addressing this issue. “Schools could consider media literacy programs that teach students about the influence of digital content on harmful behaviors,” says co-author Kyle T. Ganson, PhD, assistant professor at the University of Toronto’s Factor-Inwentash Faculty of Social Work. “Parents can also help by monitoring content and setting clear guidelines for their teens’ screen use.”

The study extends upon existing knowledge surrounding substance use in adolescents, which has been associated with poor academic performance, cognitive impairment, and increased risk of developing a substance use disorder later in life. The study uses data from the nationwide Adolescent Brain Cognitive Development (ABCD) study, the largest long-term study of brain development in the United States. The study collected data for 8,006 early adolescents aged 11-12 years old. Study participants provided information about their typical screen habits, as well as whether they had ever experimented with alcohol, nicotine, or cannabis.

“This study emphasizes the importance of understanding how digital social interactions impact teen behavior,” Nagata concluded. “Future research can deepen our understanding of these links to help create effective interventions.” 

 

 

“Jekyll and Hyde” leaders do lasting damage, new research shows



Employees struggle when supervisors swing between good and bad behavior


Stevens Institute of Technology




Hoboken, N.J., November 15, 2024 - There’s only one thing worse than an abusive boss—and that’s a boss who thinks they can make up for their bad behavior by turning on the charm the following day. That’s the key finding from a new study from researchers at Stevens Institute of Technology, which shows that employees’ morale and job performance decline sharply when leaders lurch unpredictably between good and bad behavior. 

“We already know that abusive leadership takes a serious toll on workers—but now we’re seeing that leaders who swing back and forth between abusive and ethical leadership do even more damage to employees,” says Dr. Haoying Xu, the study’s lead author and an assistant professor of management in the Stevens School of Business. “It turns out that reverting to an ethical leadership style doesn’t magically erase the impact of prior bad behavior—and in some circumstances, it can actually make things worse.”  

The research, published in the Journal of Applied Psychology, used surveys and field experiments to examine the impact of “Jekyll-and-Hyde” leadership on more than 650 full-time employees based in the United States and Europe. Dr. Xu’s team confirmed that the workers struggled when their supervisors were abusive—but found an even stronger negative impact when supervisors alternated unpredictably between abusive and ethical leadership styles.

“If you’re constantly guessing which boss will turn up—the good cop or the bad cop—then you wind up emotionally exhausted, demoralized, and unable to work to your full potential,” Dr. Xu explains. 

The new research also shows for the first time that “Jekyll-and-Hyde” leadership can take a serious toll even when employees aren’t directly impacted by a leader’s on-again, off-again misbehavior. When a supervisor’s own boss alternated between abusive and ethical leadership, the study found, it created additional uncertainty and eroded employees’ confidence in the supervisor’s capabilities.

“In today’s workplaces, employees are very attuned to their supervisors’ relationships with more senior leaders,” Dr. Xu says. “If that relationship becomes unpredictable, or is marked by repeated bouts of good and bad behavior, it can cause real problems for the whole team.” 

For organizations, the research offers some important new insights—most notably the fact that leaders who seek to atone for intermittent bad behavior are often doing real harm to their employees. “Organizations tend to intervene when bosses are consistently abusive, but are more tolerant of leaders whose abusive behavior only shows through from time to time,” Dr. Xu says. “With this study, however, we’ve shown that intermittent bad behavior can actually be more toxic for organizations.” 

To counter Jekyll-and-Hyde leadership, Dr. Xu says, organizations should pay attention to employees who voice concerns, and hold leaders accountable for sporadic abusive behavior. It’s also worth considering anger management coaching for leaders who show signs of volatility. “This kind of intermittent abusive leadership tends to be impulsive,” Dr. Xu says. “That means there’s scope to reduce or eliminate it by helping leaders to manage their tempers and improve their impulse control.” 

In future research, Dr. Xu hopes to explore how employees respond to and learn from Jekyll-and-Hyde leadership, and how a leader’s periodic abusive behavior impacts individual behavior and team dynamics. “There are some indications that this kind of leadership could be contagious, with a leader’s volatility fostering volatility in others,” he says. 

There is also some intriguing early evidence that employees might learn from and emulate a leader’s bad behavior more than they replicate their good behavior. “If that’s the case, then it would be another big reason for organizations to take Jekyll-and-Hyde leadership seriously,” Dr. Xu warns.

About Stevens Institute of Technology
Stevens Institute of Technology is a premier, private research university situated in Hoboken, New Jersey. Since our founding in 1870, technological innovation has been the hallmark of Stevens’ education and research. Within the university’s three schools, nearly 9,000 undergraduate and graduate students collaborate closely with faculty in an interdisciplinary, student-centric, entrepreneurial environment. Academic and research programs spanning business, computing, engineering, the arts and other disciplines actively advance the frontiers of science and leverage technology to confront our most pressing global challenges. The university continues to be consistently ranked among the nation’s leaders in career services, post-graduation salaries of alumni and return on tuition investment.

 

Scientists uncover earliest evidence of fire use to manage Tasmanian landscape



Australian National University
Researchers in the field 

image: 

Matthew Adeleye (L) and David Bowman (R) in Emerald swamp, Three Hummock Island.

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Credit: Photo: Simon Haberle




Some of the first humans to arrive in Tasmania, over 41,000 years ago, used fire to shape and manage the landscape, a new study from The Australian National University (ANU) and the University of Cambridge has found.

It is thought to be the earliest and most detailed record of humans using fire in the Tasmanian environment.

According to the researchers, early inhabitants of Tasmania were managing forests and grasslands by burning them to create open spaces, possibly for food procurement and cultural activities.

The team analysed traces of charcoal and pollen contained in ancient mud that showed how Indigenous Tasmanians (Palawa) shaped their surroundings and cared for Country over thousands of years.

Co-author and ANU palaeoecologist, Professor Simon Haberle, said the study provided important new details about life in Tasmania many centuries ago.

“Palaeoecological records show that Palawa people burned wet forest to first settle in Tasmania, as indicated by a sudden and unprecedented increase in charcoal accumulated in ancient mud 41,600 years ago,” he said.

“Earlier studies have shown that Aboriginal communities on the Australian mainland used fire to shape their habitats, but we haven’t had such detailed and deep-time records this part of Tasmania until now.”

The researchers studied ancient mud taken from islands in the Bass Strait, which is part of Tasmania today, but would have been part of the land bridge connecting Australia and Tasmania in the past.

According to study lead author Dr Matthew Adeleye, who completed his PhD at ANU and is now based at the University of Cambridge, Indigenous Tasmanians used fire as a tool to promote the type of vegetation or landscape that was important to them.

“As natural habitats adapted to cultural burning, we see the expansion of fire-adapted species such as Eucalyptus, primarily on the wetter side of the Bass Strait islands,” Dr Adeleye said. 

According to the researchers, the findings provide further insight into the long-standing connection Indigenous peoples have to Country.

Professor Haberle said a greater understanding of this relationship is important for landscape management in Australia today and could also assist in defining and restoring cultural landscapes.

“These early Palawa communities were the island’s first land managers,” Professor Haberle said.

“To protect Tasmanian and Australian landscapes for future generations, it’s vital that we listen and learn from Indigenous communities who are calling for a greater role in helping to manage Australian landscapes into the future.”

The research is published in Science Advances.

 

Traditional Mayan practices have long promoted unique levels of family harmony. But what effect is globalization having?




University of California - Santa Cruz




A new paper in the journal Child Development shows how some aspects of family interaction among Indigenous people in Guatemala have fundamentally shifted with rapid globalization, yet families have still maintained a unique level of harmony in their interactions.

UC Santa Cruz psychologist Barbara Rogoff has been working with Mayan communities in San Pedro la Laguna, Guatemala for five decades and noticed a sophisticated type of fluid, inclusive collaboration among children from these communities. During a research study 30 years ago, mothers and their two small children interacted in a very distinct way, with all 3 people mutually engaged in exploring novel objects provided by the research team.

This type of collaboration is one of the foundational elements of a way of organizing learning that Rogoff and her collaborators have come to call Learning by Observing and Pitching In to family and community endeavors (LOPI). It’s a common traditional practice in many Indigenous and Mexican-heritage communities across the Americas, through which children learn by being involved alongside adults in the full range of daily activities of their family and community. 

“Everyone contributes, taking initiative to collaborate and foster the direction of the group, and during these shared activities, children get feedback and corrections on their contributions,” Rogoff explained. “Over the years, increased understanding of this way of learning has inspired educators and developmental psychologists around the world and supported Indigenous and Mexican-heritage communities as they work to maintain this way of organizing learning.”

Because LOPI is so different from Western approaches to classroom learning, Rogoff wondered how globalization might be affecting the practice in San Pedro la Laguna. So the research team repeated their study with relatives from the same families who were involved in the initial study. 

The new research found that current groups of a mother and two small children now collaborated among all members of the group about half as often as their predecessors 30 years ago did. In this regard, current Mayan families are becoming more like European American middle-class families, who, under similar circumstances, often interacted in ways that left out at least one of the three participants. 

Some trends that may be contributing to these changes in Mayan family interaction include declining use of the Indigenous Maya language and cultural practices and growing involvement with Western schooling and digital technology. Rogoff and her graduate student collaborator also noted that increased use of chairs and couches, as opposed to the traditional practice of kneeling on a mat on the floor, created increased physical separation that seemed to impede inclusive collaboration. 

However, the Mayan families still differed dramatically from European American families in maintaining harmony in their interactions with minimal conflict. Current Mayan families, similarly to their predecessors, engaged harmoniously in all but about 5% of interactions in the study, compared to European American families that engaged in conflictual or resistant interaction more than 20% of the time under similar conditions. 

In related studies, Rogoff and colleagues have also found that, in collaborative settings, European-heritage children are more likely to boss, ignore, or resist and to negotiate their separate ideas and goals, rather than collaborating with mutuality to advance a shared vision. 

In contrast, maintaining harmonious relations is a major cultural value of many Indigenous communities across the Americas. Rogoff believes this emphasis is important not only for the Mayan community, but also could help to combat many of the social and environmental problems that globalization has brought worldwide. 

“LOPI is a strength for learning for entire communities, including children, who learn as alert, community-minded contributors,” Rogoff said. “This has been known in everyday life in many communities and in the wisdom of the elders long before our research efforts. Bringing an understanding of LOPI to more people across cultures can help us all learn to be more community-minded.”