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The current review systematically documents the role of γ -amino-butyric acid (GABA) in different aspects of fear memory—acquisition and consolidation, reconsolidation, and extinction, and attempts to resolve apparent contradictions in the data in order to identify the function of GABA A receptors in fear memory. First, numerous studies have shown that pre- and post-training administration of drugs that facilitate GABAergic transmission disrupt the initial formation of fear memories, indicating a role for GABA A receptors, possibly within the amygdala and hippocampus, in the acquisition and consolidation of fear memories. Similarly, recent evidence indicates that these drugs are also detrimental to the restorage of fear memories after their reactivation. This suggests a role for GABA A receptors in the reconsolidation of fear memories, although the precise neural circuits are yet to be identified. Finally, research regarding the role of GABA in extinction has shown that GABAergic transmission is also disruptive to the formation of newly acquired extinction memories. We argue that contradictions to these patterns are the result of variations in (a) the location of drug infusion, (b) the dosage of the drug and/or (c) the time point of drug administration. The question of whether these GABA-induced memory deficits reflect deficits in retrieval is discussed. Overall, the evidence implies that the processes mediating memory stability consequent to initial fear learning, memory reactivation, and extinction training are dependent on a common mechanism of reduced GABAergic neurotransmission.

When subjects are presented with the Arizona whale–kangaroo, an ambiguous figure, perception of the whale is more common than perception of the kangaroo. However, this difference is smaller in Australian than American subjects. Perception of the kangaroo is more orientation dependent than perception of the whale, which is perceived at all orientations of the stimulus. Together with the difference between subject populations, this effect reveals an influence of past experience on the perception of this new ambiguous figure. Perception of the whale versus the kangaroo differs in both reconstrual of parts and realignment of the object-centered reference frame. Observers report reference frame reconstruals before reference frame reversals, shedding light on the organization of object memory.

The aim of this study was to develop the self-concordance model of healthy goal striving through testing the extended conative model of well-being. This model included: goal self-concordance as an aspect of positive motive; sustained effort as positive behaviour directed toward attaining the goal; goal attainment; personal growth interpretation as positive cognition regarding goal attainment; need satisfaction; and finally well-being as the outcome of the successful goal-striving process. Across three studies, university students completed online surveys regarding these variables, making reference to their most important goal during the past 4 weeks. The results indicated that (a) goal self-concordance predicted well-being via mediation of need satisfaction; (b) sustained effort also predicted well-being via mediation of need satisfaction; (c) personal growth interpretation predicted well-being via mediation of need satisfaction. The suggested integrated conative model of well-being provided appropriate goodness of fit. The three model-fitting studies highlight the important role of psychological processes such as construal in the conative processes that predict subjective well-being.

Background Previous research has demonstrated that exposure to images depicting the thin female ideal has negative effects on some females' levels of body dissatisfaction. Much of this research, however, has utilised relatively long stimulus exposure times; thereby focusing on effortful and conscious processing of body-related stimuli. Relatively little is known about the nature of females' affective responses to the textual components of body-related stimuli, especially when these stimuli are only briefly encountered. The primary aim of the current research was to determine whether young women automatically evaluate body-related words and whether these responses are associated with body image concerns, including self-reported levels of appearance schematicity, thin internalisation, body dissatisfaction, and dietary restraint. Methods An affective priming task was used to investigate whether females automatically evaluate body-related words, and whether this is associated with self-reported body image concerns. In a within-participants experimental design, the valence congruence of the prime and target pairs was manipulated. Participants selected body words as primes in Experiment 1 ( N = 27), while normatively selected body words were primes in Experiment 2 ( N = 50). Each prime was presented briefly, followed by a target word which participants judged as \"good\" or \"bad\". The dependent variable was response latency to the target. Results Automatic evaluation was evident: responding to congruent pairs was faster than responding to incongruent pairs. Body image concerns were unrelated to automaticity. Conclusions The findings suggest that brief encounters with body words are likely to prompt automatic evaluation in all young women, and that this process proceeds unintentionally and efficiently, without conscious guidance.

The 17 global goals of the United Nations Sustainable Development Goals (SDGs) are a call to action for governments and organizations around the world to work towards a sustainable future for all people and the planet. Human behaviour is directly or indirectly tied to all of the SDGs; therefore, psychology as a discipline is critical to their achievement. In this article, we-a team of 12 psychology educators from eight countries (three from the Global South) representing six continents-outline connections between psychology and the SDGs. We argue that psychology education at the foundational undergraduate level should integrate the SDGs into curricula. We describe the framework of psychological literacy that we believe is central to a strong undergraduate education in psychology and outline its conceptual relationship to the SDGs. We then describe the International Competences for Undergraduate Psychology, which explicitly mention the SDGs, but are also closely linked to them across all seven International Competences for Undergraduate Psychology competence categories (psychological knowledge, psychological research methodologies and methods, and the five psychology-relevant areas: values and ethics; cultural responsiveness and diversity; critical thinking and problem-solving; communication and interpersonal skills; and personal and professional development). Finally, psychology educators from six countries (Aotearoa New Zealand, Australia, Brazil, Cameroon, India, and the United States) describe teaching and assessment strategies that harness both the International Competences for Undergraduate Psychology and the SDGs. These strategies offer examples to spur psychology educators to consider how they might make these connections in their own classes and curricula and in their own culture and context. Les 17 Objectifs de développement durable (ODD) des Nations Unies tiennent lieu d'appel à l'action invitant les gouvernements et organismes du monde entier à œuvrer en faveur d'un avenir durable pour l'humanité et la planète. Le comportement humain est directement ou indirectement lié à tous les ODD. Aussi la psychologie en tant que discipline est-elle donc essentielle à leur réalisation. Dans cet article, nous - à savoir une équipe de 12 professeurs en psychologie de huit pays (dont trois du Sud) représentant six continents - mettons en évidence les liens entre la psychologie et les ODD. Nous faisons valoir que les ODD devraient être intégrés aux programmes fondamentaux d'enseignement de premier cycle en psychologie. Nous définissons un cadre de « littératie psychologique » (psychological literacy), qui, selon nous, est un élément fondamental d'un programme robuste d'enseignement de premier cycle en psychologie, et décrivons les liens conceptuels d'un tel cadre avec les ODD. Nous décrivons ensuite les Compétences internationales des études de premier cycle en psychologie (International Competences for Undergraduate Psychology, ou ICUP), qui font explicitement mention des ODD, mais qui sont aussi étroitement liées aux ODD à travers leurs sept catégories de compétences (connaissances en psychologie, méthodologies et méthodes de recherche en psychologie, ainsi que les cinq domaines pertinents pour la psychologie : valeurs et éthique; sensibilité culturelle et diversité; réflexion critique et résolution de problèmes; communications et compétences interpersonnelles; et perfectionnement personnel et professionnel). Enfin, des professeurs en psychologie de six pays (Aotearoa/Nouvelle-Zélande, Australie, Brésil, Cameroun, Inde et États-Unis) décrivent des stratégies d'enseignement et d'évaluation qui mettent à profit à la fois les ICUP et les ODD. Ces stratégies proposent des exemples pour inciter les professeurs œuvrant dans le domaine de la psychologie à envisager comment ils pourraient établir de tels liens, tant dans leurs propres cours et programmes qu'au regard de leur propre culture et de leur contexte unique. Public Significance Statement The field of psychology can contribute to the achievement of the United Nations Sustainable Development Goals (SDGs) because human behaviour is relevant to all of the goals, either directly or indirectly. We describe a set of foundational psychology competences (learning outcomes) that are linked to the SDGs and that could help educators to teach about the SDGs in undergraduate psychology units/courses. We also provide examples of teaching and assessment strategies from six countries.

When subjects are presented with the Arizona whale-kangaroo, an ambiguous figure, perception of the whale is more common than perception of the kangaroo. However, this difference is smaller in Australian than American subjects. Perception of the kangaroo is more orientation dependent than perception of the whale, which is perceived at all orientations of the stimulus. Together with the difference between subject populations, this effect reveals an influence of past experience on the perception of this new ambiguous figure. Perception of the whale versus the kangaroo differs in both reconstrual of parts and realignment of the object-centered reference frame. Observers report reference frame reconstruals before reference frame reversals, shedding light on the organization of object memory.

When subjects are presented with the Arizona whale-kangaroo, an ambiguous figure, perception of the whale is more common than perception of the kangaroo. However, this difference is smaller in Australian than American subjects. Perception of the kangaroo is more orientation dependent than perception of the whale, which is perceived at all orientations of the stimulus. Together with the difference between subject populations, this effect reveals an influence of past experience on the perception of this new ambiguous figure. Perception of the whale versus the kangaroo differs in both reconstrual of parts and realignment of the object-centered reference frame. Observers report reference frame reconstruals before reference frame reversals, shedding light on the organization of object memory.

When subjects are presented with the Arizona whale-kangaroo, an ambiguous figure, perception of the whale is more common than perception of the kangaroo. However, this difference is smaller in Australian than American subjects. Perception of the kangaroo is more orientation dependent than perception of the whale, which is perceived at all orientations of the stimulus. Together with the difference between subject populations, this effect reveals an influence of past experience on the perception of this new ambiguous figure. Perception of the whale versus the kangaroo differs in both reconstrual of parts and realignment of the object-centered reference frame. Observers report reference frame reconstruals before reference frame reversals, shedding light on the organization of object memory.

When subjects are presented with the Arizona whale-kangaroo, an ambiguous figure, perception of the whale is more common than perception of the kangaroo. However, this difference is smaller in Australian than American subjects. Perception of the kangaroo is more orientation dependent than perception of the whale, which is perceived at all orientations of the stimulus. Together with the difference between subject populations, this effect reveals an influence of past experience on the perception of this new ambiguous figure. Perception of the whale versus the kangaroo differs in both reconstrual of parts and realignment of the object-centered reference frame. Observers report reference frame reconstruals before reference frame reversals, shedding light on the organization of object memory.