Acquisition of agoraphobia, mode of onset and anxiety response patterns

The ways in which 80 agoraphobic patients had acquired their phobia were investigated. The patients were requested to answer a questionnaire concerning: (a) the origin of the phobia, with items relevant for conditioning experiences, vicarious experiences and experiences of negative information/instruction; (b) physiological reactions; (c) anticipatory anxiety; (d) negative thoughts while in the phobic situation. In addition, data on mode of onset, precipitating factors, family history of phobias, marital and occupational status and severity of the phobia were obtained. The reported anxiety reaction was conceptualized in terms of the Three-Systems Model of fear and anxiety, i.e. anxiety as composed of a physiological, cognitive and behavioral component. The results showed that a large majority (81%) of the patients attributed their phobias to conditioning experiences, while 9% recalled vicarious learning, none recalled instruction/information and 10% could not recall any specific onset circumstances at all. In another classification 46% of the patients had a rapid, 36% a gradual and 18% a slow onset of their phobias. There was no relationship between either the ways of acquisition, or the modes of onset, and the anxiety components, nor did the conditioning and the indirect groups differ in severity of phobic reactions.     

Who's afraid of the big bad wolf: a prospective paradigm to test Rachman's indirect pathways in children.

Rachman's theory [The conditioning theory of fear insition: a critical examination. Behav. Res. Ther. 15 (1977) 375-387] of fear acquisition suggests that fears and phobias can be acquired through three pathways: direct conditioning, vicarious learning and information/instruction. Although retrospective studies have provided some evidence for these pathways in the development of phobias during childhood [see King, Gullone, & Ollendick, Etiology of childhood phobias: current status of Rachman's three pathway's theory. Behav. Res. Ther. 36 (1998) 297-309 for a review], these studies have relied on long-term past memories of adult phobics or their parents. The current study was aimed towards developing a paradigm in which the plausibility of Rachman's indirect pathways could be investigated prospectively. In Experiment 1, children aged between 7 and 9 were presented with two types of information about novel stimuli (two monsters): video information and verbal information in the form of a story. Fear-related beliefs about the monsters changed significantly as a result of verbal information but not video information. Having established an operational paradigm, Experiment 2 looked at whether the source of verbal information had an effect on changes in fear-beliefs. Using the same paradigm, information about the monsters was provided by either a teacher, an adult stranger or a peer, or no information was given. Again, verbal information significantly changed fear-beliefs, but only when the information came from an adult. The role of information in the acquisition of fear and maintenance of avoidant behaviour is discussed with reference to modern conditioning theories of fear acquisition.     

Effects of reviewing risk-relevant behavior on perceived vulnerability among women marines

People generally underestimate their own vulnerability to negative events such as illness or accidents. It has been suggested that this illusion of "unique invulnerability" is due to selective focus on one's own risk-reducing behaviors, to the exclusion of others' risk-reducing behaviors and one's own risk-increasing behaviors. The current study examined the effects of reviewing sexual and contraceptive behavior on perceived vulnerability to unplanned pregnancy. Our results indicated that review of pregnancy-related behaviors decreased perceived vulnerability among two groups of subjects: those who considered unplanned pregnancy to be most undesirable and those who had the most confidence in the efficacy of their contraceptive behavior. The data also support the hypothesis that selective focus is a source of the illusion of invulnerability.     

Recall and response time norms for English–Swahili word pairs and facts about Kenya

In the vast literature exploring learning, many studies have used paired-associate stimuli, despite the fact that real-world learning involves many different types of information. One of the most popular materials used in studies of learning has been a set of Swahili–English word pairs for which Nelson and Dunlosky (Memory 2; 325–335, 1994) published recall norms two decades ago. These norms involved use of the Swahili words as cues to facilitate recall of the English translation. It is unclear whether cueing in the opposite direction (from English to Swahili) would lead to symmetric recall performance. Bilingual research has suggested that translation in these two different directions involves asymmetric links that may differentially impact recall performance, depending on which language is used as the cue (Kroll & Stewart, Journal of Memory and Language 33; 149–174,1994). Moreover, the norms for these and many other learning stimuli have typically been gathered from college students. In the present study, we report recall accuracy and response time norms for Swahili words when they are cued by their English translations. We also report norms for a companion set of fact stimuli that may be used along with the Swahili–English word pairs to assess learning on a broader scale across different stimulus materials. Data were collected using Amazon’s Mechanical Turk to establish a sample that was diverse in both age and ethnicity. These different, but related, stimulus sets will be applicable to studies of learning, metacognition, and memory in diverse samples.     

Rape myth acceptance and judgments of vulnerability to sexual assault: an Internet experiment

Processing strategies in risk assessment were studied in an Internet experiment. Women (N = 399) who were either low or high in rape myth acceptance (RMA) were asked to recall either two or six behaviors that either increase or decrease the risk of being sexually assaulted. Later they judged their personal vulnerability to sexual assault under either no time pressure (no response deadline) or time pressure (response deadline of 5 s). Without time pressure, the results were opposite to previous research: Women low in RMA relied on ease of recall and reported higher vulnerability after recalling few rather than many risk increasing behaviors, or many rather than few risk-decreasing behaviors; women high in RMA relied on the amount of information recalled, which resulted in an opposite pattern of vulnerability judgments. No influences of ease of recall or amount recalled on vulnerability judgments were detected under time pressure.     

Switching from approach to withdrawal is easier than vice versa

The preparedness theory of classical conditioning proposed by Seligman (1970, 1971) has been applied extensively over the past 40 years to explain the nature and “source” of human fear and phobias. In this review we examine the formative studies that tested the four defining characteristics of prepared learning with animal fear-relevant stimuli (typically snakes and spiders) and consider claims that fear of social stimuli, such as angry faces, or faces of racial out-group members, may also be acquired utilising the same preferential learning mechanism. Exposition of critical differences between fear learning to animal and social stimuli suggests that a single account cannot adequately explain fear learning with animal and social stimuli. We demonstrate that fear conditioned to social stimuli is less robust than fear conditioned to animal stimuli as it is susceptible to cognitive influence and propose that it may instead reflect on negative stereotypes and social norms. Thus, a theoretical model that can accommodate the influence of both biological and cultural factors is likely to have broader utility in the explanation of fear and avoidance responses than accounts based on a single mechanism.     

Self-regulatory and narcissistic grandiosity and vulnerability: Common and discriminant relations

In three studies we examined the unique relations of narcissistic grandiosity and vulnerability with the self-regulatory factors of promotion, prevention, assessment, and locomotion. We found that grandiosity has unique positive relations with promotion, assessment, and locomotion but is unrelated to prevention (Study 1). We also found that vulnerability has a unique positive relation with assessment, a unique negative one with promotion, and is unrelated to locomotion and prevention (Study 2). Study 3 replicated these findings and demonstrated that they do not derive from the self-regulatory factors’ or grandiosity and vulnerability’s associations with self-esteem. The results indicate that grandiosity and vulnerability have self-regulatory underpinnings and provide evidence of their specific discriminant nature. Further, they indicate that the critical evaluations associated with strong assessment concerns are a significant vulnerability for both narcissism presentations.     

Acquisition of phobias and anxiety response patterns in clinical patients

The ways in which phobic patients (N = 106; animal-, social- and claustrophobics) acquired their phobias were investigated in the present study. The results showed that a large majority (58%) of the patients attributed their phobias to conditioning experiences, while 17% recalled vicarious experiences, 10% instructions/information and 15% could not recall any specific onset circumstances. There was no clearcut relationship between the ways of acquisition and anxiety components (subjective, behavioral, physiological), nor did the conditioning and indirectly acquired phobias differ in severity. However, some interesting trends emerged in the data, showing that animal phobics who recalled conditioning experiences to a larger extent also responded physiologically. For patients with indirect onset experiences (for all three types of phobias) the reverse was true, i.e. they responded to a larger extent in a cognitive-subjective way, rather than with increased physiological arousal.     

Vulnerability,Ignorance, and Oppression

This paper aims to understand the relationship between ignorance and vulnerability by drawing on recent work on the epistemology of ignorance. After elaborating how we might understand the importance of human vulnerability, I develop the claim that ignorance of vulnerability is produced through the pursuit of an ideal of invulnerability that involves both ethical and epistemological closure. The ignorance of vulnerability that is a prerequisite for such invulnerability is, I contend, a pervasive form of ignorance that underlies and grounds other oppressive forms of ignorance. Thus, undoing such forms of ignorance requires working toward a particular form of vulnerability: epistemic vulnerability.     

Is dream recall underestimated by retrospective measures and enhanced by keeping a logbook? An empirical investigation

In a recent review, Aspy, Delfabbro, and Proeve (2015) highlighted the tendency for retrospective measures of dream recall to yield substantially lower recall rates than logbook measures, a phenomenon they termed the retrospective-logbook disparity. One explanation for this phenomenon is that retrospective measures underestimate true dream recall. Another explanation is that keeping a logbook tends to enhance dream recall. The present study provides a thorough empirical investigation into the retrospective-logbook disparity using a range of retrospective and logbook measures and three different types of logbook. Retrospective-logbook disparities were correlated with a range of variables theoretically related to the retrospective underestimation effect, and retrospective-logbook disparities were greater among participants that reported improved dream recall during the logbook period. These findings indicate that dream recall is underestimated by retrospective measures and enhanced by keeping a logbook. Recommendations for the use of retrospective and logbook measures of dream recall are provided.     

The Role of Verbal Threat Information in the Development of Childhood Fear. “Beware the Jabberwock!”

Rachman’s (Behaviour Research and Therapy 15:372–387, 1977; Clinical Psychology Review 11:155–173, 1991) three pathways theory proposed that childhood fears not only arise as a consequence of direct learning experiences, but can also be elicited by means of threat information transmission. This review looks at the scientific evidence for this idea, which has accumulated during the past three decades. We review research on the influences of media exposure on children’s fears, retrospective parent and child reports on the role of threat information in fear acquisition, and experimental studies that explored the causal effects of threat information on childhood fears. We also discuss possible mechanisms by which threat information exerts its influence and the processes relevant to understand the role of this type of learning experience in the origins of fear. Finally, implications for the prevention and intervention of childhood fears are briefly explored, and potential leads for future research will be highlighted.     

Updating misconceptions: Effects of age and confidence

Young adults are more likely to correct an initial higher confidence error than a lower confidence error (Butterfield & Metcalfe, 2001). This hypercorrection effect has never been investigated among older adults, although features of the standard paradigm (free recall, metacognitive judgments) and prior evidence of age-related error resolution deficits (see Clare & Jones, 2008) suggest that they may not show this effect. In Study 1, we used free recall and a 7-point confidence scale; in Study 2, we used multiple-choice questions, and participants indicated how many alternatives they had narrowed their options down to prior to answering. In both studies, younger and older adults showed a hypercorrection effect, and this effect was equivalent between groups in Study 2 when free recall and explicit confidence ratings were not required. These results are consistent with our previous work (Cyr & Anderson, 2012) showing that older adults can successfully resolve learning errors when the learning context provides sufficient support.     

Memory strategies in children with learning disabilities

Memory strategies were examined among children, 7–13 years old, with diagnosed learning disabilities, in order to investigate whether they perform in appropriately active and efficient ways. The children were grouped at two age levels and administered tasks of serial recall and free recall. A strategy-training session was conducted on the second task. On the serial recall, neither age group showed evidence of rehearsal, in contrast to previous studies. On the free recall task, the younger children's performance was consistent with the mediation deficiency hypothesis, while the older children improved in sorting, clustering, and recall following training; i.e., they showed a typical production deficiency. There was support for considering this sample of learning disabled children as inactive learners, with potential developmental change. Serial recall improved with age, and the older children's production deficiences in free recall appeared to be ameliorated with training in organizational strategies.     

Effects of testing on subsequent re‐encoding and long‐term forgetting of action‐relevant materials: On the influence of recall type

Testing one's memory of previously studied information reduces the rate of forgetting, compared to restudy. However, little is known about how this direct testing effect applies to action phrases (e.g., “wash the car”) – a learning material relevant to everyday memory. As action phrases consist of two different components, a verb (e.g., “wash”) and a noun (e.g., “car”), testing can either be implemented as noun‐cued recall of verbs or verb‐cued recall of nouns, which may differently affect later memory performance. In the present study, we investigated the effect of testing for these two recall types, using verbally encoded action phrases as learning materials. Results showed that repeated study–test practice, compared to repeated study–restudy practice, decreased the forgetting rate across 1 week to a similar degree for both noun‐cued and verb‐cued recall types. However, noun‐cued recall of verbs initiated more new subsequent learning during the first restudy, compared to verb‐cued recall of nouns. The study provides evidence that testing has benefits on both subsequent restudy and long‐term retention of action‐relevant materials, but that these benefits are differently expressed with testing via noun‐cued versus verb‐cued recall.     

Memory and metamemory performance in older adults: One deficit or two?

In two separate experiments, three groups of older adults (50-80 years old) were shown lists of forename-surname pairs. At test subjects were cued with the surname and asked whether they knew the forename (prospective evaluation). Subjects attempted recall for those items they claimed to know and rated their confidence in their answer (retrospective evaluation). In Experiment 1 subjects saw the name list on 5 successive occasions and attempted recall after each. The older subjects recalled fewer items, but there were no age differences on retrospective memory evaluation. There was a marginally significant age effect on the prospective memory evaluation, which on closer inspection appeared to be a scaling effect related to recall performance. Experiment 2 verified this conclusion in a sample of older adults taking part in a training study extended over many weeks. The main implication of this work is that studies that compare metamemory accuracy in groups that differ in baseline memory performance should be careful before drawing conclusions about metamemory independently of memory performance.     

The statistical evidence for negative transfer in part-whole free recall

A series of studies on part-whole free recall led to the conclusion that learning part of a list before learning the entire list produces negative transfer late in learning. The statistical evidence for this conclusion is shown to depend upon assumptions about (1) the asymptotic level reached and (2) the relative magnitude of the variance between conditions as compared to the variance of Ss within conditions. Evidence concerning these assumptions is reviewed, and it is argued that there was insufficient evidence to support a conclusion of negative transfer in part-whole free recall.     

Aberrant learning and memory in addiction

Over the past several years, drug addiction has increasingly been accepted to be a disease of the brain as opposed to simply being due to a lack of willpower or personality flaw. Exposure to addictive substances has been shown to create enduring changes in brain structure and function that are thought to underlie the transition to addiction. Specific genetic and environmental vulnerability factors also influence the impact of drugs of abuse on the brain and can enhance the likelihood of becoming an addict. Long-lasting alterations in brain function have been found in neural circuits that are known to be responsible for normal appetitive learning and memory processes and it has been hypothesized that drugs of abuse enhance positive learning and memory about the drug while inhibiting learning about the negative consequences of drug use. Therefore, the addict's behavior becomes increasingly directed towards obtaining and using drugs of abuse, while at the same time developing a poorer ability to stop using, even when the drug is less rewarding or interferes with functioning in other facets of life. In this review we will discuss the clinical evidence that addicted individuals have altered learning and memory and describe the possible neural substrates of this dysfunction. In addition, we will explore the pre-clinical evidence that drugs of abuse cause a progressive disorder of learning and memory, review the molecular and neurobiological changes that may underlie this disorder, determine the genetic and environmental factors that may increase vulnerability to addiction, and suggest potential strategies for treating addiction through manipulations of learning and memory.     

Using the past to predict the future

This research addressed three issues. First, we examined whether retrospective confidence judgments (RCJs) and judgments of learning (JOLs) assess memory differently. Second, we examined the relative accuracy of JOLs and RCJs at predicting future recall performance. Third, we examined whether making JOLs improves subsequent recall better than making RCJs or making no metacognitive judgment. Results suggest that RCJs and JOLs are both based on retrievability, but that participants use their memory differently when making JOLs. RCJs were more accurate than JOLs at predicting future recall for some subsets of items, but the reverse was true for other subsets of items. Finally, eventual recall performance was facilitated when participants made JOLs but not when they made RCJs, suggesting that the JOL task helps to improve people's learning of the items.