Learning under stress: how does it work?

The effects of stress on learning and memory are not always clear: both facilitating and impairing influences are described in the literature. Here we propose a unifying theory, which states that stress will only facilitate learning and memory processes: (i) when stress is experienced in the context and around the time of the event that needs to be remembered, and (ii) when the hormones and transmitters released in response to stress exert their actions on the same circuits as those activated by the situation, that is, when convergence in time and space takes place. The mechanism of action of stress hormones, particularly corticosteroids, can explain how stress within the context of a learning experience induces focused attention and improves memory of relevant information.     

Multimedia mug books: how multi should the media be?

The impact of allowing witnesses to choose the type of cues presented in multimedia mug books was explored in two experiments. In Experiment 1, participants viewed a videotaped crime and attempted to identify the perpetrator from one of three types of mug books: (a) dynamic‐combined—participants could choose to follow static mug shots with a computerized video clip combining three types of dynamic cues: the person walking, talking, and rotating; (b) dynamic‐separable—participants could limit the types of dynamic cues presented; and (c) static—just the static mug shot was presented. The dynamic‐separable condition produced significantly fewer false positive foil identifications than the static condition. Within the dynamic‐separable condition, voice was the most preferred cue. Experiment 2 explored the contribution of the individual cues. Participants attempted identifications from single dynamic cue mug books where only one type of cue was presented if a participant chose additional information. It was found that providing individual cues did not improve performance over the static mug book control. Based on the potential danger of witnesses choosing to rely on single dynamic cues, it was suggested that multimedia mug books should present dynamic cues in combination. Copyright © 2000 John Wiley & Sons, Ltd.     

Philosophy of medicine: should it be teleologically or socially construed?

This response to Kevin Wildes's article in the previous issue of the Kennedy Institute of Ethics Journal addresses several major points of disagreement between Pellegrino and Wildes regarding the nature and scope of a philosophy of medicine, in particular how it is derived and by what method of philosophical enquiry it is best pursued.     

How should we accommodate our future misbehavior? The answer turns on how bad it will be

Philosophical Studies - Professor Procrastinate receives an invitation to review a book. Best would be to accept it and then write the review. But if he accepts it, he will never get around to...     

The cocktail party problem: what is it? How can it be solved? And why should animal behaviorists study it?

Animals often use acoustic signals to communicate in groups or social aggregations in which multiple individuals signal within a receiver's hearing range. Consequently, receivers face challenges related to acoustic interference and auditory masking that are not unlike the human cocktail party problem, which refers to the problem of perceiving speech in noisy social settings. Understanding the sensory solutions to the cocktail party problem has been a goal of research on human hearing and speech communication for several decades. Despite a general interest in acoustic signaling in groups, animal behaviorists have devoted comparatively less attention toward understanding how animals solve problems equivalent to the human cocktail party problem. After illustrating how humans and nonhuman animals experience and overcome similar perceptual challenges in cocktail-party-like social environments, this article reviews previous psychophysical and physiological studies of humans and nonhuman animals to describe how the cocktail party problem can be solved. This review also outlines several basic and applied benefits that could result from studies of the cocktail party problem in the context of animal acoustic communication.     

Can applied ethics be effective in health care and should it strive to be?

Drawing upon his work in medical centers, Caplan explores the question of how well ethicists function in hospitals. He asks if their use of the "engineering model" of applied ethics, which emphasizes conceptual clarification, mastery of ethical theory, and impartiality, has made any difference in the way medicine is practiced. Noting that ethicists have been more effective in influencing heatlh policy at the national than at the institutional level, Caplan concludes that they have been less successful in teaching medical ethics, working with health personnel, and helping to formulate hospital policies. He attributes their difficulties primarily to the inadequacies of the engineering model of applied ethics for solving problems in a clinical setting. Caplan cautions ethicists to be aware both of the limitations of the engineering model and of the motives of health personnel in asking for help which may have little to do with resolving moral dilemmas.     

What care should be covered?

The answer to the question of what health care services should be covered by a managed care plan is straightforward; the plan should cover whatever the consumer is willing to pay for. From the plan's perspective, the consumer is the payer, that is, the employer who negotiates the plan; not the individual patient whose personal preferences and interests may be quite different. Since managed care organizations contract with payers to arrange for health care services within a defined set of benefits, there is a broader question as well: Within the benefits chosen by the payer, what actually is covered? Criteria for determining "medical necessity," which managed care plans frequently use as the basis for coverage, are discussed.     

Know how to be Gettiered?

Jason Stanley and Timothy Williamson’s influential article “Knowing How” argues that knowledge‐how is a species of knowledge‐that. One objection to their view is that knowledge‐how is significantly different than knowledge‐that because Gettier cases afflict the latter but not the former. Stanley and Williamson argue that this objection fails. Their response, however, is not adequate. Moreover, I sketch a plausible argument that knowledge‐how is not susceptible to Gettier cases. This suggests a significant distinction between knowledge‐that and knowledge‐how.     

Rebutting accusations: When does it work,when does it fail?

Three studies address the question of how observers react to rebuttal statements and which variables are crucial in determining observers' evaluations of the initiator of the rebuttal. The first study showed that devaluation of the initiator of the rebuttal was higher when observers were confronted with the isolated rebuttal than when observers first learned about an existing accusation and then about the corresponding rebuttal. The second study qualified this finding by revealing that the devaluating effect of an isolated rebuttal was especially pronounced if the event in question was of high impact for observers. The third study included an additional variable, namely, the credibility of the source of the accusation. The drop in devaluation from rebuttal-only to accusation + rebuttal conditions was obtained only for high impact observers when the accusation came from a noncredible source. The findings are explained within a framework of attributional and belief perseverance notions. Implications are discussed.     

Intentional artificial grammar learning: When does it work?

Actively searching for the rules of an artificial grammar has often been shown to produce no more knowledge than memorising exemplars without knowing that they have been generated by a grammar. The present study investigated whether this ineffectiveness of intentional learning could be overcome by removing dual task demands and providing participants with more specific instructions. The results only showed a positive effect of learning intentionally for participants specifically instructed to find out which letters are allowed to follow each other. These participants were also unaffected by a salient feature. In contrast, for participants who did not know what kind of structure to expect, intentional learning was not more effective than incidental learning and knowledge acquisition was guided by salience.     

Parental expression of disappointment: should it be a factor in Hoffman's model of parental discipline?

The authors addressed whether parental expression of disappointment should be included as a distinct factor in M. L. Hoffman's well-established typology of parenting styles (induction, love withdrawal, power assertion). Hoffman's 3-factor model, along with a more inclusive 4-factor model (induction, love withdrawal, power assertion, and expressions of disappointment), were respectively evaluated in exploratory factor analyses. The analysis utilized extant data comprised of responses by children (N = 73) and their mothers (N = 67) to an adaptation of M. L. Hoffman and H. D. Saltzstein's parental discipline measure. The findings supported Hoffman's original model. Disappointment may be reducible to love withdrawal or induction, although disappointment may be a more appropriate induction for adolescents.     

Community psychology: should there be a European perspective?

In this era of globalisation community psychologists have to examine how globalisation patterns interact with local cultural norms, to find tools to promote a sense of community that fits a particular context. We cannot therefore acritically adopt for many European contexts, community psychology concepts and intervention strategies geared to USA values. The paper argues for the need to develop a European perspective in Community Psychology, built more on the European tradition of political concern for promoting social capital, besides an individual's freedom and autonomy. The paper attempts to identity some of the main differences that have emerged in the last decades between USA and European approaches to community psychology. It also describes two empowering tools, which integrate traditional and post modern views of science: community profiling and multidimensional organisational analysis, that have been used by European community psychologists to rebuild social capital in organisations and local communities. Copyright © 2001 John Wiley & Sons, Ltd.     

Thought action fusion: can it be corrected?

The goal of this study was to investigate whether or not a brief educational intervention delivered prior to engaging in an anxiety-provoking task (writing a sentence about hoping that a friend/relative was in a car accident) would be effective in offsetting anxiety in college students with a strong propensity to endorse statements of thought action fusion (TAF). As hypothesized, individuals receiving the educational intervention were less anxious than a placebo intervention control group at post task; they were also less likely to endorse statements of TAF after receiving the educational intervention. Also, those who chose to neutralize after writing the sentence (regardless of experimental group) were more likely to report feeling guiltier, more immoral and a greater sense of responsibility about writing the sentence prior to neutralizing than those who did not subsequently neutralize. These results are discussed in relation to the cognitive theory of obsessive-compulsive disorder and implications for prevention programs.