What Does it Mean to call God Good?

Contemporary expositions of God's goodness commonly err either (1) by subjecting God to moral laws, which is to question His sovereignty, or (2) by failing to establish that God will always act in accordance with moral principles, which removes the theist's ability to appeal to God's goodness in response to problems of evil. Current attempts at intermediate positions which avoid these two problems fall short. In this paper, I aim to construct a better intermediate position and account of God's goodness. I do this by claiming that God's ability to create is best explained in terms of God's self-love. Since God, as the greatest possible being, must be able to create, He must love Himself. I argue that this in turn entails that God loves all things, since by loving Himself, God loves the pre-existent ideas of everything that will come to exist, and by extension the things themselves. This, I argue, allows us to have confidence that God will act in accordance with moral principles, but without subjecting Him to moral laws.     

Automaticity: a new framework for dyslexia research?

The performance of a group of 23 13-year-old dyslexic children was compared with that of same-age controls on a battery of tests of motor balance. A dual-task paradigm was used--subjects performed each test twice, once as a single task, and once as a dual task concurrently with a secondary task. Two alternative secondary tasks were used, the classic counting-backwards task and an auditory choice reaction task. Both secondary tasks were calibrated for each subject to ensure that their performance on the secondary task alone fell between pre-specified performance criteria. In all single-task conditions there was no difference between the performance of the two groups. By contrast, in 19 out of the 20 tests performed under dual-task conditions, the dyslexic group were significantly impaired, whereas the controls showed no impairment, thus resulting in significantly better performance by the control group than the dyslexic group. The sole exception was that the dyslexic children were not impaired on the easiest balance condition with the choice reaction task. Under the dual-task conditions the dyslexic children also performed worse than the controls on the secondary task. It is very hard to accommodate the findings within the traditional framework of a deficit specific to lexical skills. One plausible explanation of the results is that, unlike the controls, the dyslexic children need to invest significant conscious resources for monitoring balance, and thus their performance is adversely affected by any secondary task which serves to distract attention from the primary task. This need for "conscious compensation" suggests that for dyslexic children the skill of motor balance is poorly automatized. It is possible, therefore, that many of the reading deficits of dyslexic children are merely symptoms of a more general learning deficit--the failure to fully automatize skills.     

Does placebo response mediate runner's high?

It is proposed that runner's high is mediated by increased endorphin release as induced by placebo responses arising from subjective expectancies and setting.     

Can AI language models replace human participants?

Recent work suggests that language models such as GPT can make human-like judgments across a number of domains. We explore whether and when language models might replace human participants in psychological science. We review nascent research, provide a theoretical model, and outline caveats of using AI as a participant.     

Feedback from research participants: are member checks useful in qualitative research?

It is often assumed that use of so-called “member checks” improves the credibility of qualitative research. Published literature mentioning member checks was reviewed to identify the purposes and procedures for seeking feedback from research participants as well as outcomes reported from member checks. Four themes reflecting underlying assumptions about the purposes of research that have implications for member checks were identified: theory generalisation, representation, participation, and change. Member checks are unlikely to be relevant to research focussed on theory development and generalisation. For other types of research, member checks might be justifiable, but there was little evidence that member checks improved research findings. Member checks can be useful for obtaining participant approval for using quotations or case studies and where anonymity cannot be guaranteed. In evaluation, stakeholder reviews of draft reports can be seen as good research practice. In participatory or collaborative research, ongoing contact might include member checks.     

Does it matter whether investigators intend to benefit research subjects?

There has been long-standing, albeit largely implicit, debate over whether investigator intentions are relevant to the ethical appropriateness of clinical research. Some commentators argue that whether investigators intend to collect generalizable knowledge or to benefit subjects is central to the ethics of clinical research. Others do not even mention investigator intentions when evaluating what makes clinical research ethical. To shed light on this debate, the present paper considers the reasons why investigator intentions might be ethically relevant. This analysis reveals that investigator intentions are related to, but distinct from three ethical requirements: whether subjects understand that they are contributing to a project to help others, whether the included interventions have an appropriate risk/benefit ratio, and whether subjects' interests are adequately protected. Provided these three requirements are satisfied, the ethical appropriateness of clinical research does not depend on what intentions investigators have in conducting it.     

Are research participants truly informed? Readability of informed consent forms used in research

Researchers typically attempt to fulfill disclosure and informed consent requirements by having participants read and sign consent forms. The present study evaluated the reading levels of informed consent forms used in psychology research and other fields (medical research; social science and education research; and health, physical education, and recreation research). Two standardized measures of readability were employed to analyze a randomly selected sample (N = 108) of informed consent forms used in Institutional Review Board-approved research projects at a midwestern university during the 1987-1988 academic year. Results indicate that informed consent forms are typically written at a higher reading level than is appropriate for the intended population and that there are no consistently significant differences in readability among areas of research or between college student and noncollege student participants. Due to the unacceptably high reading level of the consent forms, one must question whether participants can comprehend the information contained in the consent form.     

Does modifying visual feedback facilitate learning to write new pseudoletters?

Learning to write relies on the efficient integration of visual and proprioceptive feedback, with a transition from a control, based on the visual inspection of the written trace at the beginning of the learning process to a more predictive control, based mainly on handwriting movement, in proficient writers. The aim of this study was to test the effect of a partial deletion of the written trace, as well as the effect of supplementary visual information, on handwriting kinematics in a learning task. Twenty-four adults learned to write six new pseudoletters using their non-dominant hand on a touch screen digital tablet. Three pseudoletters were trained with modified visual feedback conditions and the other three, in the control condition, i.e. without any visual modification. Results revealed that, in the short-term, the pseudoletters learned with modified visual feedback were traced faster and more fluently than those learned in the control condition, without spatial accuracy reduction. This method seems to be efficient in adults, which is a prerequisite before testing a method with children.     

Does successfully changing personality traits via intervention require that participants be autonomously motivated to change?

A growing body of research suggests that personality traits can be changed through intervention. Theorists have speculated that successful interventions may require (1) that participants autonomously choose which traits they change and (2) that they be deeply invested in the change process. The present studies tested these propositions by examining whether interventions to change conscientiousness and emotional stability can be successful when (1) participants are randomly assigned traits to change or (2) they are naïve with respect to the intervention’s target trait. Results indicated that participants could be randomly assigned to change conscientiousness—even if they were unaware that the intervention was targeting conscientiousness. In contrast, interventions targeting emotional stability were effective only if participants both (1) autonomously chose to work on emotional stability and (2) received an effective intervention. These findings have practical implications for designing interventions—and they suggest that different traits may develop via different processes.     

Should protections for research with humans who cannot consent apply to research with nonhuman primates?

Research studies and interventions sometimes offer potential benefits to subjects that compensate for the risks they face. Other studies and interventions, which I refer to as “nonbeneficial” research, do not offer subjects a compensating potential for benefit. These studies and interventions have the potential to exploit subjects for the benefit of others, a concern that is especially acute when investigators enroll individuals who are unable to give informed consent. US regulations for research with human subjects attempt to address this concern by mandating strict protections for nonbeneficial research with subjects who cannot consent. Typically, humans who cannot consent, such as children, may be enrolled in nonbeneficial research only when it poses low risks and has the potential to gather information of sufficient value to justify the risks, an appropriate surrogate gives permission on the individual’s behalf and the individual agrees (assents). In contrast, US regulations for nonbeneficial research with nonhuman primates do not include these protections, even though it too involves subjects who cannot consent and who face risks for the benefit of others. Is this difference in regulatory protections justified? Or does the principle of fairness—treat like cases alike—imply that regulations for nonbeneficial research with nonhuman primates should include protections similar to those that apply to nonbeneficial research with humans who cannot consent?     

Can expectancies produce placebo effects for implicit learning?

The placebo effect is an important phenomenon whereby real changes occur in response to an otherwise inert intervention. Despite increasing research attention, it remains unclear exactly which processes are amenable to placebo effects. The current study tested whether an instructional manipulation could produce placebo effects on a nonconscious cognitive task, namely implicit learning. Four hundred and sixty-four university students completed a visual search task while smelling an odor or no odor, in alternating blocks. Unknown to them, the task contained a contingency whereby on half the trials the target's location was cued by the pattern of distractors, which was achieved by repeating some configurations of targets and distractors. Prior to the task, participants received positive, negative, or no information about the odor's possible effects on performance. Those given positive information demonstrated faster reaction times on cued trials than other participants. Those given negative information showed slower reaction times on cued trials compared with participants given no information. Further, the cuing effect appeared to be nonconscious, with participants' ability to recognize the repeated configurations equivalent to chance and no evidence that performance on a recognition test was related to the magnitude of the cuing effect. This suggests that instructional manipulations can produce placebo effects on some nonconscious processes.     

Becoming uniquely human? Comparing chimpanzee to human infancy

Does comparing behavioral development between chimpanzees and humans during infancy hold the key to understanding what is uniquely human? Recent work shows that while many behaviors emerge at similar ages in chimpanzees, human infants develop behavioral traits underpinning our prosocial and ultra-cooperative nature at a much accelerated rate.     

Does the A-not-B error in adult pet dogs indicate sensitivity to human communication?

Recent dog-infant comparisons have indicated that the experimenter's communicative signals in object hide-and-search tasks increase the probability of perseverative (A-not-B) errors in both species (Topál et al. 2009). These behaviourally similar results, however, might reflect different mechanisms in dogs and in children. Similar errors may occur if the motor response of retrieving the object during the A trials cannot be inhibited in the B trials or if the experimenter's movements and signals toward the A hiding place in the B trials ('sham-baiting') distract the dogs' attention. In order to test these hypotheses, we tested dogs similarly to Topál et al. (2009) but eliminated the motor search in the A trials and 'sham-baiting' in the B trials. We found that neither an inability to inhibit previously rewarded motor response nor insufficiencies in their working memory and/or attention skills can explain dogs' erroneous choices. Further, we replicated the finding that dogs have a strong tendency to commit the A-not-B error after ostensive-communicative hiding and demonstrated the crucial effect of socio-communicative cues as the A-not-B error diminishes when location B is ostensively enhanced. These findings further support the hypothesis that the dogs' A-not-B error may reflect a special sensitivity to human communicative cues. Such object-hiding and search tasks provide a typical case for how susceptibility to human social signals could (mis)lead domestic dogs.     

Current issues and new directions in Psychology and Health: The costs and benefits of self-regulation – a call for experimental research

Abstract

This study was designed to assess the effects of exercise on psychological functioning in healthy Type A men. Seventy-three middle-aged men (M=42.2 years) were randomly assigned either to an aerobic exercise (AE) training group or to a strength and flexibility (SF) training group. Subjects completed a comprehensive psychological assessment battery prior to beginning the 12-week exercise programs, and after completing the programs. The psychological test battery included measures of depression, anxiety and stress, as well as various psychiatric symptoms. In addition, subjects underwent graded exercise treadmill tests (ETT) at both times of measurement in order to document changes in cardiorespiratory fitness. Aerobic exercise training consisted of walking, jogging or stair-climbing at an intensity of at least 70% of initial measured maximal oxygen consumption (VO₂max determined during the treadmill test). Strength and flexibility training consisted of circuit Nautilus training with no aerobic exercise. Results at the conclusion of the 12-week programs indicated that [Vdot]O₂max for the AE group increased by 15%, while the SF group did not change. Both groups improved on measures of psychological well-being; however, there were no differential effects of the two exercise programs on measures of psychological functioning. These results suggest that improved cardiovascular fitness is not necessary for psychological improvement among exercise participants.