Traffic crash involvement: experiential driving knowledge and stressful contextual antecedents

Researchers have rarely examined stressful environments and psychological characteristics as predictors of driving behavior in the same study. The authors hypothesized that (a) safer drivers more accurately assess physical and emotional traffic hazards and (b) stress and emotional states elevate crash risk. The hypotheses were evaluated with procedural and declarative tacit driving knowledge tests requiring assessment of emotional and contextual hazards and with accident reports describing crash antecedents, including stressful events and environmental conditions. Analyses identified separate driving knowledge factors corresponding to emotional and contextual hazards that were significantly related to the crash criteria. Accident report analyses show that stress significantly elevates at-fault crash risk. The results demonstrate the importance of experiential knowledge acquired without instruction (procedural or tacit knowledge) and provide safety recommendations.     

The Many Faces of Trauma - Psychic trauma as an inner experience

Abstract

Two types of memory processes, declarative and non-declarative have been identified by cognitive scientists. Cognitive science is currently making a distinction between 1) declarative memory and non-declarative memory. This paper is concerned with one type of non-declarative memory, procedural memory. Declarative knowledge refers to the things we know such as names, places, dates. Procedural knowledge is information associated with a highly practiced schema or action which is usually not conscious when the sequence is activated. The implications of procedural knowledge for psychoanalytic treatment are now beginning to be explored. This paper is a further step in this exploration.

It has been hypothesized that because of the automaticity of learned procedures underlying character pathology, character change can best be accomplished by intervening at the procedural level. This paper suggests that such interventions are optimal when they are noninterpretive and occur within the context of an interactive, mutually regulated, dyadic system. Procedures, when they become accessible to the analyst through empathy and introspection, can be, and in the case discussed below, were addressed within the context of the dyad. The psychotherapy of an adult man with difficulties at the procedural level is utilized to illustrate the importance of noninterpretive interventions that address the procedure in order to engage it in the dyad where it can begin to undergo therapeutic transformation. This paper illustrates the importance of understanding procedural knowledge and how this can provide a valuable additional tool to shape the modes of therapeutic action utilized in psychoanalytic treatment.     

Positive Affective Priming: A Behavioral Technique to Facilitate Therapeutic Engagement by Families,Caregivers, and Teachers

Affective priming is a technique used in experimental psychology to investigate the organization of emotional schemata not fully available to conscious awareness. The presentation of stimuli (the prime) with strong positive emotional valence alters the accessibility of positive stimuli within the individual's emotionally encoded cognitive system. By altering the valence of internal stimuli, it offers a method for influencing families, caregivers, and teachers serving as mediators in child behavior therapy. The need for priming is greatest where adults involved in therapy as agents of child behavior change have such negative feelings toward the targeted client, or to the therapeutic context, that acceptance and engagement with therapy are compromised. Examples of how positive affective priming might be used clinically are provided.     

Amae,intimacy, and the early moral self

I believe the universal aspects of Doi's concept of amae have a dual origin in the biologically based motives of infancy and in the expectable adpative experiences of the caregiving relationship. Our theory, arising from recent research, is that the necessary intimacy of this relationship and the exercise of these motives leads to early relationship motives and early moral motives. These in turn find representational coherence in the 3-year-old's narrative self that contains a continual internal dialogue with one or more significant others who are comforting, encouraging, watchful, and critical. The narrative self may also contain an “executive sense of we,” giving the child more of a sense of obligation and power. Many emotionally engaging experiences in infancy are stored as procedural knowledge and are influential later as an “affective core of self” without being accessible to consciousness. Amae also seems based on procedural knowledge. Future research in Japan and the United States will benefit from operationalizing concepts related to amae and to emotional availability. Effects of gender, temperament, and conflicts within and across generations can then be examined.     

Nonconscious acquisition of information.

The authors review and summarize evidence for the process of acquisition of information outside of conscious awareness (covariations, nonconscious indirect and interactive inferences, self-perpetuation of procedural knowledge). Data indicate that as compared with consciously controlled cognition, the nonconscious information-acquisition processes are not only much faster but are also structurally more sophisticated, in that they are capable of efficient processing of multidimensional and interactive relations between variables. Those mechanisms of nonconscious acquisition of information provide a major channel for the development of procedural knowledge that is indispensable for such important aspects of cognitive functioning as encoding and interpretation of stimuli and the triggering of emotional reactions.     

A procedural analysis and review of relaxation training research

Relaxation training has typically been discussed as a singular procedure to be used as a therapeutic treatment technique for a wide variety of disorders. A review of the empirical literature from 1970 to 1979 is provided with an emphasis on clinical populations utilized, dependent measurement and procedural variability and lack of standardization with respect to relaxation procedures. Suggestions for future research are made which emphasize systematic evaluations of treatment components, target problems and criterion behavior change.     

A procedural theory of therapeutic action: Commentary on the symposium,Interventions that effect change in psychotherapy

Operating largely outside of awareness, the procedural mode of processing has been neglected in psychotherapy and psychoanalysis, and yet it is critical to our understanding of therapeutic action. This group has made an outstanding contribution to a procedural theory of therapeutic action, integrating some of the most important current concepts in infant research, cognitive psychology, systems theories, and adult psychoanalysis. The procedural mode of “implicit relational knowing” is placed within the context of a moment-by-moment, mutual regulation model of co-constructed exchanges. Nonlinear dynamic systems theory has greatly influenced their theory of change. The centerpiece is Louis Sander's concept of the “moment of meeting.” Although the concept of intersubjectivity is central in all the papers, the multiple uses of the term suggests that a careful re-examination of the definitions of intersubjectivity is sorely needed. We must now integrate the work of this group with other current procedural theories of therapeutic action. © 1998 Michigan Association for Infant Mental Health     

Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge

Competence in many domains rests on children developing conceptual and procedural knowledge, as well as procedural flexibility. However, research on the developmental relations between these different types of knowledge has yielded unclear results, in part because little attention has been paid to the validity of the measures or to the effects of prior knowledge on the relations. To overcome these problems, we modeled the three constructs in the domain of equation solving as latent factors and tested (a) whether the predictive relations between conceptual and procedural knowledge were bidirectional, (b) whether these interrelations were moderated by prior knowledge, and (c) how both constructs contributed to procedural flexibility. We analyzed data from 2 measurement points each from two samples (Ns = 228 and 304) of middle school students who differed in prior knowledge. Conceptual and procedural knowledge had stable bidirectional relations that were not moderated by prior knowledge. Both kinds of knowledge contributed independently to procedural flexibility. The results demonstrate how changes in complex knowledge structures contribute to competence development.     

Procedural misconceptions and informed consent: insights from empirical research on the clinical trials industry

This paper provides a simultaneously reflexive and analytical framework to think about obstacles to truly informed consent in social science and biomedical research. To do so, it argues that informed consent often goes awry due to procedural misconceptions built into the research context. The concept of procedural misconception is introduced to describe how individuals respond to what is familiar in research settings and overlook what is different. In the context of biomedical research, procedural misconceptions can be seen to function as root causes of therapeutic misconceptions.     

The development of procedural knowledge: An alternative explanation for chronometric trends of mental arithmetic

In a review of the Chronometrie literature, M. H. Ashcraft (Developmental Review, 1982, 2, 213–236) concluded that the development of number fact efficiency is due to a shift from relying on procedural knowledge such as counting to relying on declarative knowledge (a stored network of facts). This model assumes that all procedural processes are slow or remain slow, which is probably not the case. An alternative account posits that the key change in number fact efficiency involves a shift from slow counting procedures to principled procedural knowledge. As rules, heuristics, and principles become more familiar and interconnected, their use, for example, in producing the number facts becomes more automatic. The use of such procedural knowledge would be cognitively more economical than storing individual facts in long-term memory. Finally, existing Chronometric data can readily be interpreted in terms of this alternative model.     

What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2

The development of conceptual and procedural knowledge about counting was explored for children in kindergarten, Grade 1, and Grade 2 (N = 255). Conceptual knowledge was assessed by asking children to make judgments about three types of counts modeled by an animated frog: standard (correct) left-to-right counts, incorrect counts, and unusual counts. On incorrect counts, the frog violated the word-object correspondence principle. On unusual counts, the frog violated a conventional but inessential feature of counting, for example, starting in the middle of the array of objects. Procedural knowledge was assessed using speed and accuracy in counting objects. The patterns of change for procedural knowledge and conceptual knowledge were different. Counting speed and accuracy (procedural knowledge) improved with grade. In contrast, there was a curvilinear relation between conceptual knowledge and grade that was further moderated by children's numeration skills (as measured by a standardized test); the most skilled children gradually increased their acceptance of unusual counts over grade, whereas the least skilled children decreased their acceptance of these counts. These results have implications for studying conceptual and procedural knowledge about mathematics.     

The real person of the analyst and his role in the process of psychoanalytic cure

This paper focuses on the real relationship with the analyst in the psychoanalytic situation as an aspect of the therapeutic process that leads to change. The role of free association, clarification, and interpretation of the transference are taken for granted as major activities of the analyst, and the real relationship with him is seen as a complementary but important ingredient for change. In particular, his emotional availability determines the climate of analysis. The concepts of neutrality, anonymity, and abstinence, though of importance as guideposts in the conduct of an analysis, have conceptual limitations that not infrequently bind the analyst in a stance that is not useful for the progress of the analysis. On occasion, confirmation by the analyst of the verity of an experience in the patient's early life facilitates the analytic process. This occurs particularly in situations of early trauma, but at times may include chronically traumatic early life experiences. An important motivating force in analysis is the patient's unconscious wish to find the ideal parent absent in early life experience, a wish that is experienced and ultimately analyzed. This is to be distinguished from a defensive idealized transference. Psychoanalytic developmental psychology contributes to our understanding of how the real person of the analyst, his emotional availability, his responsiveness at particular times, his attitude toward action and progressive change in the patient, affect the therapeutic process that leads to change.     

Emotion enhanced retention of cognitive skill learning

Ample evidence suggests that emotional arousal enhances declarative/episodic memory. By contrast, there is little evidence that emotional enhancement of memory (EEM) extends to procedural skill based memory. We examined remote EEM (1.5-month delay) for cognitive skill learning using the weather prediction (WP) probabilistic classification task. Participants viewed interleaved emotionally arousing or neutral pictures during WP acquisition. Arousal retarded initial WP acquisition. While participants in the neutral condition showed substantial forgetting of WP learning across the 1.5-month delay interval, the arousal condition showed no evidence of forgetting across the same time period. Thus, arousal during encoding determined the mnemonic fate of cognitive skill learning. Emotional enhancement of WP retention was independent of verbally stated knowledge of WP learning and EEM for the picture contexts in which learning took place. These results reveal a novel demonstration of EEM for cognitive skill learning, and suggest that emotional arousal may in parallel enhance the neural systems that support procedural learning and its declarative context.     

Vulnerability,Affect, and Depth in Group Psychotherapy

This paper describes the importance of a clinical focus on affect and narcissistic vulnerability in the deepening of therapeutic process. An experience of the analyst's emotional availability and understanding is also essential to mutative change. The case material illustrates how such a focus, within a relational context that includes the analyst's own vulnerability, can lead to change.     

For better or for worse: the congruence of personal and group outcomes on targets' responses to discrimination

This paper reports two studies examining how (in‐) congruence between personal and group outcomes affects emotional well‐being, outcome attributions and procedural justice perceptions of individuals who are exposed to subtle discrimination. In Study 1 (N = 82) participants are either accepted or rejected in a (bogus) job application procedure, and either do or do not receive additional information indicating group‐level disadvantage. In Study 2 (N = 79), participants were either accepted or rejected, and received information indicating either advantage or disadvantage for members of their group. Results of both studies reveal that not only emotional well‐being and outcome attributions, but also procedural justice perceptions are primarily guided by personal outcomes. That is, being informed of group‐level disadvantage does not intensify but can instead alleviate negative affect resulting from personal rejection. Furthermore, group disadvantage is only seen as an indicator of an unjust procedure by individual group members who have personally suffered rejection. Results are discussed in relation to current insights on discrimination, tokenism and social justice. Copyright © 2008 John Wiley & Sons, Ltd.     

Emotion in psychotherapy

The therapeutic process involves many different types of affective phenomena. No single therapeutic perspective has been able to encompass within its own theoretical framework all the ways in which emotion plays a role in therapeutic change. A comprehensive, constructive theory of emotion helps transcend the differences in the therapeutic schools by viewing emotion as a complex synthesis of expressive motor, schematic, and conceptual information that provides organisms with information about their responses to situations that helps them orient adaptively in the environment. In addition to improved theory, increased precision in the assessment of affective functioning in therapy, as well as greater specification of different emotional change processes and means of facilitating these, will allow the role of emotion in change to be studied more effectively. A number of different change processes involving emotion are discussed, as well as principles of emotionally focused intervention that help access emotion and promote emotional restructuring.     

What's true and whose idea was it?

In this paper, the author explores the idea that psychoanalysis at its core involves an effort on the part of patient and analyst to articulate what is true to an emotional experience in a form that is utilizable by the analytic pair for purposes of psychological change. Building upon the work of Bion, what is true to human emotional experience is seen as independent of the analyst's formulation of it. In this sense, we, as psychoanalysts, are not inventors of emotional truths, but participant observers and scribes. And yet, in the very act of thinking and giving verbally symbolic 'shape' to what we intuit to be true to an emotional experience, we alter that truth. This understanding of what is true underlies the analytic conception of the therapeutic action of interpretation: in interpreting, the analyst verbally symbolizes what he feels is true to the patient's unconscious experience and, in so doing, alters what is true and contributes to the creation of a potentially new experience with which the analytic pair may do psychological work. These ideas are illustrated in a detailed discussion of an analytic session. The analyst makes use of his reverie experience-for which both and neither of the members of the analytic pair may claim authorship-in his effort to arrive at tentative understandings of what is true to the patient's unconscious emotional experience at several junctures in the session.     

Religion/spirituality,therapeutic landscape and immigrant mental well-being amongst African immigrants to Canada

This study explores the experiences of African immigrants’ religious place making and its relationship to health and well-being. Attention is paid to how religious places are seen as therapeutic and their impact on well-being of Ghanaian and Somali immigrants in Hamilton, Ontario. Our analysis of the interviews, emerging from the therapeutic landscape lens underscores the importance of immigrants’ religious places and activities in shaping health in their new destination. The results indicate that places of worship are significant for physical health, social, emotional, spiritual, mental and general quality of life amongst immigrants. Future research employing the therapeutic landscape theory may explore the links between health and place in specific religious places and activities.     

Fear-then-relief,legitimizing a paltry contribution,and charity

IntroductionThe compliance literature describes multiple techniques of social influence. Some of them have proven effective at inducing compliance in the charity domain. One such technique is referred to as legitimizing a paltry contribution (LPC). There are theoretical grounds on which it can be assumed that this technique will be particularly effective in conditions in which a person feels relief from fear.ObjectiveThe aim of the study was to examine whether people who experience fear-relief sequences are more susceptible to the LPC technique than those in a neutral emotional state.MethodIn two field studies, some people experienced relief from fear, while others remained in a neutral emotional state. The participants were then asked to donate to a worthy cause. A request was formulated either in a standard way, or with the phrase “even a penny will help”.ResultsThe two experiments yielded consistent results. It turned out that the LPC technique was particularly effective when participants had experienced relief from fear.ConclusionsThe aforementioned pattern of results is important for the development of theoretical knowledge about techniques of social influence, and has direct practical implications.