Why psychology needs conceptual analysts: Wachtel's “discontents” revisited

Commenting on Wachtel's “Investigation and its Discontents” [Wachtel, P. L. (1980). Investigation and its discontents: Some constraints on progress in psychological research. American Psychologist, 35, 399–408], I agree that lack of support for a career path of conceptual analysis and critique is a serious problem. Psychology requires a strong conceptual component because it is subject to unusual distortions and self-deceptions in theory formation and evidential evaluation due to issues of power, self-esteem, and social ideology. I agree with Wachtel that pressures for quantity of publication are detrimental to scientific quality, but dispute his suggestion that excessive focus on quantity in assessing productivity can be addressed by having tenure and promotion candidates submit only their three best papers. Such reviews must be based on the entire record, so improvements must involve journals’ acceptance standards. Regarding Wachtel's concern about the influence of grants on reviews, I argue that grants should be relevant only to the extent they bear on the candidate's scholarly goals.     

The enduring relevance of Wachtel's “Investigation and its discontents”

Wachtel's [Wachtel, P. L. (1980). Investigation and its discontents: Some constraints on progress in psychological research. American Psychologist, 35, 399–408] essay “Investigation and its discontents” is as relevant today as when first published. Wachtel rightly defends the value of full-time theoretical inquiry, but his concerns about the adverse effects of an emphasis on productivity may be unwarranted.     

The relationship between child-report, parent self-report, and partner report of perceived parental rearing behaviors and anxiety in children and parents

This study investigated the relationship between child anxiety, parental anxiety, and perceived current parental rearing practices, using a multiple informants approach, that is, by aggregating the perception of the child, parent and partner on parental rearing behaviors. Unselected children aged 9–12 (n=75) and both their biological parents filled in the SCARED-C to measure child anxiety, and parents completed the SCARED-A to measure parental anxiety. In addition, child report, parental self-report, and partner report of the rearing dimensions “autonomy-encouragement versus overprotection”, “acceptance versus rejection”, and “psychological control” of both parents was assessed. Results showed that the homogeneity of some rearing dimensions using a single informant was insufficient, but sufficient when using multiple informants. Inter-informant agreement was low (M=0.29). Three-informants' aggregates yielded good generalizability (M=0.54), and the generalizability of six-informants' aggregates (combining both parents) was impressive (M=0.76). Using multiple informants, parental autonomy granting versus overprotection was substantially related to child anxiety (r=−0.41, p<0.001), as well as to parental anxiety (r=−0.45, p<0.001). More precisely, paternal autonomy–overprotection was predominantly related to child anxiety, whereas maternal autonomy–overprotection was predominantly related to maternal anxiety. Acceptance versus rejection and psychological control were only modestly related to child and parental anxiety.     

Reconceptualizing the Transitive Inference Ability: A Framework for Existing and Future Research

It has often been claimed that to demonstrate transitive inference is to demonstrate a logical ability, and by implication that transitivity as a property is generally a logical entity. Both claims are considered using a theoretically driven analysis together with consideration of relevant existing experimental research and some newly reported findings. This approach suggests an account of transitivity and transitive inferential reasoning that differs not only from the classic Piagetian account, but also from the information processing account so dominant today. We begin by considering one important issue, that the “logical” definitional criterion can only be approached if individuals are required to demonstrate a capacity for transitive inference that is discriminative in nature. This, together with interpretation of findings from existing transitive tasks, leads to the postulate of a three-component psychological system, with the components relying on perceptual, linguistic, and conceptual subprocesses and sensitivity to simple cues. The framework is testable and accommodates important aspects of classic and modern accounts of “transitive development” that until now have been taken to be mutually exclusive. It also readily accommodates both human and nonhuman research, yet neither a formal logical structure nor memory in any general sense need be assigned the primary role.     

Cognitive and projective measures of differentiation and their relationship to empathy

The present investigation compared cognitive and projective methods of assessing “differentiation,” Witkin's Embedded Figures Test (EFT) and Blatt's Concept of the Object Scale (COS), and reexamined expectations concerning the relationship between level of differentiation and capacity for empathy. Whether lesser or greater differentiation would promote empathy was of specific interest. Two forms of empathy were investigated, an “affective” form assessed by the Mehrabian Empathy Scale and a “cognitive” form assessed by the Hogan Empathy Scale. Expected sex differences in differentiation and empathy were also investigated. Results demonstrated consonance between COS and EFT measures of differentiation within the male sample only (p < .05). Individuals classified by EFT as relatively less differentiated (“field dependent”) produced more part object responses (p < .02) and those classified as more differentiated (“field independent”) showed a trend toward more whole object responses (p < .10) on the COS. Associations between measures of differentiation and empathy reached significance or showed trends in the male group only. Men with relatively lesser differentiation on the EFT (“field dependent”) showed greater “affective empathy” (p < .10) and men with greater differentiation on the COS showed greater “cognitive” empathy (p < .05). Women demonstrated higher levels of “affective” empathy than men (p < .001).     

Some foundations and directions for applied developmental psychology

Applied developmental psychology (ADP) is an “umbrella” discipline which includes a range of psychological sciences and professions committed to use of the data base and methods of developmental psychology to address problems in education, health, human services and public policy. ADP emerges now as a manifestation of increasing recognition of the limits of developmental psychology's traditional models and paradigms, increasing recognition of our appropriate role in social problem-solving and public policy formation and an employment market which reflects these awarenesses. Consideration of clinical psychology as an ADP provides examples of synergies and distinctions helpful in defining ADP. The “linkage” concept inherent in a “scientist-practitioner” model is emphasized as a key in this definition and as a basis for designing appropriate doctoral training programs in ADP.     

Cognitive epidemiology: With emphasis on untangling cognitive ability and socioeconomic status

This commentary touches on practical, public policy, and social science domains informed by cognitive epidemiology while pulling together common themes running through this important special issue. As is made clear in the contributions assembled here, and others (Deary, Whalley, & Starr, 2009; Gottfredson, 2004; Lubinski & Humphreys, 1992, 1997), social scientists and practitioners cannot afford to neglect cognitive ability when modeling epidemiological and health care phenomena. However, given the dominant concern about the confounding of general cognitive ability (GCA) and socioeconomic status (SES), and the extent to which SES is frequently seen as the primary cause of health disparities (while GCA is neglected as a possible influence in epidemiology and health psychology), some methodological applications for untangling the relative influences of GCA and SES are reviewed. In addition, cognitive epidemiology is placed in a broader context: Just as cognitive epidemiology facilitates an understanding of pathology (“at risk” populations, and ways to attenuate undesirable personal and social conditions), it may also enrich our understanding of optimal functioning (“at promise” populations, and ways to identify and nurture the human and social capital needed to develop innovations for saving lives, economies, and perhaps even our planet). Finally, while GCA is likely the most important dimension in the study of individual differences for modeling healthy behaviors and outcomes, other relatively independent dimensions of psychological diversity do add value (Krueger, Caspi, & Moffitt, 2000). For example, compliance has at least two psychological components: a “can do” competency component (ability) and a “will do” motivational component (conscientiousness). Ultimately, developing and modeling healthy behaviors, interpersonal environments, and medical maladies are best accomplished by teaming multiple dimensions of human individuality.     

Personality, anxiety and functional dysphonia

Psychological factors are considered for the predisposition and perpetuation of functional dysphonia. In the present study 61 patients with functional dysphonia were compared with 61 healthy controls, matched by age, sex, and occupation with respect to Cloninger’s personality model, mood, and anxiety.The patients with functional dysphonia presented significantly higher scores than the healthy controls with respect to “harm avoidance” (HA); depressive symptoms; symptoms of unspecific and general anxiety; symptoms of specific anxiety concerning “health”, “illness”, and “extraversion versus introversion”. No significant differences were found in “novelty seeking” (NS), “reward dependence” (RD), “persistence” (PE), or in state-anxiety and anxiety of social situations. These results were found considering univariate and multivariate analyses and confirm the relationship of psychological factors such as personality traits, mood, and anxiety on one hand and conversion disorder in general and functional dysphonia in particular on the other hand. This important relationship should be considered in the diagnostic and therapeutic interventions of functional dysphonia.     

“Consistency” and “contradiction” in the development of gender role characteristics

There is currently an increasing amount of theoretical and empirical work arguing that stereotyped sex role behavior is maladaptive in our culture and that “androgyny” or “sex role transcendence” is a preferred mode of being. The latter, however, seems to require individual inconsistency and self-contradiction in behaviors and attitudes (since the individual is both active and passive, both independent and dependent, etc.). Theories of cognitive consistency maintain that individuals avoid self-contradiction and inconsistency, and therefore that androgyny runs counter to important motivational principles. This article examines this issue in some detail, and concludes that theories of cognitive dissonance and consistency reflect particular socio-cultural conditions rather than universal motivation principles. There is nothing inherently uncomfortable or “inconsistent” about androgyny and sex role transcendence.     

Media images of the "ideal" female body: can acute exercise moderate their psychological impact?

Exposure to the media's “ideal” physique increases mood and body image disturbance, especially for at-risk women. Because exercise decreases mood and body image disturbance, we examined the ability of acute aerobic exercise to moderate the negative psychological impact of exposure to media pictures of the “ideal” female body. Women reporting high drive for thinness and media internalization viewed pictures of either nonphysique or “ideal” physique pictures after engaging in 30 min of either aerobic exercise or quiet rest. Compared to the nonphysique pictures, viewing the physique pictures resulted in increased depression and body dissatisfaction. Acute aerobic exercise, however, did not moderate the negative mood states elicited by the media images. Implications of our results and future directions for research are discussed.     

The EEG and intelligence: An appraisal of methods and theories

Formerly, attempts were made to discover some relationship between intelligence differences and measures of “spontaneous” EEG activity. More recently the focus of interest has shifted to a putative relationship between intelligence differences and differences in EEG responses evoked by sensory stimulation. This article identifies serious conceptual and methodological problems of the EEG-intelligence literature which render some EEG-intelligence theories untenable. It is concluded that the “cerebral arousability” theory of EEG-intelligence relations is the only one that can account for the physical, neurological and psychological facts while addressing the main issues that have dominated the whole field of intelligence research for the past 100 years.     

A thematic coding system for the intimacy motive

A new thematic (TAT) measure of intimacy motivation was developed and cross-validated in four separate arousal studies using three different college populations. A brief sketch of the derived thematic scoring system for intimacy motivation was presented. The goal state of the intimacy motive was defined as experiencing a warm, close, and communicative exchange with another person. In a college sample, subjects scoring high on the intimacy motive were rated by friends and acquaintances as significantly more “warm,” “natural,” “sincere,” “loving,” and “appreciative” and less “dominant,” “outspoken,” and “self-centered” than subjects scoring lower. The results were discussed in terms of the theories of Sullivan on the need for interpersonal intimacy, Maslow on growth motivation and “B-love,” Bakan on communion, and Buber on the I-Thou relation. Differences between the new coding system and the need for Affiliation (n Aff) system for scoring imaginative productions were also suggested.     

Voice onset time production and perception in apraxic subjects

This study explored the relationship between the perception and production of voice onset time (VOT) in apraxic subjects. Spectrograms of the words, “bees” and “peas” spoken by apraxic subjects were acoustically analyzed to obtain a measure of VOT. The subjects also identified the initial cognate (“b” or “p”) from synthetically generated speech spanning a voiced to voiceless time continuum. The results suggest that apraxic subjects have production as well as perceptual errors in the voicing feature but no significant relationship was found between the two measures.     

The Functional Neuroanatomy of Awareness: With a Focus on the Role of Various Anatomical Systems in the Control of Intermodal Attention

This review considers a number of recent theories on the neural basis of consciousness, with particular attention to the theories of Bogen, Crick, Llinás, Newman, and Changeux. These theories allot different roles to various key brain areas, in particular the reticular and intralaminar nuclei of the thalamus and the cortex. Crick's hypothesis is that awareness is a function of reverberating corticothalamic loops and that the spotlight ofintramodalattention is controlled by the reticular nucleus of the thalamus. He also proposed different mechanisms for attention and intention (“will”). The current review presents a new hypothesis, based on elements from these hypotheses, includingintermodalattention and olfaction and pain, which may pose problems for Crick's original theory. This work reviews the possible role in awareness and intermodal attention and intention of the cholinergic system in the basal forebrain and the tegmentum; the reticular, the intralaminar, and the dorsomedial thalamic nuclei; the raphe and locus coeruleus; the reticular formation; the ventral striatum and extended amygdala; insula cortex, and other selected cortical areas. Both clinical and basic research data are covered. The conclusion is reached that the brain may work by largely nonlinear parallel processing and much intramodal shifts of attention may be effected by intracortical, or multiple corticothalamic mechanisms (small local “flashlights” rather than one major “searchlight”). But this is constrained by the functional anatomy of the circuits concerned and waking “awareness” is modulated by the many “nonspecific” systems (cholinergic from the basal forebrain, noradrenergic from the locus coeruleus, dopaminergic from the substantia nigra and ventral tegmentum, and serotoninergic from the raphe). But the principal agents for intermodal attention shifts, the “searchlight,” may be two key nuclei of the cholinergic system in the mesencephalon. Clinical loss of consciousness results from damage to these nuclei but not from damage to the cholinergic nucleus basalis of the basal forebrain.     

Locus of control and the perception of freedom in an agent of reinforcement

Internals and externals observed a staged videotape presentation that portrayed a “teacher” and a “learner” engaging in a 20-item anagrams task. For externals, any variability (10, 50, and 90% schedule) in the reinforcing behavior of the “teacher” (agent of reinforcement) resulted in significantly greater perceived freedom than when no variability (0 and 100% schedule) occurred in behavior. For internals, perceived freedom was a negative linear function of the amount of reinforcement administered. Internals indicated that they could influence the behavior of the “teacher” in all reinforcement conditions, whereas externals indicated that they could influence only the “teachers” in the variable reinforcement conditions. It was concluded that greater freedom is attributed to a person whose behavior is perceived as congruent with the person's inner disposition.     

Theory of mind for learning and teaching: the nature and role of explanation

The relationship between “theory of mind” and teaching is deep and complex. We focus on one particularly powerful link that is based on the role of children's psychological explanations in their learning. Psychological explanations involve explaining persons’ actions and lives as the causes and consequences of their mental states. We begin by showing that psychological explanations are central to children's developing theories of mind—they are part of the mechanism for development in this domain. We then review theory and data suggesting that psychological explanations are also critically important for learning and being taught more generally.     

The importance of problem-driven research: Bringing Wachtel's argument into the present

There is no one best way to do psychological research. Rather, the “best” way depends on the fit to the problem. Research should be problem-driven rather than method-driven. Psychologists sometimes envy certain natural scientists, and over-reward those who do research with a surface structure more like that of research in the natural sciences, leading to sub-optimal progress in the field.     

Correlation between inspection time and psychometric abilities: A personal interpretation

More than 25 years of research suggests that the measure inspection time (IT) does capture low-level aspects of cognitive functioning that contribute to human intelligence. However, recent evidence does not support earlier claims that IT estimates the speed of a single mechanism like “sampling input” or “apprehension.” Rather, together with other tasks that employ pattern backward masking to limit the duration for which information is available for processing, IT is probably sensitive both to focused attentional capacities to detect organization and change under severe time constraints and to decision processes, ongoing beyond mask onset, that monitor responding. Among normal young adults, IT is correlated with the broad psychometric factor Gs (“speediness”). This mediates correlation with general intelligence. In this group, IT is not correlated with Gf. However, whether this outcome generalizes to samples of persons with an intellectual disability, to young children, or to elderly persons is not yet known. Psychological processes underpinning IT are currently only speculatively defined, but it should prove possible to unravel these by experimentation. To this end, backward masking procedures are arguably more theoretically tractable than reaction time tasks because they reduce the impact of higher-level cognitive strategies on performance. On this basis, IT may hold promise as a means for developing partial explanations for intelligence in psychological terms. However, whether this is realized depends on identifying the psychological functions that support IT.