Integration of noxious stimulation across separate somatosensory communications systems: a functional theory of pain

Functional measurement analyses and psychophysical techniques were used to assess how separate, cross-modal, aversive events are integrated in judgements of pain. Subjects made magnitude estimations of noxious stimuli produced by a 6 X 6 factorial design of electric shocks and loud tones. Group data and most of the individual results were consistent with a model of linear pain summation: The estimates of pain approximated the linear sum of the pain estimates of the individual electrocutaneous and auditory components. The relation between painful sensation and current intensity could be described by a mildly expansive power function with an exponent of about 1.1. Auditorily produced painful sensation related to sound pressure level by a mildly compressive power function with an exponent of about 0.90 as a representative figure. Results are interpreted in terms of a functional theory of pain. Noxious events are first transformed to psychological scale values via stimulus-specific psychophysical transfer functions. The outputs of these functions are then combined with other pain-related internal representations of either sensory or cognitive origin, according to simple algebraic models.     

Verbal reports of stimulus effects on learning: Introspection revisited

The accuracy of subjects' verbal reports on the respective causal roles of relevant and irrelevant stimulus factors on learning was investigated. In two experiments, university undergraduates learned strings of letters that were either grammatically structured or unstructured (a causal variable) and either color coded or black (a salient but irrelevant variable). Results indicated that subjects reported more causal impact of color than structure on the learnability of lists, despite the fact that the latter variable and not color had an actual effect on learning. It was proposed that verbal reports of stimulus effects on one's own behavior can be regarded as a task in estimates of covariation rather than direct retrieval of memory traces.     

Verbal contingent stimulation of stuttering in laboratory and home settings

The effect of verbal contingent stimulation for stuttering behaviors was examined during changes of stimulus delivery mode and experimental setting. In Experiment I, contingent stimuli were delivered in the laboratory setting with the experimenter and subject in a face-to-face arrangement versus presentations by the experimenter from a control room via a headset arrangement. In Experiment II, contingent stimulation of stuttering was examined in the laboratory and home setting. Findings revealed that stuttering frequency was reduced in all conditions of both experiments. However, the only significant reductions occurred under the headset delivery conditions in the laboratory setting.     

Verbal learning and memory as measured by the Rey-Auditory Verbal Learning Test: ADHD with and without learning disabilities

The primary purpose of the present study is to examine the effects of attention deficits, learning disability, and the combined effects of both on the learning and memory processes, as measured by the Rey Auditory Verbal Learning Test (AVLT). Thirty children (age range 12–17) diagnosed with attention deficit/hyperactivity disorder (ADHD), 18 children (age range 11–17) diagnosed with learning disabilities (LD), and 64 children (age range 12–17) diagnosed with ADHD as well as with LD, and 28, 18, and 62 matched controls, respectively, participated in this study. It was found that the children diagnosed with ADHD did not differ in any of the verbal learning and memory measures derived from the Rey AVLT. The group with LD was impaired in the overall number of words recalled across the learning phase. Performance of the children diagnosed with ADHD +LD showed a similar impairment as the group with LD (i.e., overall amount of words learned) and, in addition, their retrieval efficiency was also impaired. In conclusion, this study indicates that verbal memory is preserved in children with ADHD if they have no LD and their intelligence is in the normal range or above. LD by itself leads to difficulties in acquisition, but the combination of ADHD+LD leads to additional impairment in retrieval processes.     

Verbal learning and memory as measured by the Rey-Auditory Verbal Learning Test: ADHD with and without learning disabilities

The primary purpose of the present study is to examine the effects of attention deficits, learning disability, and the combined effects of both on the learning and memory processes, as measured by the Rey Auditory Verbal Learning Test (AVLT). Thirty children (age range 12-17) diagnosed with attention deficit/hyperactivity disorder (ADHD), 18 children (age range 11-17) diagnosed with learning disabilities (LD), and 64 children (age range 12-17) diagnosed with ADHD as well as with LD, and 28, 18, and 62 matched controls, respectively, participated in this study. It was found that the children diagnosed with ADHD did not differ in any of the verbal learning and memory measures derived from the Rey AVLT. The group with LD was impaired in the overall number of words recalled across the learning phase. Performance of the children diagnosed with ADHD +LD showed a similar impairment as the group with LD (i.e., overall amount of words learned) and, in addition, their retrieval efficiency was also impaired. In conclusion, this study indicates that verbal memory is preserved in children with ADHD if they have no LD and their intelligence is in the normal range or above. LD by itself leads to difficulties in acquisition, but the combination of ADHD+LD leads to additional impairment in retrieval processes.     

Temporal summation of pain from radiant stimulation

Latency thresholds of pricking pain, using radiant thermal stimulation, were obtained. Ten Ss were tested for 10 sessions, and, in each session, single latency determinations were made at each of 10 stimulus intensities. Each intensity was administered to a different spot along the volar surface of S’s nonpreferred forearm. Thus, 10 latency thresholds were obtained from each S at. each intensity and each spot. Initial skin temperature was controlled so that a threshold determination was made when skin temperature measured 33.5° ± 0.5° C. Analysis of variance of the log₁₀ t (seconds) values revealed a highly significant linearity of regression of log t on log intensity, thus confirming the hypothesized inverse and exponential relationship between latency and intensity. The parameters (slope and x-intercept) of the curve were discussed. The x-intercept may be interpreted as an index of an aversive threshold and could be used as a possible measure of the physiological component of pain.     

Controlling pain reports through operant conditioning: a laboratory demonstration

Operant conditioning of pain reports was studied in two laboratory experiments. In the first one 5 subjects were given the same pain stimulus on 15 trials and their recorded pain ratings gave no systemic trends across subjects. 8 other subjects received the same pain tests but on some of the trials increases or decreases in pain ratings were verbally reinforced while the noxious stimulus was held constant across trials. Clear and significant differences between reinforced increases and decreases in pain reports were observed. In Exp. 2, 5 subjects were given neutral feedback and systematically decreasing levels of noxious stimulation, resulting in a good correlation between pain ratings and stimulation level. 5 subjects were provided reinforcement for increasing pain reports while the pain stimulus was systematically reduced. Increases in pain reports were observed simultaneously with large decreases in the level of the noxious stimulus. Results of these experiments support the operant conception of pain.