Cognitive Factors in Fibromyalgia: The Role of Self-Concept and Identity Related Conflicts

Fibromyalgia is a syndrome characterized by the presence of diffuse and chronic musculoskeletal pain of unknown etiology. Clinical diagnosis and the merely palliative treatments considerably affect the patient's experience and the chronic course of the disease. Therefore, several authors have emphasized the need to explore issues related to self in these patients. The repertory grid technique (RGT), derived from personal construct theory, is a method designed to assess the patient's construction of self and others. A group of women with fibromyalgia (n = 30) and a control group (n = 30) were assessed using RGT. Women with fibromyalgia also completed the Fibromyalgia Impact Questionnaire and a visual-analogue scale for pain, and painful tender points were explored. Results suggest that these women had a higher present self–ideal self discrepancy and a lower perceived adequacy of others, and it was more likely to find implicative dilemmas among them compared to controls. These dilemmas are a type of cognitive conflict in which the symptom is construed as “enmeshed” with positive characteristics of the self. Finally, implications of these results for the psychological treatment of fibromyalgia are suggested to give a more central role to self-identity issues and to the related cognitive conflicts.     

Propose but verify: Fast mapping meets cross-situational word learning

We report three eyetracking experiments that examine the learning procedure used by adults as they pair novel words and visually presented referents over a sequence of referentially ambiguous trials. Successful learning under such conditions has been argued to be the product of a learning procedure in which participants provisionally pair each novel word with several possible referents and use a statistical-associative learning mechanism to gradually converge on a single mapping across learning instances [e.g., Yu, C., & Smith, L. B. (2007). Rapid word learning under uncertainty via cross-situational statistics. Psychological Science, 18(5), 414–420]. We argue here that successful learning in this setting is instead the product of a one-trial procedure in which a single hypothesized word-referent pairing is retained across learning instances, abandoned only if the subsequent instance fails to confirm the pairing – more a ‘fast mapping’ procedure than a gradual statistical one. We provide experimental evidence for this propose-but-verify learning procedure via three experiments in which adult participants attempted to learn the meanings of nonce words cross-situationally under varying degrees of referential uncertainty. The findings, using both explicit (referent selection) and implicit (eye movement) measures, show that even in these artificial learning contexts, which are far simpler than those encountered by a language learner in a natural environment, participants do not retain multiple meaning hypotheses across learning instances. As we discuss, these findings challenge ‘gradualist’ accounts of word learning and are consistent with the known rapid course of vocabulary learning in a first language.     

Psychophysiological responses to cooperation: The role of outcome and gender

Instances of sustained cooperative behaviour in humans can be considered as an adaptive strategy that enhances the probability of reaching a goal. This study investigates psychophysiological responses to cooperation in healthy subjects, while considering outcome and gender as potential moderators of these responses. Salivary cortisol levels (Csal), heart rate (HR), skin conductance level (SCL), nonspecific skin conductance responses (NSRs), and mood states were measured at different points before, during and after a Lego house‐building task in undergraduate men (n = 22) and women (n = 20). Once the task was finished, the experimenter informed the participants about the outcome obtained (positive or negative). Cooperation produces an increase in HR, SCL, and NSR responses. When the outcome is positive it produces a gradual diminution in Csal levels, but when the outcome is negative there is a significant increase in Csal levels after the task followed by a progressive decrease. Men with positive outcomes showed a lower area under curve (AUC) in Csal than women with a negative outcome. Men had more NSR responses in all periods other than the rest period. Several mood states are differently affected by the combined effect of outcome and gender. Our laboratory results can be generalized to other situations in which negotiation, mediation, and cooperative strategies are relevant for taking decisions and/or solving problems.     

An adaptive linear filter model of procedural category learning

Cognitive Processing - We use a feature-based association model to fit grouped and individual level category learning and transfer data. The model assumes that people use corrective feedback to...     

Gratitude,Emotional Intelligence,and Life Satisfaction Among Older Adults: Evidence for a Broaden-and-Build Model or an Amplification Model?

Journal of Happiness Studies - The present study was concerned with how gratitude and facets of emotional intelligence (i.e., self-emotions appraisal, others-emotions appraisal, use of emotion,...     

Repeated Effects of Vigorous Interval Training in Basketball,Running-Biking,and Boxing on the Physical Self-Perceptions of Obese Adolescents

This study aims to examine the repeated effects of three sessions of vigorous interval training (VIT) in basketball, running-biking, and boxing on the physical self-perceptions (PSP) of obese adolescents participating in a dietary program. A sample of 24 obese adolescents performed the consecutive VIT sessions every week for 5 weeks. PSP were measured immediately after each training session. Analyses of covariance were used to examine changes in PSP. The results showed rapid and constant increases in PSP with significant differences according to sex, time, type of VIT, and an interaction of sex by time by type of VIT, mainly for basketball.     

Dynamics of scientific change and cognitive science. An epistemological update / Dinámica de cambio y ciencias cognitivas. Una puesta al día epistemológica

Abstract

I explore two proposals on the dynamics of scientific change in the general philosophy of science and I evaluate the extent to which they can be applied in the cognitive sciences. I do this by paying special attention to the youth and diversity which characterize this field of scientific research. Firstly, I distinguish two kinds of uses of Kuhn’s work: direct but loose applications of Kuhnean concepts to the history of cognitive science, on the one hand, and indirect applications of certain aspects of Kuhnean ideas, on the other hand. Secondly, I criticize their pertinence on the basis of the secondary role which theories play in the field. Finally, I defend the fertility of the concept of ‘research tradition’ proposed by Laudan, by focusing on the previously highlighted set of idiosyncratic characteristics of the cognitive sciences.