Implicit sequence learning: effects of level of structure, adult age, and extended practice

The influence of structure and age on sequence learning was investigated by testing 24 young and 24 older participants for 10 sessions in an alternating serial response time task in which pattern trials alternated with random trials. Individuals encountered lag-2 or lag-3 structure, and learning was measured by the difference (in response time and accuracy) between pattern and random trials. Both ages learned lag-2 structure, but the young learned more than the older participants. Only the young people learned lag-3 structure, and they did so more slowly and to a lesser degree than they learned lag-2 structure. These age deficits in higher order sequence learning after extended practice are consistent with simultaneity theory and with theories positing that age-related deficits in neuromodulation lead to less distinctive representations.     

Situational specificity of trait influences on drivers’ evaluations and driving behaviour

This study explored the influence of anger and anxiety traits on driver evaluations and behaviour during a simulated drive. Forty-eight licensed drivers completed identical simulated driving tasks during which they rated levels of current anger, calmness and frustration or levels of danger, calmness and difficulty. Anxiety-prone drivers made higher difficultly evaluations and generally drove more cautiously. Anger-prone drivers gave higher ratings of anger and frustration, but their evaluations and anger tendencies were unrelated to their general driving behaviours. When driving behaviours in high and low anger-provoking situations were contrasted, in low anger-provoking situations, drivers higher in trait anger reported more anger and frustration and also drove faster and with more sideward movement. When driving situations were considered separately, although not overall, behaviour and evaluations were related: when forced to move sideward, drivers reported more frustration; when forced to drive more slowly, they reported more anger, and subsequently increased acceleration, throttle pressure and steering wheel use. These relationships were not moderated by trait anger. Irrespective of trait anger, drivers become angry when impeded, or in other anger-provoking situations, only drivers with high trait anger become angry and behaved aggressively in circumstances most would not consider provocative.     

Utility of gambling under p(olynomial)-additive joint receipt and segregation or duplex decomposition

This article continues our exploration of the utility of gambling, but here under the assumption of a non-additive but p(olynomial)-additive representation of joint receipt. That assumption causes the utility of gambling term to have a multiplicative impact, rather than just an additive one, on what amounts to ordinary weighted utility. Assuming the two rational recursions known as branching and upper gamble decomposition, we investigate separately the rational property of segregation and the non-rational one of duplex decomposition. Under segregation, we show that each pair of disjoint events either exhibits weight complementarity or both support no utility of gambling, a property called UofG-singular. We develop representations for both cases. The former representation is a simple weighted utility with each term multiplied by a function of the event underlying that branch. The latter representation is an ordinary rank-dependent utility with Choquet weights but with no utility of gambling. Under duplex decomposition, we show that weights have the intuitively unacceptable property that there is essentially no dependence upon the events, making duplex decomposition, in this context, of little behavioral interest.     

Reducing disruptive behavior in an urban school cafeteria: An extension of the Good Behavior Game

Non-classroom settings are often the most violence-prone areas within a school. This study investigated the impact of an interdependent group contingency on the disruptive behaviors of students in grades K-6 in an urban school cafeteria. Nine female noontime aides and National School and Community Corps staff members implemented the Lunchroom Behavior Game (LBG), a modification of the Good Behavior Game (Barrish, Saunders, & Wolf, 1969), within a multiple-baseline design across three lunch periods. Results showed a decrease in the level of disruptive behaviors following the implementation of the LBG in each lunch period and a decreasing trend for two of the three lunch periods. Discussion focuses on the use of the LBG in preventing antisocial behavior and role expansion for school psychologists interested in promoting school-based prevention strategies.     

The Role of Ideal Affect in the Experience and Memory of Emotions

According to Affect Valuation Theory (Tsai et al. Journal of Personality and Social Psychology, 54, 1031–1039), culture influences how people want to feel (ideal affect). Integrating Affect Valuation Theory with the Time-sequential Framework of Subjective Well-being (Kim-Prieto et al. Journal of Happiness Studies, 6, 261–300), we proposed that cultural norms influence the memory, but not the experience, of emotion. The present study examined the role of ideal affect in relation to experience sampling and retrospective reports of emotion. Ideal affect correlated with retrospective reports but not experience sampling reports. Extraversion and neuroticism were more strongly related to experience sampling reports than to ideal levels of emotion. Results suggest that retrospective reports of emotion involve a dynamic process that incorporates cultural information into the reconstruction whereas on-line emotions are more constrained by temperament.

Posthypnotic amnesia for a first romantic relationship: Forgetting the entire relationship versus forgetting selected events

This experiment investigated the impact of suggestion focus on posthypnotic amnesia (PHA) for memories of a first romantic relationship. During hypnosis, high and low hypnotisable participants recalled specific memories from this period in response to 10 cue phrases (Elicitation). They then received a PHA suggestion that targeted either the entire period or specific memories from that period. Participants' explicit memory was indexed by cued recall after PHA was administered (memories recalled to "old" and "new" cues; Recall 1) and after it was cancelled (Recall 2). A social judgement task indexed dissociations between implicit and explicit memory. PHA had the greatest impact on highs', but not lows', memory performance (in terms of memories recalled to old cues, recall latency, and qualitative memory ratings) when the suggestion targeted the entire period rather than specific events. We discuss these findings in terms of the parameters of PHA's influence on memory, its value for exploring the nature and structure of autobiographical memory, and its utility as a laboratory analogue of functional amnesia.     

The Duke Religion Index: A Psychometric Investigation

This study evaluated the psychometric properties of the Duke Religion Index (DRI) in two separate samples (n ₁=628, n ₂=243) of college students enrolled in randomly selected courses. An exploratory factor analysis of the DRI in the first sample supported a one-factor structure. A subsequent confirmatory factor analysis in the second sample confirmed this model. The internal consistency was excellent in both samples. A significant, positive correlation was found between the DRI and a measure of religious beliefs, supporting the convergent validity of the DRI. These findings provide further support for the reliability and construct validity of the DRI.     

Co-Rumination in the Workplace: Adjustment Trade-offs for Men and Women Who Engage in Excessive Discussions of Workplace Problems

Purpose  

Developmental psychology research finds that when children and adolescents engage in excessive discussion of problems with friends, a phenomenon termed “co-rumination,” they experience trade-offs between negative adjustment outcomes (e.g., depression), but better friendship quality. This study examines the possibility that adults in the workplace engage in co-rumination about workplace problems, and that co-rumination, gender, and the presence of abusive supervision influence both positive and negative individual outcomes.     

The influence of discrete emotions on judgement and decision-making: a meta-analytic review

During the past three decades, researchers interested in emotions and cognition have attempted to understand the relationship that affect and emotions have with cognitive outcomes such as judgement and decision-making. Recent research has revealed the importance of examining more discrete emotions, showing that same-valence emotions (e.g., anger and fear) differentially impact judgement and decision-making outcomes. Narrative reviews of the literature (Lerner & Tiedens, 2006 ; Pham, 2007 ) have identified some under-researched topics, but provide a limited synthesis of findings. The purpose of this study was to review the research examining the influence of discrete emotions on judgement and decision-making outcomes and provide an assessment of the observed effects using a meta-analytic approach. Results, overall, show that discrete emotions have moderate to large effects on judgement and decision-making outcomes. However, moderator analyses revealed differential effects for study-design characteristics and emotion-manipulation characteristics by emotion type. Implications are discussed.     

disowning our shadow: a psychoanalytic approach to understanding punitive public attitudes

Punitive public attitudes cannot be easily explained by pointing to instrumental concerns (e.g., fear of crime, personal victimization, or real or perceived levels of crime). Instead, numerous observers have suggested that public punitiveness is more a symptom of free-floating anxieties and insecurities resulting from social change than a rational response to crime problems. We argue that these public concerns might be better understood by drawing on the insights of psychoanalytic theory, and we review relevant theoretical work to that effect.