Virtual reality for the psychophysiological assessment of phobic fear: responses during virtual tunnel driving

An overall assessment of phobic fear requires not only a verbal self-report of fear but also an assessment of behavioral and physiological responses. Virtual reality can be used to simulate realistic (phobic) situations and therefore should be useful for inducing emotions in a controlled, standardized way. Verbal and physiological fear reactions were examined in 15 highly tunnel-fearful and 15 matched control participants in 3 virtual driving scenarios: an open environment, a partially open tunnel (gallery), and a closed tunnel. Highly tunnel-fearful participants were characterized by elevated fear responses specifically during tunnel drives as reflected in verbal fear ratings, heart rate reactions, and startle responses. Heart rate and fear ratings differentiated highly tunnel-fearful from control participants with an accuracy of 88% and 93%, respectively. Results indicate that virtual environments are valuable tools for the assessment of fear reactions and should be used in future experimental research.     

Stress modulates the use of spatial versus stimulus-response learning strategies in humans

Animal studies provided evidence that stress modulates multiple memory systems, favoring caudate nucleus-based "habit" memory over hippocampus-based "cognitive" memory. However, effects of stress on learning strategy and memory consolidation were not differentiated. We specifically address the effects of psychosocial stress on the applied learning strategy in humans. We designed a spatial learning task that allowed differentiating spatial from stimulus-response learning strategies during acquisition. In 13 subsequent trials, participants (88 male and female students) had to locate a "win" card out of four placed at a fixed location in a 3D model of a room. Relocating one cue in the last trial allowed inferring the applied learning strategy. Half of them participated first in the "Trier Social Stress Test." Salivary cortisol and heart rate measurements were taken. Stressed participants used a stimulus-response strategy significantly more often than controls. Subsequent verbal report revealed that spatial learners had a more complete awareness of response options than stimulus-response learners. Importantly, learning performance was not affected by stress. Taken together, stress prior to learning facilitated simple stimulus-response learning strategies in humans-at the expense of a more cognitive learning strategy. Depending on the context, we consider this as an adaptive response.     

Emotions,Public Opinion,and U.S. Presidential Approval Rates: A 5‐Year Analysis of Online Political Discussions

This article examines how emotional reactions to political events shape public opinion. We analyze political discussions in which people voluntarily engage online to approximate the public agenda: Online discussions offer a natural approach to the salience of political issues and the means to analyze emotional reactions as political events take place in real time. We measure shifts in emotions of the public over a period that includes 2 U.S. presidential elections, the 9/11 attacks, and the start of military action in Afghanistan and Iraq. Our findings show that emotional reactions to political events help explain approval rates for the same period, which casts novel light on the mechanisms that mediate the association between agenda setting and political evaluations.     

What is adaptive about adaptive decision making? A parallel constraint satisfaction account

There is broad consensus that human cognition is adaptive. However, the vital question of how exactly this adaptivity is achieved has remained largely open. Herein, we contrast two frameworks which account for adaptive decision making, namely broad and general single-mechanism accounts vs. multi-strategy accounts. We propose and fully specify a single-mechanism model for decision making based on parallel constraint satisfaction processes (PCS-DM) and contrast it theoretically and empirically against a multi-strategy account. To achieve sufficiently sensitive tests, we rely on a multiple-measure methodology including choice, reaction time, and confidence data as well as eye-tracking. Results show that manipulating the environmental structure produces clear adaptive shifts in choice patterns – as both frameworks would predict. However, results on the process level (reaction time, confidence), in information acquisition (eye-tracking), and from cross-predicting choice consistently corroborate single-mechanisms accounts in general, and the proposed parallel constraint satisfaction model for decision making in particular.     

Terrorist threat and employees' perceived ability to cope with organizational change

This study investigated the impact of the perceived threat of terrorism on employees' ability to cope with organizational change as well as potentially underlying psychological mechanisms related to work satisfaction and initiative. Three days after the 2006 thwarted terrorist attacks in the United Kingdom, participants were reminded of terrorist threat (by pictures of terrorist attacks) reported lower levels in their ability to cope with organizational change, as well as lower levels of work satisfaction, than did participants who were not reminded of terrorist threat. Three months later, the same terror salience manipulation had no differential effect on these variables. Mediation analyses revealed that work satisfaction mediated the impact of terror salience on employees' ability to cope with organizational change.     

Working memory training improvements and gains in non-trained cognitive tasks in young and older adults

Previous studies on working memory training have indicated that transfer to non-trained tasks of other cognitive domains may be possible. The aim of this study is to compare working memory training and transfer effects between younger and older adults (n = 60). A novel approach to adaptive n-back training (12 sessions) was implemented by varying the working memory load and the presentation speed. All participants completed a neuropsychological battery of tests before and after the training. On average, younger training participants achieved difficulty level 12 after training, while older training participants only reached difficulty level 5. In younger participants, transfer to Verbal Fluency and Digit Symbol Substitution test was found. In older participants, we observed a transfer to Digit Span Forward, CERAD Delayed Recall, and Digit Symbol Substitution test. Results suggest that working memory training may be a beneficial intervention for maintaining and improving cognitive functioning in old age.