The moderating role of attribute accessibility in conditioning multiple specific attributes

Attribute conditioning (AC) refers to people's changed assessment of stimuli's (conditioned stimuli, CSs) attributes due to pairings with stimuli possessing these attributes (unconditioned stimuli, USs). Up to now, research only showed conditioning of only one attribute within a conditioning session (e.g., athleticism) and measured assessment changes in only this single attribute. The current study shows attribute‐specific AC effects in multi‐attribute environments and shows that attribute accessibility determines which of a US's multiple attributes are conditioned. Experiment 1 shows AC effects for artificial logos with attributes varying across USs (e.g., athletic, intelligent, or funny). Experiment 2 shows that these AC effects persist over time. Experiment 3 directly manipulated accessibility for attributes varying between and within USs (e.g., a US being sexy and familial) with a priming procedure. Priming‐specific attributes prior to conditioning determined which attribute of a US was conditioned to paired CSs. We discuss theoretical implications for AC, as well as practical implications for brand image formation and advertising. Copyright © 2013 John Wiley & Sons, Ltd.     

Attention effects on auditory scene analysis: insights from event-related brain potentials

Sounds emitted by different sources arrive at our ears as a mixture that must be disentangled before meaningful information can be retrieved. It is still a matter of debate whether this decomposition happens automatically or requires the listener’s attention. These opposite positions partly stem from different methodological approaches to the problem. We propose an integrative approach that combines the logic of previous measurements targeting either auditory stream segregation (interpreting a mixture as coming from two separate sources) or integration (interpreting a mixture as originating from only one source). By means of combined behavioral and event-related potential (ERP) measures, our paradigm has the potential to measure stream segregation and integration at the same time, providing the opportunity to obtain positive evidence of either one. This reduces the reliance on zero findings (i.e., the occurrence of stream integration in a given condition can be demonstrated directly, rather than indirectly based on the absence of empirical evidence for stream segregation, and vice versa). With this two-way approach, we systematically manipulate attention devoted to the auditory stimuli (by varying their task relevance) and to their underlying structure (by delivering perceptual tasks that require segregated or integrated percepts). ERP results based on the mismatch negativity (MMN) show no evidence for a modulation of stream integration by attention, while stream segregation results were less clear due to overlapping attention-related components in the MMN latency range. We suggest future studies combining the proposed two-way approach with some improvements in the ERP measurement of sequential stream segregation.     

On the validity and generality of transfer effects in cognitive training research

Evaluation of training effectiveness is a long-standing problem of cognitive intervention research. The interpretation of transfer effects needs to meet two criteria, generality and specificity. We introduce each of the two, and suggest ways of implementing them. First, the scope of the construct of interest (e.g., working memory) defines the expected generality of transfer effects. Given that the constructs of interest are typically defined at the latent level, data analysis should also be conducted at the latent level. Second, transfer should be restricted to measures that are theoretically related to the trained construct. Hence, the construct of interest also determines the specificity of expected training effects; to test for specificity, study designs should aim at convergent and discriminant validity. We evaluate the recent cognitive training literature in relation to both criteria. We conclude that most studies do not use latent factors for transfer assessment, and do not test for convergent and discriminant validity.     

The Effects of Prior Learned Strategies on Updating an Opponent's Strategy in the Rock,Paper, Scissors Game

To explore how model building adapts to changing environments, we had participants play “rock‐paper‐scissors” against a computer that played a frequency bias or a player‐dependent bias and then switched. Participants demonstrated their use of prior experience in how quickly they recognized and exploited changes in the computer's play strategy; in general, the more similar the strategies, the more efficient the updating. These findings inform our understanding of previously reported updating impairments in right‐brain damaged patients.     

Criterion Validity is Maintained When Items are Evaluatively Neutralized: Evidence from a Full‐scale Five‐factor Model Inventory

The original version and an evaluatively neutralized version (with items rephrased to reduce popularity) of a personality inventory were compared. The results revealed (i) similar criterion validity across three different sets of self‐rated behaviours, (ii) stronger relations to the rated social desirability of criteria for the original version and (iii) less correlation between factors for the neutralized version. We take the results to indicate that evaluative neutralization is a viable technique for reducing social desirability in self‐ratings. Implications for test construction are discussed. Copyright © 2014 European Association of Personality Psychology     

„Rocken statt Ritzen“

Background

Non-suicidal self-injury (NSSI) starts in adolescence and decreases during young adulthood. Despite a high prevalence among adolescents only a few therapeutic interventions directly addressing adolescents exist.

Aim

By connecting music therapy with elements from behavioral therapy an attempt was made to create a therapeutic program which is attractive to adolescents.

Material and methods

A pilot trial of the program “Stop cutting - rock!” was conducted with 12 adolescent females with a mean age of 15.15 years (standard deviation SD ±1.34). The study aimed to compare the frequency of NSSI throughout the treatment phase as well as a pre-post comparison of depression scores.

Results

The results showed a trend towards a decreasing frequency of NSSI. Depression scores decreased significantly between the assessment before therapy and at a 3-month follow-up after the end of the therapy.

Conclusion

The positive feedback concerning music therapeutic elements points to the attractiveness of the approach. By integrating multimodal therapeutic strategies it seems possible to create an individually tailored intervention for adolescents with NSSI.     

Intervallbehandlung statt disziplinarischer Entlassung

Background

Conduct disorder is a frequent mental health problem in children and adolescents characterized by high functional impairment and a poor prognosis. Different types of interventions have been established but only few have proven effective. Relevant effect sizes could only be shown for family centred interventions. Inpatient treatment is not the first line treatment even though children, adolescents and their families often present with a query for inpatient admission when outpatient resources are at their limits.

Aim

The effectiveness of a newly developed interval treatment for adolescents with conduct disorder, which focuses on motivation of the adolescent, involvement of the family in the therapy and the avoidance of disciplinary discharge, was evaluated.

Material and methods

A total of 19 adolescents aged between 16 and 18 years with conduct disorder was treated and assessed within the new interval treatment. The key symptoms of conduct disorder, sociodemographic data, psychosocial functioning (children global assessment of functioning scale, CGAS) as well as the severity of impairment of behavior (health of the nation outcome scales for children and adolescents, HoNOSCA) were recorded before treatment (T1). After completion of treatment (T2) the frequency of participation in the three possible treatment intervals, as well as psychosocial functioning and severity of impairment of behavior were documented.

Results

Interval treatment leads to a reduction of disciplinary discharges. Engagement in and motivation for treatment was enhanced. At the end of treatment a significant effect on psychosocial functioning, behavior and severity of symptoms could be shown for interval treatment.

Conclusion

Inpatient interval treatment for adolescents with conduct disorder is an innovative and effective concept, when outpatient treatment has reached its limits.