Can the positive effects of inspiration be extended to different domains?

It is presently unknown whether inspiration extends across different domains: can a salesperson, for example, be inspired by a successful athlete? The present study investigated whether inspirational content must be relevant to a subsequent task to improve performance. Participants (N = 70) wrote about a time they felt inspired in a sporting context (domain‐relevant), creative context (domain‐irrelevant); or amused (positive control). Participants then held a handgrip, with the option of giving up or continuing to exhaustion. Regardless of the relevance of the inspirational content to the performance task, inspired participants were less likely to give up than controls. This is the first research to show that the benefits of inspiration reach beyond the domain defined by the inspiring event.     

Aberrant neural mediation of verbal fluency in autism spectrum disorders

Objective

Contrasts of verbal fluency and automatic speech provide an opportunity to evaluate the neural underpinnings of generativity and flexibility in autism spectrum disorders (ASD).

Method

We used functional magnetic resonance imaging (fMRI) to contrast brain activity in high functioning ASD (n = 17, mean verbal IQ = 117) and neurotypical (NT; n = 20, mean verbal IQ = 112) adolescent and young adult males (12–23 years). Participants responded to three word generation conditions: automatic speech (reciting months), category fluency, and letter fluency.

Results

Our paradigm closely mirrored behavioral fluency tasks by requiring overt, free recall word generation while controlling for differences in verbal output between the groups and systematically increasing the task demand. The ASD group showed reduced neural response compared to the NT participants during fluency tasks in multiple regions of left anterior and posterior cortices, and sub-cortical structures. Six of these regions fell in cortico-striatal circuits previously linked to repetitive behaviors (Langen, Durston, Kas, van Engeland, & Staal, 2011), and activity in two of them (putamen and thalamus) was negatively correlated with autism repetitive behavior symptoms in the ASD group. In addition, response in left inferior frontal gyrus was differentially modulated in the ASD, relative to the NT, group as a function of task demand.

Conclusions

These data indicate a specific, atypical brain response in ASD to demanding generativity tasks that may have relevance to repetitive behavior symptoms in ASD as well as to difficulties generating original verbal responses.     

Reduced discriminability following perceptual learning with odours

In this experiment, the effects of prior experience on odour perception and discrimination were explored. Participants repeatedly sniffed a mixture composed of two odours, AX, as well as smelling two further odours alone, B and Y. After this training phase, participants were asked to rate the similarity of the odours A and X, B and Y, and a non-exposed pair C and Z. A and X were judged as significantly more alike than the other pairs. Exactly the same pattern emerged on a second test, in which participants were asked to select the odd odour out of sets of three. It was consistently harder for participants to pick the odd odour when the stimuli were drawn from the AX pair (eg A versus AX versus AX). Not only do these findings demonstrate that prior experience can affect odour perception, a finding not predicted by theories of odour perception based solely upon the physiochemical properties of odours, they also suggest that experience can act to selectively decrease discriminability.     

Olfactory imagery: A review

Olfactions unique cognitive architecture, the apparently inconsistent evidence favoring imagery, and its difficulty of evocation have led some to conclude that there is no capacity for olfactory imagery. Using three streams of evidence, we examine the validity of this claim. First, self-reports of olfactory imagery can resemble those obtained for actual perception. Second, imagining an odor can produce effects similar to actual perception. Third, olfactory perception and memory-based images can interact. A model of olfactory imagery is then presented that utilizes the same systems employed in actual perception, with similar constraints. This model is consistent with olfactions unique information-processing capacities and can account for previous experimental inconsistencies on the basis of difficulty of evocation, a consequence of unstable access to semantic information. In sum, the evidence presented here is favorable to the existence of an olfactory imagery capacity.     

PARENT EDUCATION PROJECT II. INCREASING STIMULATING INTERACTIONS OF DEVELOP MENTALLY HANDICAPPED MOTHERS

Two studies are reported on the assessment and training of parent-child interactional skills in developmentally handicapped mothers. Study 1 compared the interactions of eight developmentally handicapped versus eight nonhandicapped mothers during play with their young (6–25 months) children. Results showed that the former group generally interacted much less with their children and that they were less likely to praise appropriate child behavior and imitate child vocalizations. Study 2 attempted to remediate these deficits, using a training package consisting of discussion, modeling, feedback, social reinforcement, and self-recording. Results showed, first, that the training did increase the targeted skills to well within the range found for the nonhandicapped mothers. Second, training effects generalized from the group instructional setting to the mothers' own homes. Third, newly acquired skills were generally maintained at or above levels found for the nonhandicapped mothers over a 5- to 10-month follow-up period. Finally, all seven children showed increases in vocalizations concomitant with parent training. The results suggest that developmentally handicapped mothers can be taught to provide more effective and stimulating interactions to their young children.     

THE STRUCTURE AND PROCESS OF INTELLECTUAL DEVELOPMENT*

In the present article, a theory of intellectual development is summarized which attempts to integrate the general structural approach pioneered by Piaget, with the more recent ‘process’ oriented approaches proposed by information processing theorists on the one hand, and by Pascual-Leone (in his M-Operator theory) on the other. The resultant theory is one which proposes that children's control structures progress through four general stages in the course of their development, with three recursive substages being identifiable at each. Transition to a new stage of development occurs as a result of the hierarchical integration of two qualitatively distinct control structures, each one of which was assembled and consolidated towards the end of the previous stage. By contrast, progress within a stage occurs as a result of the step-wise attention to, and non-hierarchical integration of, an increasing number of similar elements, each one of which was assembled towards the beginning of the new stage. The variable that determines the maximum rate at which within-stage progress can take place is the size of the child's working memory, which is seen as growing in response to both maturational and experiential variables. A similar process is seen as determining the timing of across-stage transitions; however, this process is as yet less well articulated. Several different sorts of empirical evidence have been gathered so far, to support the overall structure of the theory. After this evidence is described and illustrated, the article concludes with a summary of the theory in postulate form.     

Failure of conservation training of disadvantaged black teenagers: a neo-Piagetian interpretation.

From a structural point of view, conservation tasks resemble Witkin's field-dependence situations. According to our neo-Piagetian theory, therefore, the failure of certain disadvantaged black teenagers to profit from conservation training may be related to their field dependence.     

Human observing: Maintained by stimuli correlated with reinforcement but not extinction

College students received points exchangeable for money (reinforcement) on a variable-time 60-second schedule that alternated randomly with an extinction component. Subjects were informed that responding would not influence either the rate or distribution of reinforcement. Instead, presses on either of two levers (“observing responses”) produced stimuli. In each of four experiments, stimuli positively correlated with reinforcement and/or stimuli uncorrelated with reinforcement were each chosen over stimuli correlated with extinction. These results are consistent with prior results from pigeons in supporting the conditioned-reinforcement hypothesis of observing and in not supporting the uncertainty-reduction hypothesis.     

Operational efficiency and the growth of short-term memory span

Four studies are reported which link developmental increases in memory span with developmental increases in operational speed or efficiency. In the first, a linear relationship is demonstrated between increases in word span and increases in speed of word repetition. In the second, adults and 6-year-olds are equated on speed of word repetition, by manipulating word familiarity. It is shown that their word spans are no longer different under these conditions. Similar findings are then reported for a test of M space called “Counting Span.” First, a linear relationship is demonstrated between increases in Counting Span and increases in speed of counting. Next, adults and 6-year-olds are equated on speed of counting, by forcing adults to count in an unfamiliar language. It is shown that their counting spans are no longer different under these conditions. The conclusion is that developmental increases in memory span do not result from increases in total processing space. Rather, with development, basic operations become faster and more efficient. This means that they require less processing space, and that more space becomes available for storage as a result.