Skin conductance response conditioning with CS intensities equal to and greater than UCS intensity

With .2-sec bursts of white noise as both conditioned stimulus (CS) and unconditioned stimulus (UCS), conditioning of first-interval skin conductance responses was obtained when the intensity of the CS equaled and exceeded that of the UCS. There was no evidence that second-interval response conditioning occurred. Nonspecific response frequencies were also affected by the variations in stimulus intensity, this raising some question about typical controls employed in SCR conditioning. There was some evidence that second interval responses were suppressed by the intense CS values. It was concluded that the existence of simple conditioning with a CS/UCS intensity ratio equal to or greater than unity was contrary to the Pavlovian proposition that a CS must be biologically less salient than the UCS in order for conditioning to occur. It was noted, however, that the suppression of second-interval responses might indicate that anticipatory CRs which are not confounded with orienting reflexes are prevented from exhibiting a conditioning effect when a high CS/UCS intensity ratio is employed.     

Intersensory effects in the psychological refractory period

Two experiments examined reaction time (RT) to each of two stimulus events separated by short interstimulus intervals (1SI). The essential contrast was RT to the second visual signal, RT₂, in auditory-visual (A-V) vs visual-visual (V-V) sequences. With response, certain pairings in Experiment 1, an effect apparently demonstrating a single-channel process (Welford, 1952), was noted. RT₂ was generally faster for A-V as opposed to V-V sequences especially when Ss were uncertain as to the sequence that would occur. At 0-msec ISI, the RT₂ difference between sequences approached the RT! difference. More rapid RT₂ to A-V sequences was also observed with go vs no-go pairings in Experiment 2 when the initial event was a go signal. However, the RT difference disappeared upon error correction, making the RT₂ sequence difference of questionable relevance to the hypothetical single-channel process. RT₂ was more rapid following a null no-go signal when the no-go signal was contrasted with a visual as opposed to auditory go signal. The latter effect was independent of error and is consistent with channel-switching theory (Kristofferson, 1967).     

Economic threat undermines the satisfaction of psychological needs for competence and autonomy

During times of macroeconomic instability, the prospect of personal financial deficiency becomes a pervasive concern. This research examined the psychological consequences of contemplating threatening economic futures. In two experiments, we tested whether economic threat undermined the satisfaction of the basic psychological needs for competence and autonomy. In Experiment 1, Canadian university students primed with an economic threat (compared with a threat‐neutral topic) reported feeling less competent and autonomous. In Experiment 2, American adults primed with an economic threat reported less competence and autonomy compared to both those primed with (a) a noneconomic threat and (b) a threat‐neutral topic. Participants under economic threat also reported lower well‐being compared with threat‐neutral participants. This effect was mediated by self‐perceived competence and autonomy.     

Writing the (researcher) self: reflective practice and undergraduate research

This paper discusses the way in which postmodern emergence was used to assist a group of undergraduate students come to new understandings of research practice as they participated in a reflective component of an Undergraduate Research Summer School. Students were encouraged to ‘write the (researcher) self’ through a collaborative writing group based on the theoretical and pedagogical work of Somerville. Postmodern emergence highlights three stages of learning; firstly, assigning time for wondering, then a liminal space for becoming and finally an opportunity for generating new knowledge. This article is both the tangible product of this emergence reflective writing process and a recommendation about the capacity of undergraduate students to engage with their own professionalisation and meaning-making.