Error-monitoring ability predicts daily stress regulation

ABSTRACT— This study examined whether individual differences in error-related self-regulation predict emotion regulation in daily life, as suggested by a common-systems view of cognitive and emotional self-regulation. Participants ( N = 47) completed a Stroop task, from which error-related brain potentials and behavioral measures of error correction were computed. Participants subsequently reported on daily stressors and anxiety over a 2-week period. As predicted by the common-systems view, a physiological marker of error monitoring and a behavioral measure of error correction predicted emotion regulation in daily life. Specifically, participants higher in cognitive control, as assessed neurally and behaviorally, were less reactive to stress in daily life. The results support the notion that cognitive control and emotion regulation depend on common or interacting systems.     

The Traditional Explanation for Resistance Versus Attitude Accessibility

This investigation compared the traditional explanation for the way inoculation confers resistance to influence with an alternative rationale for resistance based on attitude accessibility. Four hundred forty‐three participants took part in the investigation in four phases spanning 54 days. The combined multiple regression and structural equation modeling results suggest that the traditional and alternative explanations for the way that inoculation confers resistance involve separate processes; counterarguing and accessibility appear to be distinct tracks en route to resistance, but the two explanations also are overlapping processes in which elicited threat plays an integral role.     

The psychoanalytic view of phobias. Part IV: General theory of phobias and anxiety.

This is the final part of the work on the psychoanalytic view of phobias. Here we consider general views of phobias, developments and issues in the psychoanalytic theory of anxiety, as it relates to phobias, and take up aspects of some broader theoretical issues, including nosology.     

Objects and attitudes

The concept of an attitudinal object has long been present in psychoanalysis but almost entirely neglected. This omission is integral in the confusion and controversy about the object concept in general. It has left a theoretical gap which the so-called object relations theories have attempted to fill. This paper offers some preliminary suggestions for a psychoanalytic understanding of attitudes as a first level of inference in the study of relationships and their psychological basis.     

The development of the drive object concept in Freud's work: 1905-1915

In 1905 Freud established the idea of an object of an instinctual drive as the basic object concept of psychoanalysis. He also introduced the derivative concepts of object directedness, object choice, and object finding. While taking these steps he simultaneously deemphasized the importance of drive objects in sexual life, contradicted himself on whether drives are autoerotic or object-directed in infancy, and made incompatible statements about whether or not object choice occurs before puberty. Freud's clinical work, reflected especially in the major case reports and a series of papers on fantasy, led to an apparent recognition of complexity in the mental life of children far greater than had been described earlier. The increased attention to and appreciation of mental content in childhood especially augmented Freud's understanding of the role of drive objects, object directedness, and object choice in infancy. This, in turn, led him to postulate a sequence of organizations of sexual life, named according to the zonal drive source plus the mode of object directedness, a process of theory development that continued through 1924. Object choice and, to a lesser extent, object directedness are concepts derived from and dependent upon the concept of drive object. Both require, however, explanatory constructs besides drive constructs. In 1915 Freud defined the term "object" in the context of stating his drive theory. Freud used the term object with several new modifying words during this decade. No new object concept was introduced, however, in this work, although some steps in that direction appeared to be in progress.     

Stress regulation and cognitive control: evidence relating cortisol reactivity and neural responses to errors

In this study, we tested the relationship between error-related signals of cognitive control and cortisol reactivity, investigating the hypothesis of common systems for cognitive and emotional self-regulation. Eighty-three participants completed a Stroop task while electroencephalography (EEG) was recorded. Three error-related indices were derived from the EEG: the error-related negativity (ERN), error positivity (Pe), and error-related alpha suppression (ERAS). Pre- and posttask salivary samples were assayed for cortisol, and cortisol change scores were correlated with the EEG variables. Better error–correct differentiation in the ERN predicted less cortisol increase during the task, whereas greater ERAS predicted greater cortisol increase during the task; the Pe was not correlated with cortisol changes. We concluded that an enhanced ERN, part of an adaptive cognitive control system, predicts successful stress regulation. In contrast, an enhanced ERAS response may reflect error-related arousal that is not adaptive. The results support the concept of overlapping systems for cognitive and emotional self-regulation.     

Toward a Tripartite Factor Structure of Mental Health: Subjective Well-Being,Personal Growth,and Religiosity

According to recent research findings, the domain of psychological well-being may be represented by 2 basic factors: subjective well-being (e.g., happiness, life satisfaction) and personal growth (e.g., self-actualization, a sense of meaningfulness). This study tested the hypothesis that in addition to those 2 factors, a 3rd basic factor is necessary to adequately describe the ways in which people search for well-being. That factor is a type of religiosity that is based on other-centeredness and self-renunciation. A sample of 242 undergraduate and graduate students completed 10 measures of psychological well-being that resulted in 21 scales and subscales. Principal components analyses provided initial support for a tripartite model of psychological well-being. Results also suggested that current measures of personal growth may measure either the autonomy or mature social relationships components of the construct.