The Recognition of Emotions in Music and Landscapes: Extending Contour Theory

While inanimate objects can neither experience nor express emotions, in principle they can be expressive of emotions. In particular, music is a paradigmatic example of something expressive of emotions that surely cannot feel anything at all. The Contour theory accounts for music expressiveness in terms of those resemblances that hold between its external and perceivable properties (i.e., its contour) and the typical contour of human emotional behavior. Provided that some critical aspects are emended – notably, the stress on the perception of similarity instead of the more plausible hypothesis that the listener perceives manifestations that are similar – we are inclined to endorse contour theory. In particular, we share its basic idea that expressive properties are perceived. Although other kinds of processes – high-level conceptual inferences, imagination – sometimes characterize our encounters with music, still perception constitutes the standard process underlying the detection of expressiveness. Moreover, we propose to extend contour theory to visual arts. Taking into consideration, as a case study, depicted landscapes, we observe that they frequently cannot but express emotions such as joy, sadness, liveliness or melancholy. The fact that pictures, unlike music, lack any temporal dimension is a prima facie reason for doubting the extendibility of contour theory’s conceptual arsenal to them. Nevertheless, while being obviously unable to behave somehow, we claim that depicted landscapes can perfectly convey dynamic information. If this is the case, the extension of the notion of contour to visuals art via the stress on the notion of dynamism would represent a second interesting revision of contour theory.     

Translating the QABF to Spanish with an Eye Toward Reliability and Validity

We developed a Spanish‐language version of the Questions About Behavioral Function (QABF) utilizing a forward‐adaptation and back‐adaptation translation process. Subsequently, we administered the assessment with 80 bilingual participants to assess the reliability and validity of the instrument. Results demonstrated that the Spanish version of the QABF was both reliable (i.e., was internally consistent) and valid (i.e., identified the correct function). Implications and future research are discussed. Copyright © 2014 John Wiley & Sons, Ltd.     

Psychometric properties of the Situational Inventory of Body-Image Dysphoria-Short form in a Spanish sample

The primary objective of this study was to translate and validate Situational Inventory of Body-Image Dysphoria-Short form (SIBID-S) in a Spanish population. The scale consists of 20 items to assess the frequency of dysphoric body-image emotions in certain situational contexts, using a five-point rating scale. The questionnaire was administered to 214 women between the ages of 14 and 29 years, from primary and secondary schools and a university. Principal components analysis indicated a one-factor structure for the entire sample and both younger (<18) and older (≥18) participants. Internal consistency was high (0.94), and the test–retest reliability over 1 month ranged between 0.89 and 0.93. The SIBID-S showed good convergent validity in relation to other pertinent measures of body image, eating pathology, and self-esteem. Moreover, the SIBID-S was differentiated low-risk, subclinical eating disturbed, and clinical eating disordered patients. Results support the potential utility of the SIBID-S in the Spanish female population, including a younger group than previously studied, as well as its usefulness in the assessment of body image among females varying in degrees of eating pathology.     

Compensatory and mimetic conditioned responses to effects of heroin in addicted persons

Study 1: The aim of this study was to analyze in persons detoxified of heroin, compensatory conditioned responses (CCRs) that are opposite to the unconditioned physiological, and subjective effects that are induced by this substance. The procedure consisted in presenting slides with images of neutral stimuli (NSs) and conditioned stimuli (CSs) of heroin to both non-addicted and detoxified addicted persons. The evaluated responses were heart rate (HR) and desire for heroin (DH). Study 2: The aim was to facilitate the emission of mimetic conditioned responses (MCRs) to the unconditioned physiological, and subjective effects of heroin in detoxified heroin addicts. Three different stimulus series were manipulated: SA, during which the participant remained alone; SB, administration of a needle prick given by the researcher; SC, performance of the "pump" ritual without drug by the participants. The responses measured were HR and DH. The results of both studies are considered, respectively, to be indicators of compensatory and mimetic conditioned responses.     

Enhancing the transfer of computer-assisted training proficiency in geographically distributed teams

The authors examined factors that determine whether knowledge gained from computer-assisted (i.e., technology-based) team training in a geographically distributed team (GDT) context transfers to organizational results. They examined the moderating effects of team trust, technology support, and leader experience on the relation between teams' average individual training proficiency on a computer-assisted (i.e., CD-ROM-based) training program and team performance as assessed by team customer satisfaction ratings. Using data collected from 40 GDTs in a high-technology company, the authors found that the relation between teams' average training proficiency and team performance was complex and moderated by several factors. In particular, teams' average training proficiency had a positive association with customer satisfaction when GDTs were higher, rather than lower, in both trust and technology support and when team leaders had longer, rather than shorter, levels of tenure with their specific team.     

Processes leading to confidence and accuracy in sentence recognition: a metamemory approach

We propose that memory confidence is based on the processes and products of the just-completed memory task, along with the participants' metamemory beliefs about the relation of these processes and products to memory accuracy. We tested this metamemory approach to confidence by having participants carry out a simple recognition memory task with deceptive and nondeceptive items. The deceptive items were sentences that contained a possible synonym substitution, thus allowing errors based on gist memory. For nondeceptive items, high confidence was associated with high accuracy. For deceptive items the relationship reversed; high confidence was associated with low accuracy. A memory process questionnaire was developed that provided more differentiated phenomenal reports than the traditional know/remember distinction. For nondeceptive items, metamemory beliefs tended to be valid indicators of accuracy, but for deceptive items involving unconscious reconstructive memory processes, they tended to be invalid indicators of memory accuracy. The overall results lend strong support for our metamemory approach to memory confidence.     

Shared learning shapes human performance: Transfer effects in task sharing

We investigated whether performing a task with a co-actor shapes the way a subsequent task is performed. In four experiments participants were administered a Simon task after practicing a spatial compatibility task with an incompatible S-R mapping. In Experiment 1 they performed both tasks alongside another person; in Experiment 2 they performed the spatial compatibility task alone, responding to only one stimulus position, and the Simon task with another person; in Experiment 3, they performed the spatial compatibility task with another person and the Simon task alone; finally, in Experiment 4, they performed the spatial compatibility task alone and the Simon task with another person. The incompatible practice eliminated the Simon effect in Experiments 1 and 4. These results indicate that when a task is distributed between two participants with each one performing a different part of it, they tend to represent the whole task rather than their own part of it. This experience can influence the way a subsequent task is performed, as long as this latter occurs in a social context.