Postscript: A good psychological theory of reasoning must predict behavior and explain the data

In their stimulating comment on Barrouillet, Gauffroy, and Lecas Oberauer and Oaksford argued that we gave no rationale for the assumption that the mental models of false-antecedent cases have a different epistemic status from the p q model and that no new computational level account of the conditional was provided to justify this move. The resulting lack of coherent principles would undermine the heuristic power of the mental model theory and lead to unacceptable consequences. Though our theory probably presents many weaknesses, it is false to assume that we did not give any rationale for the truth value gap of conditionals. Our proposal elaborates the distinction between initial and fleshed-out models that is at the core of the theory from its very beginning (Johnson-Laird & Byrne, 1991), and assumes that people consider those cases that match the initial model as making the conditional true whereas the cases that match the models added through fleshing out are judged as leaving its truth value indeterminate. (PsycINFO Database Record (c) 2008 APA, all rights reserved).     

Is implicit learning perceptually inflexible? New evidence using a simple cued reaction-time task

Considerable research has been devoted to investigating learning without awareness. Burke and Roodenrys [Burke, D., & Roodenrys, S. (2000). Implicit learning in a simple cued reaction-time task. Learning and Motivation 31, 364–380] developed a simple learning task in which a cue shape predicts the arrival of a target shape (to which subjects respond) in a sequence of rapidly presented shapes, and found that all subjects responded faster to cued targets than to uncued targets, even those classified as unaware of the cue–target relationship. Two experiments were conducted to examine the perceptual flexibility of implicit (and explicit) learning using the paradigm developed by Burke and Roodenrys (2000). Perceptual flexibility was examined by altering the perceptual features of the cue shape. The results of the first experiment indicated the implicit, but not explicit, learning that occurs in this paradigm is perceptually inflexible. However, the second experiment indicated that perceptually flexible implicit learning can be encouraged by varying the nature of the experimental stimuli. These experiments therefore provide support for processing accounts of transfer.     

Personality and mental time travel: a differential approach to autonoetic consciousness

Recent research on autonoetic consciousness indicates that the ability to remember the past and the ability to project oneself into the future are closely related. The purpose of the present study was to confirm this proposition by examining whether the relationship observed between personality and episodic memory could be extended to episodic future thinking and, more generally, to investigate the influence of personality traits on self-information processing in the past and in the future. Results show that Neuroticism and Harm Avoidance predict more negative past memories and future projections. Other personality dimensions exhibit a more limited influence on mental time travel (MTT). Therefore, our study provide an additional evidence to the idea that MTT into the past and into the future rely on a common set of processes by which past experiences are used to envision the future.     

Utilizing an Ability-Based Measure to Detect Emotion Regulation Deficits in Generalized Anxiety Disorder

In recent years, the field of emotion regulation has advanced current conceptualizations of many forms of psychopathology. Difficulties with emotion regulation have been detected via self-report in several anxiety and depressive disorders, and in particular, generalized anxiety disorder (GAD). However, there is a paucity of research examining emotion regulation ability in this population, leaving open the possibility that self-report measures reflect an individual’s perception of his/her emotion regulation skills rather than skills themselves. The present study examined the utility of an ability-based measure of emotional intelligence in the assessment of emotion-related deficits in GAD as well as the concordance between the ability-based measure and self-reports of emotion regulation skills. Results revealed that individuals with GAD demonstrated significantly more difficulty regulating their emotions than control participants did on both ability-based and self-report measures. Further, these measures showed a moderate concordance with each other. Findings suggest it will be important to integrate ability-based measurement of emotion-related deficits with other assessment modalities.     

An Exploration of the Experience of Huntington’s Disease in Family Dyads: An Interpretative Phenomenological Analysis

Huntington’s disease (HD) is a hereditary, late onset, neurodegenerative disorder. Children of affected parents have a 50 % chance of inheriting HD. Research into the psychological consequences of HD for the family has focussed on individual family members, but little is known about the ways in which its impact is jointly experienced by members of these families. This is particularly important due to the hereditary nature of HD. To address this, the current study examined the experiences of dyads within affected families. Seven parent/adult child dyads were interviewed jointly about their experiences and relationships with their family and each other and interpretative phenomenological analysis was used to analyse the resultant data. Identified themes were: “A spectre hanging over us”: HD as a presence within the family, “Us against the world”: Protection, knowledge and control, and “That could be me in 50 years”: Cyclical changes in identity and role. These findings are examined in relation to previous research and indicate the need for an increased understanding of the needs of HD families. Clinical implications and suggestions for further research are discussed.     

Teaching ethics to scientists and engineers: Moral agents and moral problems

In this paper I outline an “agent-centered” approach to learning ethics. The approach is “agent-centered” in that its central aim is to prepare students toact wisely and responsibly when faced with moral problems. The methods characteristic of this approach are suitable for integrating material on professional and research ethics into technical courses, as well as for free-standing ethics courses. The analogy I draw between ethical problems and design problems clarifies the character of ethical problems as they are experienced by those who must respond to them. It exposes the mistake, common in ethics teaching, of misrepresenting moral problems as multiple-choice problems, especially in the form of ‘dilemmas’, that is, a forced choice between two unacceptable alternatives. Furthermore, I clarify the importance for responsible practice of recognizing any ambiguity in the problem situation. To foster in students the skills they need, teaching examples should preserve the open-ended, multiply-constrained, and ambiguous character of problem situations as experienced by the agent. I give guidelines for constructing open-ended scenarios that present moral problems much as an agent would experience them — guidelines which strongly influenced the construction of ‘cases’ in the latest edition of “On Being a Scientist” — and I discuss how to present historical cases and cases from the instructor’s own experience to best foster agent-centered learning. This paper is a modification of material originally included in the handbook which accompanied the AAAS Seminar “Teaching Ethics in Science and Engineering”, 10–11 February 1993.     

Feminist ideology as a predictor of body dissatisfaction in women

A relationship between feminist attitudes and body satisfaction has been suggested in the literature, but has received no empirical support. Multiple regression analyses were performed on a sample of 200 primarily Caucasian women. Results indicated that after controlling for certain known predictors of body dissatisfaction, the Physical Attractiveness(PA) subscale of the CFIS was negatively related to both General and Specific Body Dissatisfaction, but that the total CFIS score was not. These findings suggest that women's feminist attitudes regarding physical attractiveness relate significantly to body satisfaction, but an overall feminist identification does not. Applications of this finding may contribute to the reduction of women's excessive concerns with their bodies. The authors wish to thank Adele LeMaire for her assistance with the data collection.     

Patterns of Conflict Resolution Within Relationships and Coercive Sexual Behavior of Men and Women

Conflict tactics within relationships and coercive sexual behavior are separate phenomena that are empirically related. To answer why they should be related, we drew upon two theoretical frameworks: an individualized form of cultural spillover and feminist control theory. Using an ANOVA framework, we constructed hypotheses through which we could (1) test for relations among constructs and (2) discriminate between the predictions of cultural spillover and feminist theory. We hypothesized that the severity of individuals' coercive sexual behavior would be related to the violence level of conflict tactics in relationships and also to a pattern of generalized psychological abuse within relationships. We also hypothesized that men, compared to women, would engage in more physically coercive sexual behavior and use more violence in conflict tactics. University students (50% women, 93% <23 years old, from a school with 73% White students) responded to the measures. With the exception of the last hypothesis, these predictions were supported by the overall data, although not universally within levels of gender. Based on the pattern of hypothesis confirmation and inconsistencies, we discuss the mix of support and potential moderators that would resolve inconsistencies for each theory.