The role of action in implicit learning

This study looks at whether or not a crucial role is played by the learner's own actions in tasks known to give rise to implicit learning. Experiment 1 shows that experience of watching another person controlling Berry and Broadbent's (1984) sugar production and person interaction tasks has no effect on subsequent control performance. Experiment 2 demonstrates that this lack of effect of observing is limited to tasks where the underlying relationship is not obvious or salient. In Experiment 3 the length of the observation period is doubled, but this still has no beneficial effect on subsequent control performance. Experiments 4 and 5 address the question of what it is about controlling itself that leads to learning. They examine whether it is the decision-making component or the physical interaction component that is important. The results emphasize the importance of the role of action in learning to control these tasks. They show that decision must be tied to action in order to be maximally effective, at least in the early stages of learning.     

Developmental Contributions to Emotional Awareness

The Levels of Emotional Awareness Scale (LEAS) has received considerable support as a reliable and valid measure of individual differences in emotional awareness (EA) since the original report involving 40 participants (Lane, Quinlan, Schwartz, Walker, &; Zeitlin, 1990 Lane, R., Quinlan, D., Schwartz, G., Walker, P., &; Zeitlin, S. (1990). The Levels of Emotional Awareness Scale: A cognitive-developmental measure of emotion. Journal of Personality Assessment, 55, 124–134. doi:10.1080/00223891.1990.9674052[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]). However, the hypothesized developmental nature of EA (conceptualized as a cognitive skill) has thus far only been examined in that 1 early study. Here we report multiple regression analyses on the entire sample of 94 participants who completed the LEAS as part of that original study, as well as the same developmental and affective measures used in the original report. We first observed that different developmental measures, including the Object Relations Inventory and the Sentence Completion Test of Ego Development, accounted for unique portions of the variance in LEAS scores. We also observed that higher LEAS scores were associated with greater within-category variance in the self-reported positive and guilt- and shame-related emotions people reported experiencing on a typical day. Based on these findings, we introduce a 3-dimensional cognitive-developmental framework that LEAS scores plausibly track, including (a) the transition from focusing on external/physical to internal/psychological characteristics, (b) greater conceptual complexity, and (c) self–other differentiation. We then discuss the implications of this framework for understanding the nature of EA and for future research.     

Behavioral or hemispheric asymmetry: is there a default option?

The presence of acuity gradients as a moderating variable in hemifield research is not in question. Their importance as a determinant of hemifield differences is unclear, however. The major issues are as follows. First, do vertical displays provide an appropriate control for the acuity gradient? Second, do the initial letters of a word play a critical role in word recognition, either in information-theoretic terms or because the lexicon is itself organized around access codes based on the initial letter or letters of words? Third, do behavioral and hemispheric accounts provide equally attractive explanations of Task Level X Visual Field interactions? Fourth, if the two accounts are equally attractive on empirical grounds, which is to be preferred? Each of these issues is addressed in this reply to M. P. Bryden's (1986, Brain and Cognition, 5, 362-368) and J. Hellige's (1986, Brain and Cognition, 5, 369-376) comments on our article (K. Kirsner & S. Schwartz 1986, Brain and Cognition, 5, 354-361).     

Correlates of unhealthy weight-control behaviors among adolescents: implications for prevention programs.

This study aimed to identify correlates of unhealthy weight-control behaviors in adolescents to guide the development of programs aimed at the primary prevention of disordered eating. A model explaining unhealthy weight-control behaviors was tested among 4,746 adolescents using structural equation modeling. Models fit the data well and explained 76% of the variance in unhealthy weight-control behaviors among girls and 63% among boys. Weight-body concerns were a strong correlate of unhealthy weight-control behaviors in both girls and boys. Models also emphasized the importance of weight-specific social norms within the adolescent's proximal environment. Findings suggest the importance of addressing weight-body concerns within prevention programs and extending interventions beyond classroom settings to ensure changes in weight-related norms among peer groups and family members.