Transfer of avoidance responding to a sensory preconditioned cue: Evidence for the role of S-S and R-S knowledge in avoidance learning

In avoidance learning studies, a warning signal (Sd) is directly paired with an aversive unconditioned stimulus (US) unless a particular response is performed. Research by Augustson and Dougher (1997) demonstrated that not only warning signals but also stimuli that are indirectly paired with the aversive event are capable of affecting the avoidance response. In the present study, we extended these results by incorporating a sensory preconditioning paradigm in an avoidance learning procedure. Sensory preconditioning training influenced the selection of avoidance responses in the presence of warning signals that were never paired directly with the aversive events. Moreover, results suggest that the selection of the avoidance responses was based on an integration of knowledge about the relation between the Sd and the US (S-S knowledge) and knowledge about the relation between the avoidance response and the US (R-S knowledge). As the expectancy-based theory of Lovibond (2006) is the only theory of avoidance that incorporates both knowledge structures, the results provide unique support for this theory.     

Phonotactic regularities in the segmentation of spoken Italian

Five word-spotting experiments explored the role of consonantal and vocalic phonotactic cues in the segmentation of spoken Italian. The first set of experiments tested listeners' sensitivity to phonotactic constraints cueing syllable boundaries. Participants were slower in spotting words in nonsense strings when target onsets were misaligned (e.g., lago in ri.blago) than when they were aligned (e.g., lago in rin.lago) with phonotactically determined syllabic boundaries. This effect held also for sequences that occur only word-medially (e.g., /tl/ in ri.tlago), and competition effects could not account for the disadvantage in the misaligned condition. Similarly, target detections were slower when their offsets were misaligned (e.g., cittá in cittáu.ba) than when they were aligned (e.g., cittá in cittá.oba) with a phonotactic syllabic boundary. The second set of experiments tested listeners' sensitivity to phonotactic cues, which specifically signal lexical (and not just syllable) boundaries. Results corroborate the role of syllabic information in speech segmentation and suggest that Italian listeners make little use of additional phonotactic information that specifically cues word boundaries.     

How do People Evaluate Objects? A Brief Review

Evaluation can be defined either as the process of determining the liking of an object or as responding in an evaluative manner to objects. It can be studied by examining the evaluative responses that objects evoke. After justifying these definitions and this approach to the study of evaluation, I present a brief overview of what is known about the variables that influence evaluative responding. Finally, I describe the Associative-Propositional Evaluation model as an example of a theory about the mental processes that are assumed to underlie evaluative responding.     

Semisupervised category learning: The impact of feedback in learning the information-integration task

In a standard supervised classification paradigm, stimuli are presented sequentially, participants make a classification, and feedback follows immediately. In this article, we use a semisupervised classification paradigm, in which feedback is given after a prespecified percentage of trials only. In Experiment 1, feedback was given in 100%, 0%, 25%, and 50% of the trials. Previous research reported by Ashby, Queller, and Berretty (1999) indicated that in an information-integration task, perfect accuracy was obtained supervised (100%) but not unsupervised (0%). Our results show that in both the 100% and 50% conditions, participants were able to achieve maximum accuracy. However, in the 0% and the 25% conditions, participants failed to learn. To discover the influence of the no-feedback trials on the learning process, the 50% condition was replicated in Experiment 2, substituting unrelated filler trials for the no-feedback trials. The results indicated that accuracy rates were similar, suggesting no impact of the no-feedback trials on the learning process. The possibility of ever learning in a 25% setting was also researched in Experiment 2. Using twice as many trials, the results showed that all but 2 participants succeeded, suggesting that only the total number of feedback trials is important. The impact of the semisupervised learning results for ALCOVE, COVIS, and SPEED models is discussed.     

Which Societies Provide a Strong Religious Socialization Context? Explanations Beyond the Effects of National Religiosity

Religious socialization occurs within the immediate family as well as in the broader social context. Previous research has shown that parents’ religiosity matters less for the transmission of religious beliefs in devout than in secular nations, implying smaller costs of religious socialization. In this article we test which other societal factors affect the transmission of religious beliefs: anti‐religious policies in formerly socialist countries, economic development, and income inequality. Our results indicate that societies with high levels of income inequality seem to provide the most favorable context for religious socialization. Individuals develop strong religious beliefs even if they only received little religious socialization within the family. Formerly socialist nations increased socialization costs through the overall suppression of religious practice. Economic development has no impact on socialization effects, suggesting that inequality is a more important driver of religious change than previously thought.     

Association between basic numerical abilities and mathematics achievement

Various measures have been used to investigate number processing in children, including a number comparison or a number line estimation task. The present study aimed to examine whether and to which extent these different measures of number representation are related to performance on a curriculum‐based standardized mathematics achievement test in kindergarteners, first, second, and sixth graders. Children completed a number comparison task and a number line estimation task with a balanced set of symbolic (Arabic digits) and non‐symbolic (dot patterns) stimuli. Associations with mathematics achievement were observed for the symbolic measures. Although the association with number line estimation was consistent over grades, the association with number comparison was much stronger in kindergarten compared to the other grades. The current data indicate that a good knowledge of the numerical meaning of Arabic digits is important for children's mathematical development and that particularly the access to the numerical meaning of symbolic digits rather than the representation of number per se is important.     

Stress sensitive healthy females show less left amygdala activation in response to withdrawal-related visual stimuli under passive viewing conditions

The amygdalae are key players in the processing of a variety of emotional stimuli. Especially aversive visual stimuli have been reported to attract attention and activate the amygdalae. However, as it has been argued that passively viewing withdrawal-related images could attenuate instead of activate amygdalae neuronal responses, its role under passive viewing conditions remains unclear. Furthermore, because individual sensitivity to stress reactions has been shown to modulate amygdalae processing, the aim of the current event-related fMRI study was to investigate whether individual differences in stress proneness could influence amygdala responses while passively viewing withdrawal and approach-related visual images. We presented 14 healthy female subjects with a random sequence of images of happy 'healthy' baby faces (approach-related) and baby faces disfigured by severe dermatological conditions (withdrawal-related). No instructions were given other than to watch the images attentively. We integrated individual perceived stress (PSS) scores in our analysis. The processing of withdrawal-related pictures resulted in less left amygdala activity in females scoring higher on perceived stress. Our findings suggest that stress-sensitive healthy females are less able to fully attend to withdrawal-related visual material and in essence avoid exposure to such images in an effort to reduce strong psychophysiological responses. Although the relatively small number of participants limits drawing firm conclusions, we suggest that in passive viewing emotional brain imaging paradigms, individual information on stress proneness should be included in the interpretation of amygdala neuronal processes.