Human motor responses to simultaneous aversive stimulation and failure on a valued task

The effects of presentation of an aversive stimulus and simultaneous failure on a bogus intelligence test upon a subject's aggressive reactions were studied. The subject's fist clenching was used as an indicator of aggression. Four conditions, generated by the combinations of two kinds of stimulus delivered to the subjects (aversive or nonaversive) and two outcomes of the task (failure or success), were investigated. 20 female and 20 male students (ages: 17-34 years) were instructed, upon the reception of an aversive or nonaversive acoustic signal, to press with the right hand a device that displayed a slide. Each slide presented an item from an intelligence test, to which the subjects were either allowed to answer successfully (success) or not (failure). Failure increased the subject's autonomic arousal, as measured by photoplethysmographic sensors, in all stimulation conditions, but only the condition with aversive stimulation increased the speed of clenching. This was interpreted as indicating subject's tendencies to aggression. These results are discussed in relation to the effects of frustration.     

Anxiety and dream symbolism

The present study replicates and extends previous findings of a relation between anxiety level and the use of dream symbolism. Anxiety, assessed by self-reports over a ten-day period, was positively related to the use of sexual symbolism identified from dream reports obtained over the same period. The appearance of symbolic dreams, however, was not preceded by elevated levels of anxiety. A positive relation was uncovered between the measure of anxiety and a measure of manifest sexual content in the dreams.     

Developmental differences in episodic memory across school ages: evidence from enacted events performed by self and others

The aim of this study was to examine action memory as a form of episodic memory among school-aged subjects. Most research on action memory has focused on memory changes in adult populations. This study explored the action memory of children over time. A total of 410 school-aged child participants, comprising 201 girls and 208 boys in four age groups (8, 10, 12, and 14), were included in this study. We studied two forms of action encoding, subject-performed tasks (SPTs) and experimenter-performed tasks (EPTs), which were compared with one verbal encoding task as a control condition. At retrieval, we used three memory tests (free recall, cued recall, and recognition). We observed significant differences in memory performance in children aged 8–14 years with respect to free recall and cued recall but not recognition. The largest memory enhancement was observed for the SPTs in the 8–14-year-old participants under all test conditions. Participants performed equally well on the free recall of SPTs and EPTs, whereas they displayed better performances on the cued recall and recognition of SPTs compared to EPTs. The strategic nature of SPTs and the distinction between item-specific information and relational information are discussed.     

Re-emerging conceptual integration: commentary on Berkowitz's "on the consideration of automatic as well as controlled psychological processes in aggression"

In recent decades, researchers in various areas of psychology have challenged the claims of a single mode of information processing, and developed dual-process models of social behaviors. Although these theories differ on a number of dimensions, they all share the basic assumption that two different modes of information processing operate in making decision and copying behavior. In essence, the common distinction in these perspectives is between controlled vs. automatic, conscious vs. unconscious, and affective vs. cognitive modes of processing. The purpose of Berkowitz's article is to go beyond the notion of automatic processes in order to use classic notions of conditioning and displacement to explain aggressive behavior. I assert that an explanatory framework for psychology of aggression must be anchored not only in the new but also classic theoretical paradigms. However, progress in psychology does not rest solely on the accumulation of theoretical insights. It demands a large body of empirical facts, with attention to incongruities, discordances, and conceptual clarifications.