Late maturation of auditory perceptual learning

Adults can improve their performance on many perceptual tasks with training, but when does the response to training become mature? To investigate this question, we trained 11‐year‐olds, 14‐year‐olds and adults on a basic auditory task (temporal‐interval discrimination) using a multiple‐session training regimen known to be effective for adults. The adolescents all began with performance in the adult range. However, while all of the adults improved across sessions, none of the 11‐year‐olds and only half of the 14‐year‐olds did. The adolescents who failed to learn did so even though the 10‐session training regimen provided twice the number of sessions required by adults to reach asymptotic performance. Further, over the course of each session, the performance of the adults was stable but that of the adolescents, including those who learned, deteriorated. These results demonstrate that the processes that underlie perceptual learning can continue to develop well into adolescence.     

Yet another dark side of chivalry: Benevolent sexism undermines and hostile sexism motivates collective action for social change

The current research tests a model for understanding how benevolent sexism undermines, whereas hostile sexism promotes, social change. Study 1 (N = 99) and Study 2 (N = 92) demonstrate that exposing women to benevolent sexism decreases their engagement in collective action, whereas exposure to hostile sexism increases it. Both effects were mediated by gender-specific system justification and perceived advantages of being a woman. In Study 2, positive and negative affect also mediated these relationships. Results from Studies 3 and 4 (N = 68 and N = 37) support the causal chain described in the mediational models tested in Studies 1 and 2. Manipulations that increased gender-specific system justification (Study 3) and perceived advantages of being a woman (Study 4) reduced intentions to participate in collective action.     

Development of personality and the remission and onset of personality pathology

The current study used the Longitudinal Study of Personality Disorders data set (Lenzenweger, 1999) to examine the development of personality traits in the context of the remission and onset of personality disorder (PD) symptoms. Despite high levels of stability, past research on the development of basic personality traits has also found a mean trend toward increased maturity and that individuals vary in their trajectories of trait development. Research on PD change has shown a similar pattern. We employed individual growth curve modeling to examine the relationship between personality trait development and PD symptom course. We found that both are indeed related and that remission in PD symptoms is associated with patterns of trait development associated with more rapid maturity. In contrast, deviating from the mean of trait development either through no change (i.e., stagnation) or change in the opposite direction (i.e., regression) was associated with developing PD symptoms over the course of the study.     

Measuring Growth in a Longitudinal Large-Scale Assessment with a General Latent Variable Model

The aim of the research presented here is the use of extensions of longitudinal item response theory (IRT) models in the analysis and comparison of group-specific growth in large-scale assessments of educational outcomes.     

Individual differences in prejudice and associative versus rule‐based forms of transitive reasoning

Two experiments examined whether individual differences in prejudice are associated with different reasoning styles when targets and nontargets of prejudice are processed in the same context. High‐prejudice and low‐prejudice participants studied pairwise relations between four persons (one a prejudice target, three nontargets). Stereotypes were made salient by using specific ethnic names and stereotypic traits to define relations between the targets. Relations between the persons were always stereotype congruent in Experiment 1, whereas they were sometimes stereotype incongruent in Experiment 2. We examined study time, relational memory, and transitive reasoning in both experiments. The results of both experiments indicated that the high‐prejudice participants studied sets of relations presented to them faster than did the low‐prejudice participants. The high‐prejudice participants were also more likely to show impaired relational memory and reasoning about nontarget persons but no such limitations with respect to target persons. This novel evidence that prejudice might substantially impair memory and transitive reasoning processes about nontarget persons is discussed in the light of alternative theoretical frameworks in the social cognition and emotion domains. Copyright © 2011 John Wiley & Sons, Ltd.     

Evidenzbasierte Psychotherapie der Panikst?rung mit und ohne Agoraphobie

From the evidence reported in the recent guidelines [Heinrichs et al. (2009) Evidenzbasierte Leitlinie zur Psychotherapie der Panikst?rung mit und ohne Agoraphobie. Hogrefe, G?ttingen] the following conclusions can be drawn with respect to the treatment of panic disorder with or without agoraphobia, as well as for agoraphobia without panic disorder:

1. Every psychotherapy should be preceded by suitable diagnostics and a case formulation.
2. The effectiveness of every psychotherapy should be evaluated with well established measures.
3. For the treatment of panic disorder without agoraphobia, cognitive behavioral treatment (CBT) and applied relaxation have been shown to be effective (evidence grade 1).
4. For panic disorder with agoraphobia, CBT, combination treatment (CBT plus medication), as well as panic-focused psychodynamic psychotherapy in the outpatient setting have shown short-term effectiveness (evidence grade 1). Longer lasting effects have been documented for CBT (evidence grade 1).
5. For agoraphobia without panic disorder, CBT with a focus on situational exposure can be recommended (evidence grade 1).

     

Category transfer in sequential causal learning: the unbroken mechanism hypothesis

The goal of the present set of studies is to explore the boundary conditions of category transfer in causal learning. Previous research has shown that people are capable of inducing categories based on causal learning input, and they often transfer these categories to new causal learning tasks. However, occasionally learners abandon the learned categories and induce new ones. Whereas previously it has been argued that transfer is only observed with essentialist categories in which the hidden properties are causally relevant for the target effect in the transfer relation, we here propose an alternative explanation, the unbroken mechanism hypothesis. This hypothesis claims that categories are transferred from a previously learned causal relation to a new causal relation when learners assume a causal mechanism linking the two relations that is continuous and unbroken. The findings of two causal learning experiments support the unbroken mechanism hypothesis.