Memory of imagined actions: Imagining oneself or another person

Summary In two experiments, three modes of action encoding were compared: overt enactment, self-imagination, and imagination of another person performing the actions. Overt enactment and imagining self-performance of an action are mainly assumed to involve motor-kinesthetic representations, whereas imagining another person is thought to place more demands on the visual representational system. Previous paired-associate learning data on memory of action verbs showed that motor-kinesthetic imagery hinders pair integration, but that pair integration is facilitated by visual imagery. The comparison of free and cued recall of actions learned from lists of concrete nouns supports the assumption that the representational properties of overt enactment and self-imagination differ from those involved in the imagining of another person.     

Pair-relational encoding of performed nouns and verbs

Summary Subjects had to learn lists of noun pairs and verb pairs. They were informed in advance about the test types and were tested for free recall (FR) and cued recall (CR). Three classes of encoding instructions were used: standard learning instructions, item-specific enactment instructions (to perform the denoted action of the verb or a typical action for the noun, and to do the same plus finding separate goals for the two elements of each pair), and enactment instructions that were completed by explicit instructions to integrate the word pairs (find a common goal, and find a common goal plus rating your success). There was no effect of encoding instructions on FR of nouns. There was a better FR under all enactment instructions than under standard instructions for verbs. CR decreased after item-specific enactment instructions, in contrast with standard learning instructions, but more for nouns than for verbs. CR increased after the instructions to integrate the pairs, in contrast with item-specific enactment instructions, but more for nouns than for verbs. It was concluded that enactment provides excellent item-specific information that can hardly be enhanced further, and that the item-specific information provided by concrete nouns is fundamentally good and is difficult to enhance by enactment. It is further assumed that enactment not only provides excellent item-specific information, but also hinders pair integration. Therefore, CR decreases after enactment. This decrease can only be overcome when subjects actively try to integrate the word pairs.     

Honoring the Bios in Lutheran Bioethics

Abstract:  A Lutheran bioethic honors the body by being anti‐Gnostic (and finding moral wisdom in the body's limits), by being anti‐Pelagian (and requiring the reshaping of our disordered desires), and by being anti‐Sadducean (in affirming that the new creation, though continuous with and fulfilling the old, also transforms and perfects it in ways that go beyond the earthly life we know). Such an approach to bioethics is illustrated here through discussion of the way in which new reproductive technologies may distort our understanding of the relation between the generations, thereby losing sight of the bios in bioethics.     

Accounting for HIV Risk Among Men on Methadone

This study explores accounts and reasons for engaging in HIV risk-taking behaviors reported by heterosexual men in methadone treatment programs in the Harlem section of New York City. A convenience sample of 62 men who reported having abused their female partners in the past 12 months participated in 10 focus groups. Data analysis revealed four types of HIV risky accounts, which we labeled nihilistic, hedonistic, fatalistic, and normative. The accounts were rarely found in isolation, but were delivered in rich “performative” constellations. We conclude that normative accounts in particular have important implications for HIV prevention. They show that the (hetero)sexual act is interactive “hard work” to say the least, and condoms have no role interrupting it. In the end, the risks of losing masculine face before a female partner are very much prioritized over long-run HIV risks.     

You can do it if you really try: The effects of motivation on thinking for pleasure

People find it difficult to enjoy their own thoughts when asked to do so, but what happens when they are asked to think about whatever they want? Do they find thinking more or less enjoyable? In the present studies, we show that people are more successful in enjoying their thoughts when instructed to do so. We present evidence in support of four reasons why this is: without instructions people do not realize how enjoyable it will be to think for pleasure, they do not realize how personally meaningful it will be to do so, they believe that thinking for pleasure will be effortful, and they believe it would be more worthwhile to engage in planning than to try to enjoy their thoughts. We discuss the practical implications of thinking for pleasure for promoting alternatives to the use of technology.     

Pro Patria: An Essay on Patriotism

This essay focuses on what patriotism is, as opposed to the value of patriotism. It focuses further on the basic patriotic motive: one acts with this motive if one acts on behalf of one’s country as such. I first argue that pre-theoretically the basic patriotic motive is sufficient to make an act patriotic from a motivational point of view. In particular the agent need not ascribe virtues or achievements to his country nor need he feel towards it the emotions characteristic of love. Why should one ever act on behalf of one’s country as such, if one does not particularly admire it or feel a special affection for it? In answer to this question I offer a further articulation of the basic patriotic motive, invoking a particular understanding of what it is to be the member of a political society. Building on this articulation I then consider how one might characterize a patriotic act, a patriotic person, and the relationship of patriotism and pride.     

Therapeutic factors in a systemic multi-family group treatment for major depression: patients' and partners' perspectives

This study investigated helpful and disturbing factors in multi-family groups with hospitalized, depressed patients and their family members. Both patients and their partners reported the occurrence of different therapeutic factors such as the cohesion of the group, different observational processes, and guidance from the therapist. The frequency of the therapeutic factors seemed to increase for both the patients and their partners as the group sessions progressed and several differences in reported therapeutic factors were found between the patients and their partners. A number of therapeutic factors such as modelling and guidance from the therapist were found to be related with improvement of depressive symptoms of the patient. The results help to provide some insight into which processes are important in multi-family group therapy for depression.     

Field on the Normative Role of Logic

Harman (1986) asserts that logic is neither a normative nor a psychological theory and, although immediate implication and inconsistency may play a role in reasoning, there is nothing special about logic in this connection. Field (2009) purports to reject these claims but actually accepts them and concludes that, because of the semantic paradoxes, logic is 'somehow connected to norms of thought'. A real non sequitur!     

Age-related changes in contextual associative learning

The hippocampus plays a critical role in processing contextual information. Although age-related changes in the hippocampus are well documented in humans, nonhuman primates, and rodents, few studies have examined contextual learning deficits in old rats. The present study investigated age-related differences in contextual associative learning in young (6 mo) and old (24 mo) rats using olfactory stimuli. Stimuli consisted of common odors mixed in sand and placed in clear plastic cups. Testing was conducted in two boxes that represented two different contexts (Context 1 and Context 2). The contexts varied based on environmental features of the box such as color (black vs. white), visual cues on the walls of the box, and flooring texture. Each rat was simultaneously presented with two cups, one filled with Odor A and one filled with Odor B in each context. In Context 1, the rat received a food reward for digging in the cup containing Odor A, but did not receive a food reward for digging in the cup containing Odor B. In Context 2, the rat was rewarded for digging in the cup containing Odor B, but did receive a reward for digging in the cup containing Odor A. Therefore, the rat learned to associate Context 1 with Odor A and Context 2 with Odor B. The rat was tested for eight days using the same odor problem throughout all days of testing. The results showed no significant difference between young and old rats on the first two days of testing; however, young rats significantly outperformed old rats on Day 3. Young rats continued to maintain superior performance compared to old rats on Days 4-8. The results suggest that aging results in functional impairments in brain regions that support memory for associations between specific cues and their respective context.