Orientation-specific aftereffects to mentally generated lines

After staring at a pattern of tilted lines, subsequent lines appear to be tilted in the opposite direction (direct tilt aftereffect, TAE). In a previous fMRI study we have demonstrated a direct TAE solely induced by the mental imagination accompanied by adaptation of orientation-selective neurons located in the extrastriate cortex, supporting the assumption of a perception-like coding of mental images. In this study we enlarge and specify the evidence for a perception-like coding of orientation-imagination. First, we replicated the previously detected direct TAE induced by line imagination with altered design-variations to control possible perceptual task confounds. Second, we tried to induce two other orientation-specific aftereffects: indirect TAE and contrast-threshold elevation aftereffect by mental imagery. The results replicate a robust direct TAE by mental imagery and by visual stimulation, with no influence of attentional resource allocation or perceptual task confounds. We could not induce an indirect TAE, but observed a perception bias in the opposite direction of the indirect TAE. The mental imagery of lines induced no orientation-selective contrast-threshold elevation aftereffect. In general, mental imagery seems to influence visual perception, indicating that perceptual resources are used by mental imagery. However, the utilisation of visual resources seems to be somewhat different from utilisation by perception.     

Moral development, executive functioning, peak experiences and brain patterns in professional and amateur classical musicians: interpreted in light of a Unified Theory of Performance

This study compared professional and amateur classical musicians matched for age, gender, and education on reaction times during the Stroop color-word test, brainwaves during an auditory ERP task and during paired reaction-time tasks, responses on the Gibbs Sociomoral Reflection questionnaire, and self-reported frequencies of peak experiences. Professional musicians were characterized by: (1) lower color-word interference effects (Stroop task), (2) faster categorization of rare expected stimuli (P3b), and a trend for faster processing of rare unexpected stimuli (P3a), (3) higher scores on the Sociomoral Reflection questionnaire, and (4) more frequent peak experiences during rest, tasks, and sleep. Both groups had high values on the Brain Integration Scale. These findings are interpreted in light of a Unified Theory of Performance, which posits that effectiveness in any area is influenced by one’s level of mind-brain development—emotional, cognitive, moral, ego and cortical development—with higher mind-brain development supporting greater effectiveness in any domain.     

Berufliche Leistungsfähigkeit

In different fields of law the assessment of capability of performance is important and often poses a particular challenge for medical or psychological experts. The present article introduces a model for the assessment of capability of performance developed on the background of a multicenter and interdisciplinary research project. This approach of assessment assumes that the performance capability of a person with psychiatric or psychosomatic disorders does not arise from symptomatology alone; instead, it is also a consequence of interactions between coping processes of the individual and environmental factors. The presented model of the assessment of performance capability is mainly oriented to the “International Classification of Functioning” (ICF; WHO) whose central diagnostic categories are, in addition to the disorder and the somatic and psychiatric functions, the levels of activity and participation. The different assessing levels are operationalized in the assessment model. In this article the various diagnostic levels and their interactions and the criteria which have been formulated are described. The process of decision-making is explored as well. This assessment model aims to make a more reliable, valid and transparent process of expert decision-making in order to increase the objectivity and justice of the assessment procedure.     

Begutachtung von Traumatisierungen

The assessment of trauma related-disorders belongs to the most controversial and medically as well as juridically most broadly discussed fields. Accordingly, the juridical basis and clinical implications are presented and discussed. In doing so, among other things the principles of the causality judgement, the damage-related factors and those damage-independent factors which have to be considered are described. They are discussed in the context of social-juridical and insurance-juridical contexts. Some specific features of the clinical investigation situation are shown.     

Comparing elemental and configural associative theories in human causal learning: a case for attention

In two causal learning experiments with human participants, the authors compared various associative theories that assumed either elemental (unique cue, modified unique cue, replaced elements model, and Harris' model) or configural processing of stimuli (Pearce's theory and a modification of it). The authors used modified patterning problems initially suggested by Redhead and Pearce (1995). Predictions for all theories were generated by computer simulations. Both configural theories and the unique cue approach failed to account for the observations. The replaced elements model was able to account for part of the data, but only if the replacement parameters could vary across discrimination problems. The Harris model and the modified unique cue approach, assuming that the salience of stimuli decreases with an increasing number of stimuli in a compound, successfully accounted for all of our data. This success implies that attentional factors should be explicitly taken into account in associative learning theory.     

Dissociations among ABA, ABC, and AAB recovery effects

In a human predictive learning experiment, the strengths of ABA, ABC, and AAB recovery effects after discrimination reversal learning were compared. Initially, a discrimination between two stimuli (X+, Y−) was trained in Context A. During Phase 2, participants received discrimination reversal training (X−, Y+) either in Context A (Group AAB) or in Context B (Group ABA, Group ABC). Testing occurred in the reversal context and in a neutral context (Group AAB, Group ABC) or in the reversal context and in the acquisition context (Group ABA). Recovery effects were similar in ABA and ABC procedures, whereas no AAB recovery effect occurred. Furthermore, the rate of discrimination reversal learning during Phase 2 was unaffected by whether training was conducted in the same or in a different context as initial learning. Results indicate that contextual stimuli are processed before interfering information is presented. These representations, however, do not acquire the ability to control performance.     

Cognitive processes in dissociation: an analysis of core theoretical assumptions

Dissociation is typically defined as the lack of normal integration of thoughts, feelings, and experiences into consciousness and memory. The present article critically evaluates the research literature on cognitive processes in dissociation. The authors' review indicates that dissociation is characterized by subtle deficits in neuropsychological performance (e.g., heightened distractibility). Some of the cognitive phenomena (e.g., weakened cognitive inhibition) associated with dissociation appear to be dependent on the emotional or attentional context. Contrary to a widespread assumption in the clinical literature, dissociation does not appear to be related to avoidant information processing. Rather, it is associated with an enhanced propensity toward pseudo-memories, possibly mediated by heightened levels of interrogative suggestibility, fantasy proneness, and cognitive failures. Evidence for a link between dissociation and either memory fragmentation or early trauma based on objective measures is conspicuously lacking. The authors identify a variety of methodological issues and discrepancies that make it difficult to articulate a comprehensive framework for cognitive mechanisms in dissociation. The authors conclude with a discussion of research domains (e.g., sleep-related experiences, drug-related dissociation) that promise to advance our understanding of cognition and dissociation.     

Rapid-REM: A MATLAB simulator of the replaced-elements model

A recent proposal for an elemental account of associative learning phenomena is the replaced-elements model (REM) put forward by Wagner (2003). Although the ideas underlying this model are comparatively simple, implementation of the model is rather complex. In this article, we present Rapid-REM, a MATLAB simulator of Wagner's model. Rapid-REM features a graphical user interface for manipulating all essential parameter values and for control of the simulation process, graphical visualization of the simulation course and the results, and the alternative possibility of simulating the replaced-elements model as it was originally proposed (Wagner & Brandon, 2001). Rapid-REM is available free of charge from www.staff.uni-marburg.de/(tilde)lachnit/Rapid-REM/. This simulator makes it easy to derive predictions for REM and evaluate them, and it will therefore facilitate insights into the mechanisms of associative learning.     

Studienbezogene Belastungen, Lebensqualität und Beziehungserleben bei Medizinstudenten

In a cross-sectional study of medical students we examined educational strains, health feeling, and relationship patterns. Work stress was measured using the questionnaire by Jurkat et al., health-related quality of life was measured using the Short Form- (SF-)36 Health Survey, and relationship patterns to the partner as well as to a friend were mapped using“Beziehungsmusterfragebogen“ (BeMus). Study stress was assessed as being high by 60% of the students. Consequently, 39% had not enough time for their partners und 29% had no time for own interests. The mental health averaged significantly below the norm. A high workload and discontent correlated with aggressiveness, especially in the partnership, whereas loving care towards the partner or friend correlated with a high level of satisfaction and a lower strain level. Therefore, an improvement of psychosocial competence in medical students as well as a practice-oriented preparation for the profession is needed.