Us without them: evidence for an intragroup origin of positive in-group regard

Four experiments examined whether group formation and positive in-group regard require interaggregate comparison as the in-group-requires-an-out-group assumption of the metacontrast principle implies. The authors fostered novel social aggregates with or without a contrasting aggregate with which members could compare and varied intra-aggregate factors (interaction or interdependence). Regardless of whether interaggregate comparison was feasible, the intra-aggregate factors increased the perceived entitativity of the aggregate and positive regard toward the aggregate (i.e., social attraction and cooperation among members). Mediation analyses were consistent with the possibility that the intra-aggregate factors promoted entitativity, which in turn promoted in-group regard. These data suggest that group formation and in-group regard have intragroup origins and do not require comparison with a contrasting social aggregate.     

An islet of social ability in Asperger Syndrome: judging social attributes from faces

We asked adults with Asperger Syndrome to judge pictorial stimuli in terms of certain social stereotypes to evaluate to what extent they have access to this type of social knowledge. Sixteen adults with Asperger Syndrome and 24 controls, matched for age and intelligence, were presented with sets of faces, bodies and objects, which had to be rated on a 7-point scale in terms of trustworthiness, attractiveness, social status, and age, or, in the case of objects, price. Despite impaired performance on two important aspects of social cognition (second-order mentalizing and face recognition) the social judgements of the individuals with Asperger Syndrome were just as competent and consistent as those of their matched controls, with only one exception: there was a trend for them to be less able to judge the attractiveness of faces if they were the same sex. We explain this difference in terms of a weakness in mentalizing, specifically the ability to take a different point of view: While all other stereotypic attributions could be made from an egocentric point of view, judging the attractiveness of faces of one's own sex requires taking the perspective of someone of the opposite sex, a challenge for people with mentalizing problems. We conclude that individuals with Asperger Syndrome show preserved aspects of social knowledge, as revealed in the attribution of stereotypes to pictures of people. These findings suggest that there are dissociable subcomponents to social cognition and that not all of these are compromised in Asperger Syndrome.     

Sudden gains and outcome: a broader temporal analysis of cognitive therapy for depression

Individual Beck Depression Inventory (BDI) time courses of 38 clients receiving cognitive therapy (CT) and a modified form of CT were studied in order to investigate temporal changes during CT for depression. The primary aim was to determine if alternative methods of defining and computing gains occurring early in CT would alter the conclusions drawn in the current literature. Three types of gains were studied: sudden gains (previously studied sudden, substantial, and stable improvements in depression during 1 between-session interval after Session 2), first-session gains (occurring after first sessions), and pretreatment gains (occurring after pretreatment assessments). Positive outcomes were predicted by first-session gains and by sudden gains occurring in the first half of treatment, highlighting the importance of early change in CT for depression.     

The effect of contingent reinforcement on target variables in outpatient psychotherapy for depression: a successful and unsuccessful case using functional analytic psychotherapy

The current study investigated a behavior-analytic treatment, functional analytic psychotherapy (FAP), for outpatient depression utilizing two single-subject A/A+B designs. The baseline condition was cognitive behavioral therapy. Results demonstrated treatment success in 1 client after the addition of FAP and treatment failure in the 2nd. This study highlights the challenges in measuring treatment progress and outcome idiographically in this population.     

The role of functionality in the mental representations of engineering students: some differences in the early stages of expertise

As engineers gain experience and become experts in their domain, the structure and content of their knowledge changes. Two studies are presented that examine differences in knowledge representation among freshman and senior engineering students. The first study examines recall of mechanical devices and chunking of components, and the second examines whether seniors represent devices in a more abstract functional manner than do freshmen. The most prominent differences between these 2 groups involve their representation of the functioning of groups of electromechanical components and how these groups of components interact to produce device behavior. Seniors are better able to construct coherent representations of devices by focusing on the function of sets of components in the device. The findings from these studies highlight some ways in which the structure and content of mental representations of design knowledge differ during the early stages of expertise acquisition.     

Visual control of action without retinal optic flow

In everyday life, the optic flow associated with the performance of complex actions, like walking through a field of obstacles and catching a ball, entails retinal flow with motion energy (first-order motion). We report the results of four complex action tasks performed in virtual environments without any retinal motion energy. Specifically, we used dynamic random-dot stereograms with single-frame lifetimes (cyclopean stimuli) such that in neither eye was there retinal motion energy or other monocular information about the actions being performed. Performance on the four tasks with the cyclopean stimuli was comparable to performance with luminance stimuli, which do provide retinal optic flow. The near equivalence of the two types of stimuli indicates that if optic flow is involved in the control of action, it is not tied to first-order retinal motion.     

Children's understanding of reputations

In the present study, the authors investigated age differences in children's understanding (a) that a person's behavior may contribute to the formation of a shared opinion within the peer group and (b) that origins of a reputation can be direct or indirect. The authors read stories in which a target character engaged in either prosocial or antisocial interactions with peers to children in kindergarten, 2nd, and 4th grade. They then asked the children to judge how various peers viewed the target character. Children's explanations indicated that children in all of those age groups understood that firsthand experience influenced peers' opinions, and by 2nd grade, children understood that indirect experience or gossip also might have contributed to an individual's reputation.     

Perception of heading without retinal optic flow

How do we determine where we are heading during visually controlled locomotion? Psychophysical research has shown that humans are quite good at judging their travel direction, or heading, from retinal optic flow. Here we show that retinal optic flow is sufficient, but not necessary, for determining heading. By using a purely cyclopean stimulus (random dot cinematogram), we demonstrate heading perception without retinal optic flow. We also show that heading judgments are equally accurate for the cyclopean stimulus and a conventional optic flow stimulus, when the two are matched for motion visibility. The human visual system thus demonstrates flexible, robust use of available visual cues for perceiving heading direction.