Hypnotic suggestibility,cognitive inhibition,and dissociation

We examined two potential correlates of hypnotic suggestibility: dissociation and cognitive inhibition. Dissociation is the foundation of two of the major theories of hypnosis and other theories commonly postulate that hypnotic responding is a result of attentional abilities (including inhibition). Participants were administered the Waterloo-Stanford Group Scale of Hypnotic Susceptibility, Form C. Under the guise of an unrelated study, 180 of these participants also completed: a version of the Dissociative Experiences Scale that is normally distributed in non-clinical populations; a latent inhibition task, a spatial negative priming task, and a memory task designed to measure negative priming. The data ruled out even moderate correlations between hypnotic suggestibility and all the measures of dissociation and cognitive inhibition overall, though they also indicated gender differences. The results are a challenge for existing theories of hypnosis.     

Ignatius of Loyola,Jonathan Edwards,and Indifference

The aim of this paper is threefold: First, I provide a brief account of Ignatian indifference as contained in the Spiritual Exercises. I distinguish between two senses of ‘indifference’ and apply them to an imaginary Regina who is faced with the decision about whether to give an inheritance to UNICEF or use the funds to finance her daughter’s college education. Second, I argue that Jonathan Edwards’s polemic, in Freedom of the Will, against Isaac Watts’s account of indifference, is open to the ‘straw man objection’ when applied to the Ignatian concept. Finally, I put forth a Kantian based critique of Ignatian indifference. I claim that while indifference is a logically consistent notion it may very well be psychologically problematic. If it is an open question whether Regina can ever know with certainty that she has acted from the pure motive of duty, then it is also an open question whether she can ‘find’ herself indifferent in the Ignatian senses of the term.     

What limits children's working memory span? Theoretical accounts and applications for scholastic development.

Explanations of working memory span in children were studied in a longitudinal follow-up of J. N. Towse, G. J. Hitch, and U. Hutton (1998). Reading span and operation span were lower when within-task retention intervals were lengthened. For each task, variation in span between test waves and age cohorts was systematically related to changes in processing speed. The two spans explained substantial shared variance in both reading and arithmetic scores, with some evidence for domain specificity. Combined span scores predicted unique variance in scholastic attainment over a 1-year interval. The authors concluded that working memory span is constrained by rapid loss of active codes and is not simply a measure of capacity for resource sharing. Working memory is also implicated in scholastic development.     

The role of attention in the relationship between inspection time and IQ in children.

This study investigated the possibility that the widely reported relationship between IQ and Inspection Time (IT) in children (e.g. Nettlebeck & Young, 1990) may derive from the involvement of various aspects of attention in both IT and psychometric ability tasks. Forty-nine participants, aged approximately 8–11 years, were given a battery of tests designed to measure different aspects of attention, the Colored Progressive Matrices (CPM) intelligence test and a visual IT test. Analysis using multiple regression indicated that, although attention predicted CPM score, IT was still a significant predictor of CPM score after age and the attention measures had been partialled out, indicating that IT scores account for a unique proportion of the variance in CPM scores. Age and IT were significantly (negatively) correlated. This correlation became non-significant once the attention measures had been removed. These results are discussed in relation to previous studies. After a consideration of a number of methodological criticisms, suggestions for further research are outlined.     

Effects of response-independent negative reinforcers on negatively reinforced key pecking

Previous research has shown that presenting response-independent positive reinforcers reduces the response rate of an operant maintained by positive reinforcement. The present experiment investigated a similar effect using shock-free time as a negative reinforcer. Brief shocks were delivered in the presence of a distinctive stimulus, and pigeon's key pecks were reinforced by the occasional presentation of a 2-minute shock-free period. Extra 2-minute shock-free periods were added independently of behavior. For each of three pigeons, response rate during shock-on periods declined with added shock-free periods; the more frequently the extra shock-free periods occurred the greater the decline in response rate. This outcome is predicted by extending the Law of Effect to include negative reinforcement.     

Confirmatory Analyses of the School Refusal Assessment Scale-Revised: Replication and Extension to a Truancy Sample

School absenteeism and school refusal behavior are prevalent and serious issues for youth, but few measures have been developed specifically for this population. The School Refusal Assessment Scale-Revised (child and parent versions) provides clinicians with a profile of the relative strength of four functions or maintaining variables regarding school refusal behavior. The scales have been previously tested largely on clinical samples in outpatient treatment settings, however. This study examined 216 youth with primary school refusal behavior and their parent/guardian referred to a community-based truancy court or truancy diversion setting for problematic absenteeism. The four-factor structure of the scales (Kearney Journal of Psychopathology and Behavioral Assessment 24:235–245, 2002a; Journal of Psychopathology and Behavioral Assessment 28:139–144, 2006) was supported via confirmatory factor analysis and specific functions were associated with specific symptom sets as predicted. The results help extend the generalizability of the scales to youths and their families who are more ethnically diverse and referred to a legal process.     

John Rogers – An Appreciation

[John Rogers retired as Editor of the BJHP in March 2011. We are delighted to publish this specially commissioned appreciation of John's work by Sarah Hutton, who has been on the Editorial Board since the founding of the journal in 1993 and who was Chair of the British Society for the History of Philosophy from 1998 to 2004. (Ed.)]     

The influence of extrafoveal emotional faces on prosaccade latencies

Across three experiments we sought to determine whether extrafoveally presented emotional faces are processed sufficiently rapidly to influence saccade programming. Two rectangular targets containing a neutral and an emotional face were presented either side of a central fixation cross. Participants made prosaccades towards an abrupt luminosity change to the border of one of the rectangles. The faces appeared 150 ms before or simultaneously with the cue. Saccades were faster towards cued rectangles containing emotional compared to neutral faces even when the rectangles were positioned 12 degrees from the fixation cross. When faces were inverted, the facilitative effect of emotion only emerged in the ?150 ms SOA condition, possibly reflecting a shift from configural to featural face processing. Together the results suggest that the human brain is highly specialized for processing emotional information and responds very rapidly to the brief presentation of expressive faces, even when these are located outside foveal vision.     

Exposure to community violence and trauma symptoms in late adolescence: comparison of a college sample and a noncollege community sample

This paper presents a comparison for two samples (college and noncollege) of older, urban African-American adolescents of correlations between two measures of exposure to community violence (victim and witness) and four types of psychological trauma symptoms (anger, anxiety, depression, and dissociation). The central issue is the generalizability of previous findings about these relationships obtained from beginning college students of traditional age. The two samples did not differ in the magnitude of either the zero-order correlations or the multiple correlations between the two types of exposure to community violence and the four types of symptoms of trauma. The conclusion is that findings regarding the relationship of exposure to community violence with psychological symptoms of trauma obtained from college students may tentatively be generalized to older adolescents who are not in college.     

Self-Presentational Motivations and Personality Differences in Self-Esteem

ABSTRACT  This article discusses the interpersonal motivations associated with different levels of self-esteem. Although self-esteem literally refers to an intrapsychic attitude, we propose that self-esteem scales often measure a self-presentational orientation. High self-esteem scores are associated with a tendency to present oneself in a self-enhancing fashion that is characterized by willingness to accept risks, focus on outstandingly good qualities, strategic ploys, and calling attention to self. Low self-esteem scores are associated with a tendency to present oneself in a self-protective fashion that is characterized by unwillingness to accept risks, focus on avoiding outstandingly bad qualities, avoidance of many strategic ploys, and reluctance to draw attention to self. Considerable evidence shows that most people rate themselves as above average on self-esteem scales; relatively few people score below any self-esteem scale's conceptual midpoint. Review of past literature yields the following conclusions: (a) Low scores on self-esteem scales are typically the result of neutral and intermediate rather than self-derogatory responses to scale items; (b) behavioral correlates of measured self-esteem sometimes depend on self-presentational variables such as audience presence; and (c) many past findings with self-esteem scales may be interpretable in self-presentational terms.