Attachment Change in Emotionally Focused Couple Therapy and Sexual Satisfaction Outcomes in a Two-year Follow-up Study

Emotionally focused couple therapy (EFT) is an empirically validated attachment based approach to couple therapy. From an EFT perspective, sexual functioning is viewed within the context of an attachment bond, but sexual satisfaction in EFT has not been empirically tested. We examined self-reported sexual satisfaction across 24?months in a sample of 32 couples who received an average of 21 EFT sessions. We found that sexual satisfaction increased across six time points from pre to post therapy and across follow-up (6, 12, 18, and 24?months), and that decreases in attachment avoidance from pre to post therapy predicted increases in sexual satisfaction across time. These findings provide evidence that EFT may help couples improve their sexual satisfaction by reducing attachment avoidance in therapy.     

Effects of pre-experimental knowledge on recognition memory

The influence of pre-experimental autobiographical knowledge on recognition memory was investigated using as memoranda faces that were either personally known or unknown to the participant. Under a dual process theory, such knowledge boosted both recollection- and familiarity-based recognition judgements. Under an unequal variance signal detection model, pre-experimental knowledge increased both the variance and the separation of the target and foil memory strength distributions, boosting hits and correct rejections. Thus, pre-experimental knowledge has profound effects on the multiple, interacting processes that subserve recognition memory, and likely in the neural systems that underpin them.     

Reactions to and Desire for Prognostic Testing in Choroidal Melanoma Patients

To determine if choroidal melanoma patients want cytogenetic prognostic information. Ninety-nine choroidal melanoma patients completed a questionnaire regarding their opinions about receiving prognostic information. The perceived usefulness of prognostic information was evaluated in patients who had undergone cytogenetic testing. Depressive symptoms, quality of life, and interest in supportive counseling during test receipt were assessed. Ninety-seven percent of respondents reported that they would have wanted prognostic information at the time of their treatment and 98% of respondents reported that supportive counseling should be offered when prognostic information is given. Patients who had received a more favorable prognostic result were more likely to endorse the usefulness of cytogenetic testing than were patients who had received a less favorable prognostic result. Psychological status did not vary significantly as a function of cytogenetic test result. Prognostic information was important to patients with choroidal melanoma, even in the absence of prophylactic measures which might improve prognosis.     

Surfing for sex: Studying involuntary celibacy using the internet

The Internet offers possibilities for sexuality research that could not have been imagined even a decade ago. Although Internet users are not representative of the general population, they are easily accessible, and the openness with which they discuss sensitive topics has created a tremendous and largely untapped pool of respondents for sex research. Moreover, the web provides access to populations that are largely hidden and difficult to reach using traditional methods. In this article, we explore such issues as sampling, research design, data collection and management, and the ethics of web-based research. In doing so, we review past research, investigate the advantages and disadvantages of using the Internet in sexuality studies, draw examples from our web-based study of involuntary celibacy, and recommend guidelines for future web based inquiries.     

Context and lexical access: implications of nonword interference for lexical ambiguity resolution

To eliminate potential "backward" priming effects, Glucksberg, Kreuz, and Rho (1986) introduced a variant of the cross-modal lexical priming task in which subjects made lexical decisions to nonword targets that were modeled on a word related to either the contextually biased or unbiased sense of an ambiguous word. Lexical decisions to nonwords were longer than controls only when the nonword was related to the contextually biased sense of the ambiguous word, leading Glucksberg et al. to conclude that context does constrain lexical access and that the multiple access pattern observed in previous studies was probably an artifact of backward priming. We did not find nonword interference when the nonword targets used by Glucksberg et al. were preceded by semantically related ambiguous or unambiguous word primes. However, we did replicate their sentence context results when the ambiguous words were removed from the sentences. We conclude that the interference obtained by Glucksberg et al. is due to postlexical judgements of the congruence of the sentence context and the target, not to context constraining lexical access.     

A note on some reinforcing properties of university lectures

Contingency management systems in university courses have sometimes assigned the role of reinforcing stimulus to lectures and demonstrations. Attending a lecture was made contingent upon having previously finished certain course assignments. The present paper investigated some variables that control student attendance at lectures. Attendance remained high throughout each course at those class meetings where quizzes contributing to course grades were given or where impending quizzes were discussed. Attendance at lectures over the reading assignments or over material unrelated to course quizzes rapidly declined. When students were given course credit for attending these lectures, or when the lectures included information for future quizzes, attendance increased. When attending these lectures was made contingent upon having completed certain assignments the prior week, no increase in assignment completion was noted and the attendance at the lectures decreased even further. All lectures were given during one class meeting each week. Attendance at the other class meetings during the week remained stable.