The Social Phobia and Anxiety Inventory: Reliability and Validity in an Adolescent Spanish Population

The objective of this study is to examine the factor structure and psychometric properties of the SPAI in a sample of adolescent Spaniards. The results obtained support the use of the correlated two-factor SPAI subscales and indicate high coefficient alpha values for the SPAI subscales. The results provide support for the use of the SPAI in an adolescent population in a non-English-speaking country. Both exploratory and confirmatory factor analyses of the Social Phobia subscale showed a four-factor structure, instead of a five-factor dimension, as suggested by previous studies. Effects for gender and age and gender interaction were found. Limitations and suggestions for future research are discussed.     

Distributed Control in Rapid Sequential Aiming Responses

The preparation and on-line control of short, rapid sequential aiming responses were studied in 3 experiments. Participants (N = 12 in Experiments 1 and 2, and 20 in Experiment 3) produced 3-segment responses (a) within self-initiation, simple reaction time (RT), and choice RT paradigms (Experiment 1); (b) without visual feedback under self-initiation conditions (Experiment 2); and (c) with and without visual feedback under simple RT conditions (Experiment 3). In all conditions in which participants initiated movement in response to an external imperative signal, the 2nd response segment was performed consistently slower than preceding and succeeding response segments. That pattern of segmental movement times was found whether or not visual feedback was available but was not evident when participants self-initiated their responses with or without visual feedback. The findings rule out the possibility that subjects' use of visual feedback is responsible for the slowing of the 2nd response segment under RT conditions and suggest that the programming of rapid sequential aiming responses can be distributed in pre- and postinitiation intervals.     

Heidegger on desire

In this article is presented a reading of Heidegger in relation to the conception of desire, and its relation to various terms he uses frequently. I argue that the genesis of desire lies in the gap between the fullness of possibility and the poverty of actualization; that inauthentic desire aims at presence, possession, actualization (always insufficient); and that authentic desire aims at the conservation of the possibility-character of being. I also pay attention to the temporality of desire; to the analogy between Kant's emphasis on respect for the law one has freely postulated and Heidegger's emphasis on Dasein's subjection to the possibilities it projects; to possibility as original abundance; and, in principle, to the turning in which desire is evoked in the event of granting, rather than simply produced in the act of projection. Special attention is paid on the German word 'Verlangen', which is related etymologically to the English 'long for', which stands for wanting something very much. But the word is also connected to the word 'long' which is important to get a grip on the notion of desire in Heidegger.     

Conditioned reinforcement: Neglected or outmoded explanatory construct?

The construct of conditioned reinforcement has been challenged over the past two decades, both as an adequate explanation of behavior in various situations (e.g., behavioral chains) in which it was previously regarded as crucial and in terms of the validity of the concept of conditioned value on which it is based. Recent research is reviewed that answers these criticisms and vindicates the importance of the construct. Also discussed are unanswered empirical issues regarding the concept and its implications for behavioral phenomena of major importance for general-process learning theory, such as autoshaping and imprinting.     

Contingency theory and the effect of the duration of signals for noncontingent reinforcement

Rats learned to approach a light that signaled food when food occurred only after the signal, but did not approach the light when food was equally probable regardless of the signal. When food unpaired with the light was preceded by a 5-sec noise, little learning was evident as well, but when the unpaired food was preceded by a 15-sec noise, approach to the light conditioned stimulus readily occurred. These effects of signal duration are similar to those previously obtained with the effect of free food on free-operant behavior and challenge existing theories of contingency effects in Pavlovian conditioning.     

Hemispheric dominance in schizophrenics as determined on extrapyramidal side effects of neuroleptics

Phenomena observed during treatment with neuroleptics were clinically measured in an attempt to determine the difference in vulnerability of the two hemispheres and the relation between this difference and schizophrenic diseases. In the group of systematic schizophrenias the increase in tonus was significantly higher in the dominant hemisphere. This finding is considered a verification of the nosological hypothesis of schizophrenias.     

The hippocampus and stress induced 17-OHCS elevations

The physiologic contribution of the limbic brain to emotionally induced stress is still poorly understood. The present study is designed to more specifically evaluate the role of the hippocampus in stress induced plasma 17-OHCS elevations. The conditional reflex to a sequential presentation of tone and shock was used as the stress agent in adult mongrel dogs. Plasma 17-OHCS levels were determined by the Porter-Silber method. Control and stress levels of 17-OHCS were determined before and after unilateral (left) hippocampectomy, and subsequent contralateral (right) hippocampectomy. A unilateral posterior hippocampal lesion partially attenuated (20%) the normal 17-OHCS stress response. In contrast to unilateral lesions, equivalent bilateral posterior hippocampal lesions abolished the normal 17-OHCS stress response. These observations support the thesis that the elevated 17-OHCS levels in response to the conditioning paradigm is dependent on the hippocampus. Furthermore, it is dependent upon the continuity of the hippocampal circuit and not upon the volumetric steroid binding capacity of the hippocampus. These studies also suggest that a unilaterally functioning hippocampus may be adequate to meet the physiologic needs of stress, as reflected by the 17-OHCS response. Presented at the 1978 meeting of the Pavlovian Society, St. Petersburg, Florida.     

Classical and connectionist models: Levels of description

To begin, I introduce an analysis of interlevel relations that allows us to offer an initial characterization of the debate about the way classical and connectionist models relate. Subsequently, I examine a compatibility thesis and a conditional claim on this issue. With respect to the compatibility thesis, I argue that, even if classical and connectionist models are not necessarily incompatible, the emergence of the latter seems to undermine the best arguments for the Language of Thought Hypothesis, which is essential to the former. I attack the conditional claim of connectionism to eliminativism, presented by Ramsey et al. (1990), by discrediting their discrete characterization of common-sense psychological explanations and pointing to the presence of a moderate holistic constraint. Finally, I conclude that neither of the arguments considered excludes the possibility of viewing connectionist models as forming a part of a representational theory of cognition that dispenses with the Language of Thought Hypothesis.     

Alcohol-related knowledge and attitudes in people with a mild learning disability – the effects of a ‘sensible drinking’ group

Alcohol-related knowledge and attitudes in people with a mild learning disability, who were either living, or being prepared to live, in relatively independent conditions in the community, were assessed through a structured interview format. Compared with non-learning-disabled teenagers, adults and a hospitalized patient sample, alcohol-related knowledge in the people with a learning disability was found to be significantly poorer, alcohol was reported as having particularly negative effects and susceptibility to social pressure to drink alcohol was greater. A ‘sensible drinking’ group, taking a social skills and influences approach to alcohol education, was conducted with a subgroup of the individuals with a learning disability. The group format and methods, including in vivo sessions in a public house, are described. Follow-up evaluations suggested some significant positive changes in knowledge, attitudes and sensible drinking skills. It is concluded that this population, which is increasingly living, or being moved into, independent conditions in the community, is at least as vulnerable to social influences on alcohol use and abuse as are young people. As with young people, the usefulness of making available such alcohol-education programmes as described in this study, is discussed.     

An introduction to the cognitive therapy of evaluation-[1]

This paper introduces a new cognitive therapy which is evolving from the theoretical background of general semantics theory. This therapy is being tested since 1985 with several samples, the results being favorable and promising. Nevertheless, only its theoretical rational and clinical background will be introduced. Subsequently, the cognitive therapy of evaluation will be defined, and its main therapeutic ingredients described; finally, its differences and similarities with current cognitive therapies will be highlighted.