Correspondence training, prior verbal training, and control of nonverbal behavior via control of verbal behavior

The role of prior verbal training in correspondence training and later verbal control of nonverbal behavior was examined in two groups of Head Start children. One group received correspondence training without prior verbal training, the other with. Essentially no differences were found between the two sequences; thus it seems appropriate to consider the content phases (reinforcement contingent on target verbalization alone) of previous research as control procedures and not a necessary precursor to correspondence training.     

The elimination of learned helplessness deficits as a function of induced self-esteem

The efficiency of induced self-esteem in reducing various deficits caused by learned helplessness was tested in this study. Sixty undergraduate students were divided into three equal groups. The first group received uncontrollability treatment, the second received controllability treatment, and the third received no treatment. The subjects in the first two groups were asked to reduce the anxiety reaction of a confederate, as shown on an oscilloscope, by talking to him. The anxiety waves were shown on the oscilloscope and were preprogrammed so that subjects in the uncontrollability treatment group experienced lack of control over the results, while the ones in the controllability group were led to belive that they successfully controlled the changes of the confederate's anxiety. Then, half of the subjects in each of the three groups received positive feedback on their personality, while the other half received no feedback. In the last phase all subjects participated in a word recognition task using a tachistoscope operated by a combined push-button and microphone device. Response latency, number of correct identifications, and persistence in the task were recorded. In addition, the subjects completed a mood scale. The results indicate that subjects who received induced self-esteem treatment showed significantly more deficit reversal as reflected in response latency, persistence, feelings of potency, and sadness. The results are discussed in relation to (a) the assumption regarding the similarities between learned helplessness and depression, and (b) the usefulness of induced self-esteem as a form of treatment for helplessness depression.     

Instrument considerations in measuring fast eye movements

The dynamic limitations of eye movement recorders can distort the measurement of fast eye movements such as saccades and nystagmic quick phases. In this paper, the effects of the bandwidth and noise of recording methods and the problems incurred by digital sampling are discussed theoretically with respect to the measurement of peak velocity and duration of fast eye movements. As a practical example, a TV-based infrared corneal reflex system is examined and a method for calibrating it for peak velocity measurement is described.     

Some thoughts on correspondence between saying and doing

Recent research on verbal-nonverbal correspondence is evaluated, and conceptual, methodological, and applied issues regarding correspondence are addressed. Directions for research concerning the correspondence training procedure and extended applications are suggested.     

Using Prayer as an Intervention With Clients Who Are Substance Abusing and Addicted and Who Self‐Identify Personal Faith in God and Prayer as Recovery Resources

This article describes how the authors use prayer with clients who self‐identify their personal faith in God and who have used prayer as a helpful recovery agent or who believe prayer would be helpful to their personal recovery.     

Narrative and Clinical Change in Cognitive-Behavior Therapy: A Comparison of Two Recovered Cases

Psychotherapy research suggests that therapeutic change is associated with the emergence and development of innovative moments (IMs)—that is, exceptions to the problematic self-narrative that brought the client to therapy. This study compares two recovered cases of major depression, according to symptom measures, that presented contrasting profiles of evolution of IMs: one typical of successful therapy (Barbara), and another typical of unsuccessful therapy (Claudia). The core conflictual relationship theme (CCRT) was used to study narrative change independently of the innovative moments coding system (IMCS). The results suggest a high congruence between the IMCS and the CCRT profiles. Although Barbara presented changes in the IMCS and the CCRT in a similar way, Claudia's self-narratives (IMs and CCRT), despite symptom change, did not change. The results are discussed, considering the importance of narrative changes in recovery from depression and the maintenance of therapeutic gains.     

Instructed fear learning,extinction, and recall: additive effects of cognitive information on emotional learning of fear

The effects of instruction on learning of fear and safety are rarely studied. We aimed to examine the effects of cognitive information and experience on fear learning. Fourty healthy participants, randomly assigned to three groups, went through fear conditioning, extinction learning, and extinction recall with two conditioned stimuli (CS+). Information was presented about the presence or absence of conditioned stimulus–unconditioned stimulus (CS–US) contingency at different stages of the experiment. Information about the CS–US contingency prior to fear conditioning enhanced fear response and reduced extinction recall. Information about the absence of CS–US contingency promoted extinction learning and recall, while omission of this information prior to recall resulted in fear renewal. These findings indicate that contingency information can facilitate fear expression during fear learning, and can facilitate extinction learning and recall. Information seems to function as an element of the larger context in which conditioning occurs.