Selective attention and stimulus-reinforcer interactions in the pigeon

The study supplies further evidence that non-associative effects and temporal-spatial similarities between certain combinations of cue and consequence cannot explain all instances of stimulus-reinforcer interactions. Pigeons were trained to press a treadle in the presence of a discriminative compound stimulus either to avoid shock or to obtain a food reinforcer. The compound stimulus was composed of diffuse tone and light cues which had identical temporal patterns of onset, duration and offset. With the avoidance schedule the auditory cue acquired more control than the visual cue; however, when food was the reinforcer, the visual cue exerted more control. This pattern of stimulus control on the appetitive schedule did not change if random shocks were also added, even though these shocks were equal in density to the food presentations and equal in magnitude to those used for the avoidance schedule. Other changes in the appetitive procedure, such as making the tone spatially contiguous with food and removing the light in the food hopper, also failed to alter the relative control by the different cues. Prior training with a food reinforcer did not produce any change in the relative control by the two cues when the birds were retrained on the shock-avoidance schedule. The results suggest that some frequently stated alternatives to selective associability are not adequate explanations of this instance of a stimulus-reinforcer interaction.     

Successive negative contrast in one-way avoidance learning in rats

In three experiments, successive negative contrast was examined in one-way avoidance learning. Reward magnitude in first (pre-shift) and second (post-shift) phases was manipulated by time spent in the safe compartment. Experiment 1 demonstrated that when time in the danger compartment was held constant, a group shifted from a large reward--30 sec spent in the safe compartment--to a small reward--1 sec--showed poor performance and longer response latency than a group conditioned with the small reward in both phases. Experiment 2 replicated this effect with a less intense shock and also demonstrated that a group shifted from large to small reward performed more poorly than a group exposed to large reward--30 sec--in both phases. Finally, Experiment 3 showed that changes in intertrial interval, defined as total time spent in the safe compartment and the danger compartment before the onset of the warning signal, were not responsible for this contrast effect. These results suggest that time spent in a safe place can act as appetitive incentive during one-way avoidance learning.     

Book reviews

Arnold, M. Memory and the brain. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1984. Pp. 532. ISBN 0-89859-290-9. £47.90.

Green, T. R. G., Payne, S. P. and van der Veer, G. C. (Eds.). The psychology of computer use.. London: Academic Press. 1983. Pp. 225. ISBN 0-12-2974204. $9.50.

Stunkard, A. J. and Stellar, E. (Eds.). Eating and its disorders. New York: Raven Press. 1984. Pp. 302. ISBN 0-89004-891-6. $58.50.

Spillmann, L. and Wooten, B. R. (Eds.) Sensory experience, adaptation, and perception: Festschrift for Zero Kohler. Hillsdale, N. J.: Lawrence Erlbaum Associates. 1984. Pp. xxvii + 748. ISBN 0 8985-3-218-6. £70.85.

Geschwind, N. and Galaburda, A. M. (Eds.)Cerebral dominance: The biological foundations. Cambridge, Mass.: Harvard University Press. 1984. Pp. 232. ISBN 0-674-10658-X. £24.35.

Annett, M. Left, right, hand and brain: The right shift theory. 1985. London and Hillsdale, N. J.: Lawrence Erlbaum Associates. Pp. xiii + 474. ISBN 0-86377418-5 £29.95.

Ericsson, K. A. and Simon, H. A. Protocol analysis: Verbal reports as data. Cambridge, Mass.: The M.I.T. Press. 1984. Pp. 426. ISBN 0-262-05029-3. £28.95.     

Loving and angry? Happy and sad? Understanding and reporting of mixed emotions in mother–child relationships by 6‐ to 12‐year‐olds

The Evaluative Space Model of emotions allows for the coactivation of positive‐appetitive and negative‐avoidant systems, but few studies have examined mixed emotions in child development. Existing research suggests children's understanding of opposite valence emotion combinations emerges by approximately 11 years of age. However, it is not yet clear whether various opposite valence combinations are understood at different ages, nor whether children can understand them in others before they have experienced such mixed emotions themselves. Semi‐structured interviews with 97 children investigated whether they regarded six combinations of opposite valence mixed emotions as possible, could provide reasons for them, and report their own experience of each in the context of mother–child relationships. Both understanding that such combinations are possible and ability to provide reasons for them increased after age 6 and up to age 11, but were still incomplete in 12‐year‐olds. Understanding of different opposite valence combinations developed at different rates. At each age, fewer children who showed understanding of these combinations in others reported having had a similar experience themselves. The findings suggest a need to systematically examine a range of mixed emotions in order to develop a comprehensive theory of the development of mixed emotion understanding. They also suggest extending research into adolescence.