The effect of reward on orienting and reorienting in exogenous cuing

It is thought that reward-induced motivation influences perceptual, attentional, and cognitive control processes to facilitate behavioral performance. In this study, we investigated the effect of reward-induced motivation on exogenous attention orienting and inhibition of return (IOR). Attention was captured by peripheral onset cues that were nonpredictive for the target location. Participants performed a target discrimination task at short (170 ms) and long (960 ms) cue–target stimulus onset asynchronies. Reward-induced motivation was manipulated by exposing participants to low- and high-reward blocks. Typical cue facilitation effects on initial orienting were observed for both the low- and high-reward conditions. However, IOR was found only for the high-reward condition. This indicates that reward-induced motivation has a clear effect on reorienting and inhibitory processes following the initial capture of attention, but not on initial exogenous orienting that is considered to be exclusively automatic and stimulus-driven. We suggest that initial orienting is completely data-driven, not affected by top-down motivational processes, while reorienting and the accompanying IOR effect involve motivational top-down processes. To support this, we showed that reward-induced motivational processes and top-down control processes co-act in order to improve behavioral performance: High-reward-induced motivation caused an increase in top-down cognitive control, as signified by posterror slowing. Moreover, we show that personality trait propensity to reward-driven behavior (BAS-Drive scale) was related to reward-triggered behavioral changes in top-down reorienting, but not to changes in automatic orienting.     

Der Fall Ludwig Tessnow (1872–1939)

The journeyman carpenter Ludwig Tessnow was sentenced to death for four murders by the Greifswald jury court in 1902. The death sentence was upheld during the retrial in 1906 but was later commuted to life imprisonment. According to the unanimous opinion of psychiatric experts Tessnow committed the crimes while in a state of mental incompetence caused by epileptic twilight states. The court, however, ignored this mitigating circumstance in its decision-making process. Seen from a historical perspective, the case is of forensic psychiatric interest because this criminal trial clearly shows the conflicts in competence which arose in the nineteenth century between judges and medical experts when mental competence had to be assessed. It also allows some insight into how mentally ill offenders were dealt with at the beginning of the twentieth century when the influence of public opinion was (and still is) a noteworthy element of prejudgement which was additionally consolidated by the established system of jury courts. The Tessnow case reveals by way of example the usual practice of official consignment of mentally disordered offenders to hospitals at the end of the nineteenth century until the Nazi era. New particulars of the Tessnow findings adequately verified that Tessnow had not been executed in the Greifswald prison as mistakenly believed. It could be proved that Ludwig Tessnow was admitted to the LandesheilanstaltStralsund (state mental hospital in Stralsund) where he became a victim of the Nazi euthanasia program.     

Research-Based Knowledge in Psychology: What,if Anything,is Its Incremental Value to the Practitioner?

This essay reflects an ongoing dialogue between a clinician versed in mainstream psychological research and theory, and a social psychologist with experience both as a researcher and contributor to applied undertakings in various domains about the “incremental value” of research-based knowledge—that is, its value beyond that provided by the other sources of knowledge available to the practitioner. These sources include knowledge about the needs and coping strategies of all human beings, as well as knowledge both about the specific life circumstances of those one is seeking to help, and knowledge about language and culture. Examples from the clinical practice of the first author are offered, coupled with in-principle arguments about the underspecified and contingent nature of research-based generalizations. By way of rebuttal, examples of arguably useful findings are provided by the second author—especially findings that serve as correctives to biases in lay psychology (notably unwarranted “dispositionism”) and to widespread shortcomings in judgment and decision-making (particularly, Kahneman and Tversky’s work on “prospect theory” ). Both authors agree on the value of a “bricoleur” treatment strategy that relies on careful attention to the specifics of the case at hand and avoids one-size-fits-all applications of theory and prior research, and both agree that research-based findings are more useful in predicting behavior and designing intervention strategies that apply to groups and large samples of individuals rather than single actors. A concluding discussion focuses on necessary criteria and strategies for increasing the usefulness of laboratory and field research for the practitioner.     

Changing dominance in mixed profession groups: putting theory into practice

An extended professional identity theory is proposed to enhance interprofessional collaboration. The purpose of this study is to investigate whether comparative feedback on interprofessional interaction can decrease the degree of profession-based dominance and general dominance in mixed profession groups. This observational study comprised a randomized double-blind pretest-posttest control group design with 19 mixed profession groups (10 intervention and nine control groups, each with three dental and three dental hygiene students). All groups received reflective feedback during two consecutive two hour team development meetings. Intervention groups also received comparative feedback. Profession-based dominance concerned the sum of three observation items (conversational turn-taking, dominance and contributing ideas) with a three-point scale: ?1 = dental dominance, 0 = no dominance, +1 = dental hygiene dominance. Polychoric correlations confirmed positive associations with the latent trait and an unidimensional underlying structure. Observation items were internally consistent (α > .70). General dominance concerned the sum of absolute values of observation items with a minimum value of zero (no dominance) and the maximum value of three (strong dominance). A two-way factorial ANOVA was performed. The results revealed a significant interaction effect with regard to general dominance, F(1,17) = 6.630, p = 0.020 and large effect size (partial eta squared = 0.28). Comparative feedback on interprofessional interaction decreases general dominance in mixed profession groups.     

Topic-focused analysis in a case of integrative psychotherapy with a father fearing his own anger

Even though evidence-based knowledge is considered the foundation of clinical practice, many clinicians question the clinical relevance of published research. Clinicians increasingly define themselves as having an integrative stance, in contrast to the tendency for most research to be based on clearly defined psychotherapies. Qualitative single case studies make it possible to generate knowledge about what actually occurs in integrative therapy. Topic change process analysis (TCPA) is used in the analysis of brief integrative therapy conducted by a very experienced psychotherapist drawing on a complex variety of therapeutic approaches. The client was a man in his late thirties, worrying about his strong anger, particularly related to one of his children. Analysis of topic areas, topic shifts, response patterns within topics and changes in perspective made it possible to identify key processes and key patterns of the therapy which resulted in a very positive outcome for the client. Implications of these findings for practice, and future research, are discussed.     

Adaptive memory: Is the animacy effect on memory due to emotional arousal?

Animate entities are often better remembered than inanimate ones. The proximal mechanisms underlying this animacy effect on recall are unclear. In two experiments, we tested whether the animacy effect is due to emotional arousal. Experiment 1 revealed that translations of the animate words used in the pioneering study of Nairne et al. (Psychological science, 24, 2099–2105, 2013) were perceived as being more arousing than translations of the inanimate words, suggesting that animacy might have been confounded with arousal in previous studies. In Experiment 2, new word lists were created in which the animate and inanimate words were matched on arousal (amongst several other dimensions), and participants were required to reproduce the animate and inanimate words in a free recall task. There was a tendency towards better memory for arousing items, but robust animacy effects were obtained even though animate and inanimate words were matched on arousal. Thus, while arousal may contribute to the animacy effect when it is not carefully controlled for, it cannot explain the memory advantage of animate items.     

Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: a path analysis

In less meritocratic educational systems, teachers’ decision-making processes and their perceptions of pupils are essential for the practice of pupils’ allocation at transitory moments. The present study investigated how perceptions held by teachers impact upon teacher track recommendations regarding pupils’ enrolment in secondary education in Flanders. By means of structural equation modelling, we studied the hypothesised impact of pupils’ cognitive (i.e. maths skills, language skills and technical skills) and non-cognitive (i.e. school-appropriate behaviours and personal-social behaviours) attributes and of teacher–pupil relationships, as perceived by the teachers. Additionally, we addressed the hypothesised (mediated) impact of perceived parental involvement in education and parents’ socio-economic status (SES) and ethnicity, as social and cultural parental background characteristics. Results show that teacher track recommendations are best directly predicted by pupils’ perceived maths skills. Also pupils’ perceived school-appropriate behaviours and parents’ SES substantially and directly predict teacher track recommendations. Teacher track recommendations are further indirectly affected by perceived parental involvement in education, parents’ SES and parents’ ethnicity.     

Trust in alternative and professional media: The case of the youth news audiences in three European countries

Abstract

This exploratory paper applying cross-cultural and developmental perspective analyses and discusses trust in alternative media and its relation to trust in professional media, seeking to identify the national specifics of media trust and its developmental patterns. Employing 2016 survey data of Czech, Estonian and Greek youth (aged 14–25, N = 3654) collected as part of the international CATCH-EyoU project (Horizon 2020), the study outlines the typology of media trust, comprising trust in alternative and professional media, and compares social and political predictors influencing media trust in the three countries. The study illustrates the diversity of relations between the two types of media trust, concluding that differences in selected predictors of media trust and the distribution of media trust types across national sub-samples illuminate the strong role national context plays, illustrating the varying pathways development of media trust follows in these varied contexts along socioeconomic and cultural lines.