Effect of intensification of annoyance through unrelated residual excitation on substantially delayed hostile behavior

In a field-experimental setting, male and female subjects were provoked or not at a time when residual excitation from prior exposure to communication was of relatively low, intermediate, or high magnitude. Eight days later, subjects were provided with an opportunity to treat their annoyer or nonannoyer in a hostile or beneficial manner. It was found that excitatory residues had no appreciable effect on the behavior of unprovoked subjects. In contrast, excitatory residues prevailing at the time of provocation produced an intensification of delayed hostile behavior. Provoked subjects in the high and intermediate residue conditions retaliated more severely than those in the low residue condition. Retaliation in the high residue condition tended to be more severe than in the intermediate residue condition. No appreciable sex differences were observed. The findings were interpreted as supporting the proposal that the excitatory intensity of acute annoyance critically influences the magnitude of retaliation for considerable periods of time after the dissipation of excitation associated with the initial annoyance.     

Misattribution theory of tendentious humor

Male and female subjects were treated rudely or in a normal manner by a female experimenter in order to establish (a) a negative or (b) a neutral affective disposition toward her. Subjects then witnessed her in one of three conditions: (a) She experienced a misfortune that was associated with innocuous humor cues; (b) she experienced the same misfortune, but the humor cues were not present; (c) the same humor cues were present, but no misfortune was experienced. Subjects' facial expressions of mirth were unobtrusively recorded and later coded by naive judges. No appreciable sex differences in mirth were found. Negative dispositions led to greater mirth reactions to the misfortune than neutral dispositions whether or not humor cues were associated with than misfortune. The dispositional variation was of no consequence in the reactions to humor cues as such, however. Under conditions of neutral disposition, mirth in response to the misfortune plus the humor cues was the sum of the mirth reactions to the component parts in isolation. Under conditions of negative disposition, mirth in response to the combination of misfortune and humor cues exceeded the sum of the responses to the components. A misattribution theory of tendentious humor was developed from Freudian thinking, and the findings were considered to be consistent with it although not definitive. Additionally, the findings were considered to give further support to the disposition theory of mirth.     

An age apart: the effects of intergenerational contact and stereotype threat on performance and intergroup bias

An experimental study examined the effect of intergenerational contact and stereotype threat on older people's cognitive performance, anxiety, intergroup bias, and identification. Participants completed a series of cognitive tasks under high or low stereotype threat (through comparison with younger people). In line with stereotype threat theory, threat resulted in worse performance. However, this did not occur if prior intergenerational contact had been more positive. This moderating effect of contact was mediated by test-related anxiety. In line with intergroup contact theory, more positive contact was associated with reduced prejudice and reduced ingroup identification. However this occurred in the high threat, but not low threat, condition. The findings suggest that positive intergenerational contact can reduce vulnerability to stereotype threat among older people.     

Hypnotherapy and cognitive behaviour therapy of acute stress disorder: a 3-year follow-up

The long-term benefits of cognitive behaviour therapy (CBT) for trauma survivors with acute stress disorder were investigated by assessing patients 3 years after treatment. Civilian trauma survivors (n=87) were randomly allocated to six sessions of CBT, CBT combined with hypnosis, or supportive counselling (SC), 69 completed treatment, and 53 were assessed 2 years post-treatment for post-traumatic stress disorder (PTSD) with the Clinician-Administered PTSD Scale. In terms of treatment completers, 2 CBT patients (10%), 4 CBT/hypnosis patients (22%), and 10 SC patients (63%) met PTSD criteria at 2-years follow-up. Intent-to-treat analyses indicated that 12 CBT patients (36%), 14 CBT/hypnosis patients (46%), and 16 SC patients (67%) met PTSD criteria at 2-year follow-up. Patients who received CBT and CBT/hypnosis reported less re-experiencing and less avoidance symptoms than patients who received SC. These findings point to the long-term benefits of early provision of CBT in the initial month after trauma.     

The effects of non-contingent extrinsic and intrinsic rewards on memory consolidation

Emotional and arousing treatments given shortly after learning enhance delayed memory retrieval in animal and human studies. Positive affect and reward induced prior to a variety of cognitive tasks enhance performance, but their ability to affect memory consolidation has not been investigated before. Therefore, we investigated the effects of a small, non-contingent, intrinsic or extrinsic reward on delayed memory retrieval. Participants (n=108) studied and recalled a list of 30 affectively neutral, imageable nouns. Experimental groups were then given either an intrinsic reward (e.g., praise) or an extrinsic reward (e.g., US 1 dollar). After a one-week delay, participants' retrieval performance for the word list was significantly better in the extrinsic reward groups, whether the reward was expected or not, than in controls. Those who received the intrinsic reward performed somewhat better than controls, but the difference was not significant. Thus, at least some forms of arousal and reward, even when semantically unrelated to the learned material, can effectively modulate memory consolidation. These types of treatments might be useful for the development of new memory intervention strategies.     

Psychosocial approaches of acute stress reactions

What are the conceptual and empirical bases for current interventions for acute stress reactions following trauma exposure? This review compares the two major alternatives to managing acute stress reactions, outlines their conceptual bases and critiques the evidence for their efficacy in preventing subsequent stress disorders. The review integrates current evidence for cognitive behavior therapy with recent neuroscience findings that fear reduction learning can be enhanced by modulating glutamatergic systems. D-cycloserine provides exciting opportunities to enhance the effects of cognitive-behavioral therapy, and points to closer understanding of the biological mechanisms that underpin clinical gains achieved by psychological therapies.     

Language-specific effects on number computation in toddlers

A fundamental question in developmental science is how brains with and without language compute numbers. Measuring young children's verbal reactions in France (Paris) and in England (Oxford), here we show that, although there is a general arithmetic ability for small numbers that is shared by monkeys and preverbal infants, the development of such initial knowledge in humans follows specific performance patterns, depending on what language the children speak.     

Agape and Karuna: Some comparisons

Agape in Western Christianity and Karuna in Mahayana Buddhism are central concepts which serve as a basis for comparing the views of the “self”; and its altruistic concern for the “other”; in the two traditions. The Bodhisattva Vow is compared with the emphasis on disinterested love in some teachings of Christianity, and attitudes towards enemies are examined. The foundations in religious practice and world views are examined by comparing such terms as grace and prajna.     

Verbal labelling and learning strategies in normal and severely subnormal children

The effects of verbal labelling of colours in a simple colour sorting task were examined in an experiment in which the subjects were severely subnormal and normal children of equivalent mental age levels. It was found that the effects of verbal labelling are relatively specific with severely subnormal subjects in comparison to their normal controls. It was also shown that this effect can be explained in terms of the relative independence with which the two responses in a sorting discrimination are learned by severely subnormal subjects both with and without verbalization.