So that's why I don't remember: Normalising forgetting of childhood events influences false autobiographical beliefs but not memories

We investigated changes in autobiographical belief and memory ratings for childhood events, after informing individuals that forgetting childhood events is common. Participants received false prevalence information (indicating that a particular childhood event occurred frequently in the population) plus a rationale normalising the forgetting of childhood events; false prevalence information alone; or no manipulation, for one (Study 1) or two (Study 2) unlikely childhood events. Results demonstrated that combining prevalence information and the “forgetting rationale” substantially influenced autobiographical belief ratings, whereas prevalence information alone had no impact (Study 1) or a significantly lesser impact (Study 2) on belief ratings. Prevalence information consistently impacted plausibility ratings. No changes in memory ratings were observed. These results provide further support for a nested relationship between judgements of plausibility, belief, and memory in evaluating the occurrence of autobiographical events. Furthermore, the results suggest that some purported false memory phenomena may instead reflect the development of autobiographical false beliefs in the absence of memory.     

Randomized clinical trial of adapted mindfulness-based stress reduction versus group cognitive behavioral therapy for heterogeneous anxiety disorders

ObjectiveTo compare a mindfulness-based intervention with cognitive behavioral therapy (CBT) for the group treatment of anxiety disorders.MethodOne hundred five veterans (83% male, mean age = 46 years, 30% minority) with one or more DSM-IV anxiety disorders began group treatment following randomization to adapted mindfulness-based stress reduction (MBSR) or CBT.ResultsBoth groups showed large and equivalent improvements on principal disorder severity thru 3-month follow up (ps < .001, d = ?4.08 for adapted MBSR; d = ?3.52 for CBT). CBT outperformed adapted MBSR on anxious arousal outcomes at follow up (p < .01, d = .49) whereas adapted MBSR reduced worry at a greater rate than CBT (p < .05, d = .64) and resulted in greater reduction of comorbid emotional disorders (p < .05, d = .49). The adapted MBSR group evidenced greater mood disorders and worry at Pre, however. Groups showed equivalent treatment credibility, therapist adherence and competency, and reliable improvement.ConclusionsCBT and adapted MBSR were both effective at reducing principal diagnosis severity and somewhat effective at reducing self-reported anxiety symptoms within a complex sample. CBT was more effective at reducing anxious arousal, whereas adapted MBSR may be more effective at reducing worry and comorbid disorders.     

Theory of mind enhances preference for fairness

The purpose of the current study was to examine the role of theory of mind in fairness-related behavior in preschoolers and to introduce a tool for examining fairness-related behavior in children. A total of 68 preschoolers played the Ultimatum Game in a face-to-face setting. Acquisition of theory of mind was defined as the understanding of false beliefs using the Sally-Anne task. The results showed that preschoolers who had acquired theory of mind proposed higher mean offers than children who had not acquired theory of mind. These findings imply that the ability to infer the mental states of others plays an important role in fairness-related behavior.     

The Postself and Terror Management Theory: Reflecting on After Death Identity Buffers Existential Threat

In contemporary secular societies, ideas of an afterlife have become quite diverse, ranging from secular to religious and spiritual conceptions. In this article, an experimental study is reported in which the postself, a person's imagination of an after-death reputation, is tested as a protective buffer against mortality salience effects within a largely secular sample of participants. Before inducing mortality salience, the postself was affirmed or not affirmed. Results show that this reflection on personal continuity after death eliminates the effects of mortality salience on the accessibility of death-related thoughts. The discussion focuses on how the postself (the self will succeed death) relates to the more general concept of symbolic immortality (the self is part of a cultural worldview that will succeed death). Moreover, the relation between the postself and religiosity is discussed, and suggestions for future research are provided.     

LTP maintenance and its protein synthesis-dependence

The properties of long-term potentiation (LTP) mirror those of associative memory in a number of interesting ways. Although plasticity at monosynaptic connections is not expected to account for the varied subtle characteristics of distributed memories, nonetheless it is important to establish how far the parallels can be drawn. Here, we briefly address whether properties of LTP such as its duration, reversibility, savings and reconsolidation relate to corresponding memory phenomena. We then address whether LTP stabilization in fact requires protein synthesis, as this has been challenged in recent times much like the necessity for protein synthesis in the consolidation of long-term memory has been queried. We conclude that the case is still very strong for a necessary role of protein synthesis in LTP stabilization, even though the identities of the synthesized proteins and their contributions to the LTP process are not fully understood. However, we highlight areas of research that could be usefully conducted to further our understanding of the properties and protein synthesis-dependence of LTP.     

Distinguishing the desire to learn from the desire to perform: The social value of achievement goals

We sought to distinguish mastery goals (i.e., desire to learn) from performance goals (i.e., desire to achieve more positive evaluations than others) in the light of social judgment research. In a pilot study, we made a conceptual distinction between three types of traits (agency, competence, and effort) that are often undifferentiated. We then tested the relevance of this distinction for understanding how people pursuing either mastery or performance goals are judged. On self-perception, results revealed that effort was predicted by the adoption of mastery goals and agency by performance goals (Study 1). On judgments, results showed that (a) the target pursuing mastery goals was perceived as oriented toward effort, and (b) the target pursuing performance goals was oriented toward agency (Study 2). Finally, these links were shown again by participants who inferred a target’s goals from his traits (Study 3). Results are discussed in terms of the social value of achievement goals at school.