Sudden gains and outcome: a broader temporal analysis of cognitive therapy for depression

Individual Beck Depression Inventory (BDI) time courses of 38 clients receiving cognitive therapy (CT) and a modified form of CT were studied in order to investigate temporal changes during CT for depression. The primary aim was to determine if alternative methods of defining and computing gains occurring early in CT would alter the conclusions drawn in the current literature. Three types of gains were studied: sudden gains (previously studied sudden, substantial, and stable improvements in depression during 1 between-session interval after Session 2), first-session gains (occurring after first sessions), and pretreatment gains (occurring after pretreatment assessments). Positive outcomes were predicted by first-session gains and by sudden gains occurring in the first half of treatment, highlighting the importance of early change in CT for depression.     

The effect of contingent reinforcement on target variables in outpatient psychotherapy for depression: a successful and unsuccessful case using functional analytic psychotherapy

The current study investigated a behavior-analytic treatment, functional analytic psychotherapy (FAP), for outpatient depression utilizing two single-subject A/A+B designs. The baseline condition was cognitive behavioral therapy. Results demonstrated treatment success in 1 client after the addition of FAP and treatment failure in the 2nd. This study highlights the challenges in measuring treatment progress and outcome idiographically in this population.     

The role of functionality in the mental representations of engineering students: some differences in the early stages of expertise

As engineers gain experience and become experts in their domain, the structure and content of their knowledge changes. Two studies are presented that examine differences in knowledge representation among freshman and senior engineering students. The first study examines recall of mechanical devices and chunking of components, and the second examines whether seniors represent devices in a more abstract functional manner than do freshmen. The most prominent differences between these 2 groups involve their representation of the functioning of groups of electromechanical components and how these groups of components interact to produce device behavior. Seniors are better able to construct coherent representations of devices by focusing on the function of sets of components in the device. The findings from these studies highlight some ways in which the structure and content of mental representations of design knowledge differ during the early stages of expertise acquisition.     

Visual control of action without retinal optic flow

In everyday life, the optic flow associated with the performance of complex actions, like walking through a field of obstacles and catching a ball, entails retinal flow with motion energy (first-order motion). We report the results of four complex action tasks performed in virtual environments without any retinal motion energy. Specifically, we used dynamic random-dot stereograms with single-frame lifetimes (cyclopean stimuli) such that in neither eye was there retinal motion energy or other monocular information about the actions being performed. Performance on the four tasks with the cyclopean stimuli was comparable to performance with luminance stimuli, which do provide retinal optic flow. The near equivalence of the two types of stimuli indicates that if optic flow is involved in the control of action, it is not tied to first-order retinal motion.     

Perception of heading without retinal optic flow

How do we determine where we are heading during visually controlled locomotion? Psychophysical research has shown that humans are quite good at judging their travel direction, or heading, from retinal optic flow. Here we show that retinal optic flow is sufficient, but not necessary, for determining heading. By using a purely cyclopean stimulus (random dot cinematogram), we demonstrate heading perception without retinal optic flow. We also show that heading judgments are equally accurate for the cyclopean stimulus and a conventional optic flow stimulus, when the two are matched for motion visibility. The human visual system thus demonstrates flexible, robust use of available visual cues for perceiving heading direction.     

Trade-offs and individual differences in evolved traits

Comments on Evolutionary psychology: Controversies, questions, prospects, and limitations (see record 2010-02208-001) by Confer et al. We applaud Confer et al.'s (February-March 2010) clarifications of the many misconceptions surrounding the use of evolutionary analyses in psychology. As they noted, such misunderstandings are common and result in a curious tendency of some of our colleagues to criticize evolutionary psychology without a firm understanding of evolution itself. Confer et al. also did an admirable job acknowledging current unresolved issues among evolutionary psychologists (e.g., the relative importance of group selection on humans). The above said, we disagree with their view that a current limitation of evolutionary psychology is its inability to explain phenomena "that appear to reduce an individual's reproductive success, and cannot be explained by mismatches with, or hijacking of, our psychological mechanisms by modern-day novel inputs" (Confer et al., 2010, p. 122). Mismatches between modern environments and environments of evolutionary adaptedness are only one set of explanations for seemingly maladaptive traits (Nesse, 2005). Another set involves evolutionary trade-offs.     

Mathematics anxiety affects counting but not subitizing during visual enumeration

Individuals with mathematics anxiety have been found to differ from their non-anxious peers on measures of higher-level mathematical processes, but not simple arithmetic. The current paper examines differences between mathematics anxious and non-mathematics anxious individuals in more basic numerical processing using a visual enumeration task. This task allows for the assessment of two systems of basic number processing: subitizing and counting. Mathematics anxious individuals, relative to non-mathematics anxious individuals, showed a deficit in the counting but not in the subitizing range. Furthermore, working memory was found to mediate this group difference. These findings demonstrate that the problems associated with mathematics anxiety exist at a level more basic than would be predicted from the extant literature.