Contextual Pavlovian conditioning in the crab Chasmagnathus

In contextual conditioning, a complex pattern of information is processed to associate the characteristics of a particular place with incentive or aversive reinforcements. This type of learning has been widely studied in mammals, but studies of other taxa are scarce. The context-signal memory (CSM) paradigm of the crab Chasmagnathus has been extensively used as a model of learning and memory. Although initially interpreted as habituation, some characteristics of contextual conditioning have been described. However, no anticipatory response has been detected for animals exposed to the training context. Thus, CSM could be interpreted either as an associative habituation or as contextual conditioning that occurs without a context-evoked anticipatory response. Here, we describe a training protocol developed for contextual Pavlovian conditioning (CPC). For each training trial, the context (conditioned stimulus, CS) was discretely presented and finished together with the unconditioned stimulus (US). In agreement with the CSM paradigm, a robust freezing response was acquired during the 15 training trials, and clear retention was found when tested with the US presentation after short (2 and 4 h) and long (1–4 days) delays. This CPC memory showed forward but not simultaneous presentation conditioning and was context specific and protein synthesis dependent. Additionally, a weak CPC memory was enhanced during consolidation. One day after training, CPC was extinguished by repeated CS presentation, while one presentation induced a memory labilisation–reconsolidation process. Finally, we found an anticipatory conditioned response (CR) during the CS presentation for both short-term (4 h) and long-term memory (24 h). These findings support the conditioning nature of the new paradigm.     

The Cross-Cultural Generalizability of Zuckerman's Alternative Five-Factor Model of Personality

Although theories of stress have emphasized the critical role of the appraisal process, the use of dispositional measures of appraisal have not been readily investigated. Using a large multiethnic sample, we examined the factorial validity and dimensionality of a dispositional version of the Stress Appraisal Measure (SAM; Peacock &; Wong, 1990). Both exploratory and confirmatory factor analyses resulted in a 4-factor representation of dispositional appraisal fitting better than its originally proposed 6-factor representation. This 4-factor model was invariant across gender groups. Although the 6-factor model purported to measure 3 dimensions of primary appraisal and 3 dimensions of secondary appraisal, these factors were found to be highly unstable and had questionable internal consistency. In contrast, the more parsimonious 4-factor solution identified 4 relative distinct and reliable scales of appraisal: 3 primary (Challenge, Threat, and Centrality) and 1 secondary (Resources). These findings suggest that meaningful dispositional dimensions of appraisal can be derived and incorporated into trait–state models of the stress process.     

Volunteering and well‐being: is pleasure‐based rather than pressure‐based prosocial motivation that which is related to positive effects?

This article seeks to establish whether prosocial motivation in a sample of 251 volunteers is based on pleasure and not on pressure, which is related to the states of general well‐being (hedonic and eudaimonic measures) and the various states of well‐being specifically associated with volunteerism (volunteer satisfaction, volunteer engagement, and study enjoyment), all of this irrespective of the age of the volunteers. An analysis of partial correlations and linear regression leads to the conclusion that volunteerism undertaken as a non‐obligatory, planned helping activity, sustained over time and within an organizational context, is not always associated with positive effects in terms of well‐being. It seems that these positive effects are related to pleasure‐based prosocial motivation.     

Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object

Children are exposed to symbolic objects that they have to learn to use very early in life. The authors’ aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-month-olds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood.     

Transformations of Emotional Experience

In this paper the author approaches mental pain and the problems in a psychoanalytic treatment of patients with difficulties in the psychic transformation of their emotional experiences. The author is interested in the symbolic failure related to the obstruction of development of phantasies, dreams, dream‐thoughts, etc. She differentiates symbolization disturbances related to hypertrophic projective identification from a detention of these primitive communications and emotional isolation. She puts forward the conjecture that one factor in the arrest of this development is the detention of projective identifications and that, when this primitive means of communication is re‐established in a container–contained relationship of mutual benefit, this initiates the development of a symbolization process that can replace the pathological ‘protection’. Another hypothesis she develops is that of inaccessible caesuras that, associated with the detention of projective identification, obstruct any integrative or interactive movement. This caesura and the detention of projective identifications affect mental functions needed for dealing with mental pain. The personality is left with precarious mental equipment for transforming emotional experiences. How can a psychoanalytical process stimulate the development of creative symbolization, transforming the emotional experiences and leading towards mental growth? The author approaches the clinical problem with the metaphor of the psychic birth of emotional experience. The modulation of mental pain in a container–contained relationship is a central problem for the development of the human mind. For discovering and giving a meaning to emotional experience, the infant depends on reverie, a function necessary in order to develop an evolved consciousness capable of being aware, which is different from the rudimentary consciousness that perceives but does not understand. The development of mature mental equipment is associated with the personality's attitude towards mental pain. The differentiation between psychotic, neurotic or autistic functioning depends on what defences are erected to avoid mental pain. The primary link between infant and mother is where the building of mental equipment takes place, through communicational forms that, to begin with, are not verbal. The author suggests the need for the development of an ideo‐grammar (in gestures, paralinguistic forms, etc.) in primary relations, as the precursor forms that will become the matrix for the mental tools for dealing with emotional experiences in a mature way. The paper stresses the significance of the parental containing function for the development of symbolization of prenatal emotional experiences. This containment develops ideograms, transformations of sense impressions into proto‐symbols, instruments that attenuate the traumatic experiences of helplessness. The author takes Bion's ideas about extending the notion of dream‐work to an alpha function that goes on continually, day and night, transforming raw emotional experiences in a ‘dream’. In order to acquire a meaning, facts need to be ‘dreamed’ in this extended sense. Meaning and truth are the nurture of the mind. Mental growth, the development of adequate tools – including reverie – for dealing with mental pain, seen from a psychoanalytic perspective including reverie, implies that the object becomes a provider of meanings. Analysis begins to aim primarily at the generation or expansion of the mental container, instead of predominantly working on unconscious contents as such.     

Can Visual Illusions Be Used to Facilitate Sport Skill Learning?

Recently it has been reported that practicing putting with visual illusions that make the hole appear larger than it actually is leads to longer-lasting performance improvements. Interestingly, from a motor control and learning perspective, it may be possible to actually predict the opposite to occur, as facing a smaller appearing target should enforce performers to be more precise. To test this idea the authors invited participants to practice an aiming task (i.e., a marble-shooting task) with either a visual illusion that made the target appear larger or a visual illusion that made the target appear smaller. They applied a pre–post test design, included a control group training without any illusory effects and increased the amount of practice to 450 trials. In contrast to earlier reports, the results revealed that the group that trained with the visual illusion that made the target look smaller improved performance from pre- to posttest, whereas the group practicing with visual illusions that made the target appear larger did not show any improvements. Notably, also the control group improved from pre- to posttest. The authors conclude that more research is needed to improve our understanding of whether and how visual illusions may be useful training tools for sport skill learning.     

Antismoking norm and smokers' antismoking attitudes: The interplay between personal and group‐based self‐esteem

Scientific discoveries about the dangers of smoking and antismoking actions carried out in Western countries over recent decades have progressively helped create an antismoking social norm. Nevertheless, many smokers still refuse to quit. We conducted two studies to investigate smokers' resistance to this norm as a function of their personal self‐esteem (PSE) and group‐based self‐esteem (GBSE). An initial correlational study assessed smokers' perception of the antismoking social norm, their PSE, and their antismoking attitudes. Smokers with low PSE had lower antismoking attitudes than those with high PSE when the antismoking norm was strong. The second study assessed GBSE (i.e., smokers' satisfaction as smokers) and manipulated both the strength of the antismoking norm and PSE (i.e., focus on personal weaknesses or strengths). Smokers with low PSE displayed the lowest antismoking attitudes when the antismoking norm was strong and their GBSE was high. These results show that the antismoking norm can produce paradoxical effects and suggest that the way individuals cope with stigmatization is affected by the interplay between PSE and GBSE. Copyright © 2013 John Wiley & Sons, Ltd.     

Can we model organismic causes of working memory,efficiency and fluid intelligence? A meta-subjective perspective

I critically examine the target paper by Demetriou et al. (2013) noticing that their epistemological perspective is meta-empiricist (i.e., taking the viewpoint of an external observer). This viewpoint is contrasted with to a metasubjective perspective (i.e., that of the subject-matter itself — organismic processes). I explain working memory (whose key developmental determinant is mental – M – attention), as well as processing speed, and Gf from a metasubjective perspective; and I emphasize that difficulty of an item/task is relative to the trade-off level between its item/task mental–attentional demand and the participant's mental–attentional capacity. I list principles of measurement for proper assessment of mental/executive/endogenous attention (M-capacity) and explain some of the results of Demetriou et al. as resulting from inadequate control of this M-demand/M-capacity trade off in their tasks. Demetriou et al. have achieved clear demonstration that WM, Gf, and processing speed are distinct latent variables whose inter-relations change with age. To clarify further their organismic causal determinants they should make a “metasubjective turn” in their theorizing.     

Hippocampal structure and human cognition: Key role of spatial processing and evidence supporting the efficiency hypothesis in females

Here we apply a method for automated segmentation of the hippocampus in 3D high-resolution structural brain MRI scans. One hundred and four healthy young adults completed twenty one tasks measuring abstract, verbal, and spatial intelligence, along with working memory, executive control, attention, and processing speed. After permutation tests corrected for multiple comparisons across vertices (p < .05), significant relationships were found for spatial intelligence, spatial working memory, and spatial executive control. Interactions with sex revealed significant relationships with the general factor of intelligence (g), along with abstract and spatial intelligence. These correlations were mainly positive for males but negative for females, which might support the efficiency hypothesis in women. Verbal intelligence, attention, and processing speed were not related to hippocampal structural differences.