Development of Visually Guided Locomotion

This article presents a developmental account of changes in the visual guidance of locomotion. In contrast to the impressive efficiency of adult locomotion, locomotor activity is not under prospective control at the onset of human mobility. Infants require extensive crawling and walking experience before responding adaptively to variations in the terrain. At the same time that they are learning to navigate in increasingly varied environments, their bodies and skills are rapidly changing. Learning generalizes from safe, flat ground to novel surfaces but it does not transfer to new methods of locomotion. We account for these patterns of generality and specificity of learning by focusing on the role of exploratory behavior in detecting threats to balance control.     

The effect of an imagery training program on imagery ability,imagery use,and figure skating performance

Abstract

There is a growing popularity of non-pharmacologic treatments for hypertension; among them is exercise. This paper critically reviews the evidence for the anti-hypertensive effect of exercise, scanning both the epidemiologic and experimental research. It evaluates some of the literature on exercise adherence, briefly describes one exercise program designed to promote adherence, and draws conclusions based on the literature.     

Women on the Couch: Genital Stimulation and the Birth of Psychoanalysis

Following Freud's emphasis on his rejection of hypnosis as leading up to the development of psychoanalysis, there has been little mention in the psychoanalytic literature of the larger context of the somatic medical treatment of hysteria within which Freud treated his hysterical patients, and which Freud himself practiced. We contend that Freud's emphasis obscured his association with massage, electrotherapy, and the procedure of genital stimulation practiced by his medical colleagues in the treatment of hysteria. We show that the history of genital stimulation—including its obfuscation, desexualization, medicalization, and co-option from traditional women healers by an exclusively male medical establishment—provides us with the background for a more sophisticated understanding of the context in which Freud developed his theories. Specifically, we examine the contribution of this understanding to Freud's theoretical emphases on autonomy and individuality, abstinence and the renunciation of gratification, penis envy, clitoral versus vaginal orgasm, mature genital sexuality, and the “repudiation of femininity” as the “bedrock” of psychoanalysis. We demonstrate that Freud's position as a Jew in an anti-Semitic milieu fueled his efforts to distance his psychoanalytic method from the more prurient practices of his day, including one his society associated with Jewish doctors and patients.     

Color preferences change after experience with liked/disliked colored objects

How are color preferences formed, and can they be changed by affective experiences with correspondingly colored objects? We examined these questions by testing whether affectively polarized experiences with images of colored objects would cause changes in color preferences. Such changes are implied by the ecological valence theory (EVT), which posits that color preferences are determined by people’s average affective responses to correspondingly colored objects (Palmer & Schloss, Proceedings of the National Academy of Sciences, 107, 8877–8882, 2010). Seeing images of strongly liked (and disliked) red and green objects, therefore, should lead to increased (and decreased) preferences for correspondingly colored red and green color patches. Experiment 1 showed that this crossover interaction did occur, but only if participants were required to evaluate their preferences for the colored objects when they saw them. Experiment 2 showed that these overall changes decreased substantially over a 24-h delay, but the degree to which the effect lasted for individuals covaried with the magnitude of the effects immediately after object exposure. Experiment 3 demonstrated a similar, but weaker, effect of affectively biased changes in color preferences when participants did not see, but only imagined, the colored objects. The overall pattern of results indicated that color preferences are not fixed, but rather are shaped by affective experiences with colored objects. Possible explanations for the observed changes in color preferences were considered in terms of associative learning through evaluative conditioning and/or priming of prior knowledge in memory.     

The Chinese Life-Steps Program: A Cultural Adaptation of a Cognitive-Behavioral Intervention to Enhance HIV Medication Adherence

China is considered to be the new frontier of the global AIDS pandemic. Although effective treatment for HIV is becoming widely available in China, adherence to treatment remains a challenge. This study aimed to adapt an intervention promoting HIV-medication adherence—favorably evaluated in the West—for Chinese HIV-positive patients. The adaptation process was theory-driven and covered several key issues of cultural adaptation. We considered the importance of interpersonal relationships and family in China and cultural notions of health. Using an evidence-based treatment protocol originally designed for Western HIV-positive patients, we developed an 11-step Chinese Life-Steps program with an additional culture-specific intervention option. We describe in detail how the cultural elements were incorporated into the intervention and put into practice at each stage. Clinical considerations are also outlined and followed by two case examples that are provided to illustrate our application of the intervention. Finally, we discuss practical and research issues and limitations emerging from our field experiments in a HIV clinic in Beijing. The intervention was tailored to address both universal and culturally specific barriers to adherence and is readily applicable to generalized clinical settings. This evidence-based intervention provides a case example of the process of adapting behavioral interventions to culturally diverse communities with limited resources.     

Childhood Emotional Abuse and Psychological Distress in Gay and Bisexual Men

Despite the high prevalence of childhood emotional abuse (CEA) and adult psychological distress (depression and anxiety) among gay and bisexual men (GBM), there is little research examining the relationships among these variables. This study examined internalized homophobia (IH) as a mediator between CEA and psychological distress in a sample of 286 GBM. Controlling for demographics and childhood sexual and physical abuse, CEA was associated with self-report and clinician-administered measures of psychological distress. Concern about stigma of being gay mediated the relationship between CEA and psychological distress. Internalized antigay attitudes might be important in the relationship between CEA and adult psychological distress. Clinicians might address negative beliefs about the self as a GBM that could be exacerbated due to CEA.     

Does Current Social Philosophy Develop Progressively?

This article begins with clarification of the notion of progress. The author believes that it is possible to consider progress objectively, if by progress we understand a positive change in the effectiveness of something. He mentions two types of progress: progress of improvement and progress of augmentation. He then distinguishes evaluative from reflective philosophy. Evaluative philosophy gives answers to the second and third of Kant's famous three questions; reflective philosophy answers the first, dealing with the limits of human knowledge. Progress in evaluative philosophy takes the form of augmentation. But in reflective philosophy it could take the form of improvement. The author believes, however, that it is not an easy task to improve contemporary social philosophy. Three main obstacles are: the “anthropological turn” in philosophy, the challenge of postmodernism, and the turning of social philosophy into a kind of useful knowledge.     

Examining attitudes,beliefs, and intentions regarding the use of exercise as punishment in physical education and sport: an application of the theory of reasoned action

Although the use of exercise as punishment appears to be pervasive among physical education teachers and coaches, it has not been systematically examined. The purpose of this study was to examine the experiences, attitudes, intentions, and beliefs of college physical education majors regarding the use of exercise as punishment, using the framework of the theory of reasoned action. Surveys were completed by 345 students enrolled in 35 physical education classes. More than 90% of the study participants reported that their coaches used exercise as punishment, and 43% indicated their physical education teachers used exercise to punish or manage behavior. The constructs of the theory of reasoned action explained nearly 70% of the variance in participants' intentions to use exercise as punishment.     

Membership of Defined Responses in Stimulus Classes

The Psychological Record - Sidman (2000) has suggested that in addition to conditional and discriminative stimuli, class-consistent defined responses can also become part of an equivalence class....