Observation and discrimination learning in the rat: Effects of stimulus substitution

Effects of prior observation of modeling performances upon learning simultaneous visual discriminations were studied in nine groups of rats. Stimulus patterns which had been positive (“Cued”) or negative (“Uncued”) for the model animal and novel stimuli were presented. Observers learned faster if discriminations required approach to, rather than avoidance of, the previously positive stimulus. Approach to the negative stimulus was acquired more rapidly only if the second stimulus was novel. Approaches to a substituted new stimulus combined with either of the previously viewed stimulus patterns required nearly twice the training needed for a similar response attachment when both stimuli were novel. Attentional changes appear to underlie the stimulus control exerted over the observer rat in instrumental learning situations.     

Achievement motivation in college women revisited: Implications for women,men, and the gathering of coconuts

An attempt was made to replicate the findings of French and Lesser (1964) within one university on the effects of value-appropriate arousal conditions on achievement motivation scores and motivation performance relationships in women. The findings of this study do not uphold those previously reported. There were no significant differences on either achievement motivation scores or task performance under value-appropriate versus -inappropriate arousal conditions. In the present study there were two innovations — performance criteria were extended to include academic performance, and scoring procedures were developed to give equal weight to achievement imagery in areas defined as traditionally feminine. The principle findings concern the importance of the scoring procedures. Intellectual (classic) N Ach does not relate to value orientation, task performance, or grade point average. Women's Role N Ach, however, is significantly related to task performance and to grade point average. This motivation-performance relationship exists despite differences in value orientation among women. It is suggested that when scoring procedures allow subjects, male or female, to express achievement strivings in areas of value to them, then performance may be morc sensitive to motivational variables.This article is based on research supported by Grant 1 RO1 HD-02403-01 from the National Institute of Mental Health to Lynette K. Friedrich and John S. Harding and by funds from the College Committee on Research, New York State College of Human Ecology, Cornell University, to Lynette K. Friedrich. The author is deeply indebted to Dr. John Harding for faculty support in securing the grant and for his invaluable participation as consultant. Dr. Doris B. Rosen and Dr. Elizabeth Anisfeld made significant contributions to the study. In addition, the assistance of Serena Weaver, Helen Grebow, Bruce Ambler, and Jansis Smithels is gratefully acknowledged. Further acknowledgment is made to Dr. Elizabeth G. French for her advice and generous cooperation.     

Perceptions of ADHD Among Diagnosed Children and Their Parents: A Systematic Review Using the Common-Sense Model of Illness Representations

Research on children and parents’ experiences of ADHD has grown in recent years, attracting attention to their subjective perception of ADHD as a disorder. Theoretical accounts of illness perception suggest that it is multi-dimensional, consisting of at least five core constructs (see the common-sense model of illness representations or CSM: Leventhal et al., in: Rachman (ed) Medical psychology, Pergamon, New York, vol 2, pp 7–30, 1980, in: Baum, Taylor, Singer (eds) Handbook of psychology and health: social psychological aspects of health, Earlbaum, Hillsdale, vol 4, pp 219–252, 1984). We suggest that the application of CSM in children/adolescents with ADHD and their parents may play an important role in understanding their coping behavior, treatment adherence, and emotional well-being. A systematic search identified 101 eligible studies that investigated the perception of ADHD among diagnosed children/adolescents and their parents. In general, these studies support the existence of the multiple facets of illness representations proposed by the CSM in both diagnosed youngsters and parents indicating substantial variability among both parents and youngsters on each of these facets. The comprehensive assessment of the representations of ADHD indicates imbalance attention to the different representations of ADHD in the literature; disproportional research attention has been paid to the perceived effectiveness of treatment (i.e., treatment control dimension) compared to other illness representations (e.g., timeline, consequence, and coherence), despite research showing their relevance to treatment adherence among other implications. The review identifies the limitation of existing relevant research, needed foci for future studies, specific testable hypotheses, and potential clinical implications of the multifaceted representations of ADHD among youngsters and carers alike.     

Hassles, health, and personality

College undergraduates (N = 211) responded to a "decontaminated" hassles scale plus measures of trait anxiety, reactivity, perceived stress, psychiatric symptomatology, and minor physical ailments. All but the anxiety and reactivity scales were time referenced to the past month. Major findings were as follows: (a) Hassles and trait anxiety both contributed positively to perceived stress, jointly accounting for 58% of the variance; (b) hassles and reactivity both had a significant positive impact on minor ailments, together explaining 23% of the variance; and (c) hassles and trait anxiety had a significant interactive effect on psychiatric symptomatology, which along with the nonsignificant marginal main effects accounted for 67% of the variance. The positive impact of hassles on psychiatric symptomatology increased as trait anxiety rose; likewise, the pathogenic effect of trait anxiety increased with greater exposure to hassles.     

Blunted reward responsiveness prospectively predicts emotional distress when exposed to a naturalistic stressor

Both stress and blunted reward responsiveness have been identified as core risk factors of depression. Whether blunted reward responsiveness increases psychological vulnerability to real-life stress from a dynamic perspective (from stress reactivity to recovery) has not been investigated. By utilizing a real-world stressful event (i.e. the final examination), this study aimed to explore the role of reward responsiveness in the stress-emotional distress relationship during stress reactivity and recovery phases. We followed 57 undergraduates with three assessments, from six weeks before examination weeks (T1, baseline), one day before the examinations (T2) to two weeks after the examinations (T3), therefore, covering stress reactivity (T1 to T2) and recovery (T2 to T3) phases. At baseline, reward responsiveness was measured as the Reward Positivity (RewP) in the doors task. Stress and emotional distress (anxiety and depression) were reported at T1, T2 and T3 to capture their dynamic changes. Results showed that self-report stress levels significantly increased from T1 to T2 (stress reactivity phase) and decreased from T2 to T3 (stress recovery phase). Furthermore, blunted reward responsiveness at baseline prospectively predicted emotional distress during the stress reactivity phase but not the recovery phase. Specifically, during the stress reactivity phase, higher perceived stress was associated with greater anxiety and depression only in participants with relatively smaller residual RewP amplitudes but not in participants with relatively larger residual RewP amplitudes. Our study demonstrated that a blunted reward responsiveness is a vulnerable factor of depression, especially when exposed to stress. Our findings provide insights into prevention and intervention for stress-related disturbance.     

Hassles,anxiety, and negative well-being

Adult volunteers (N = 234) responded to a “decontaminated” hassles scale plus measures of trait anxiety, perceived stress, psychiatric symptomatology, and minor physical ailments. All but the anxiety scale were time-referenced to the past month. Major findings were as follows: (1) Hassles and trait anxiety contributed positively to perceived stress, both individually and interactively, accounting altogether for 55% of the variance; highly anxious subjects showed lower increments in perceived stress with increasing hassles-exposure than did low anxious subjects. (2) Hassles and trait anxiety had a positive synergistic effect on psychiatric symptomatology which, along with the nonsignificant marginal main effects, accounted for 64% of the variance. (3) Hassles and trait anxiety had a positive synergistic effect on minor physical ailments in men; however, highly anxious women, who showed very high levels of illness under even low hassles-exposure, responded less to incremental stress than did low-anxious women. The significant Sex x Hassles x Trait-Anxiety interaction effect and all the implicated lower-order effects jointly accounted for 22% of the variance in minor ailments.     

Maturational Changes in Canadian Adolescents' Cognitive Attitudinal Structure Concerning Marijuana

Thirty-four items concerning marijuana use were administered three times to a cohort of Canadian high school students between Grades 11 and 13, in 1977 (n = 439), 1978 (n = 419), and 1979 (n = 167). These items were designed to measure four distinct constructs: attitude, perceived peer approval or disapproval, concern about risks, and symbolic protest against conventional society. A cross-sectional factor analysis of the Grade 13 data supported the hypothesized factor structure, as had earlier work with college students. However, analogous analyses on the Grade 11 and Grade 12 data contradicted the hypothesized factor structure. Most notably, separate factors for positive and negative attitude appeared in the Grade 11 and 12 analyses. The data were interpreted primarily in terms of maturational changes, largely through elimination of alternative interpretations by internal analyses and previous findings. Implications were discussed for adolescent cognitive-attitudinal development, attitude theory, and analysis of panel data.