When approach motivation and behavioral inhibition collide: Behavior regulation through stimulus devaluation

In the present article a theory is outlined that explains why and when behavioral inhibition alters stimulus evaluations. In addition, some initial evidence is presented that supports the theory. Specifically, results of three experiments show that refraining from responding to stimuli results in devaluation of these stimuli, but only when these stimuli are positive. These findings suggest automatic behavior-regulation, in terms of devaluation of positive stimuli, in situations in which environmental cues triggering approach (because of the positive valence of the stimulus) run counter to situational demands (cues that elicit behavioral inhibition). Relations of the present research to self-perception, cognitive dissonance, and psychological reactance are discussed.     

The influence of facial attractiveness on imitation

People judge, evaluate, and treat attractive people better than moderately attractive or unattractive people [Langlois, J. H., Kalakanis, L., Rubenstein, A. J., Larson, A., Hallam, M., & Smoot, M. (2000). Maxims or myths of beauty? A meta-analytic and theoretical review. Psychological Bulletin, 126, 390–423]. The fact that individuals like attractive people combined with the finding that individuals imitate the ones they like, suggests that they may be more prone to imitate attractive people. The present research extends previous work on attractiveness and imitation by examining this hypothesis. Using a novel coloring procedure, we show that attractive females are imitated more than unattractive females (Experiment 1) and that attractive males are imitated more than unattractive males (Experiment 2). Importantly, this imitation occurs without any direct or anticipated contact with the target individual and without awareness of the influence of attractiveness on imitation behavior.     

Naive and refined truth approximation

The naive structuralist definition of truthlikeness is an idealization in the sense that it assumes that all mistaken models of a theory are equally bad. The natural concretization is a refined definition based on an underlying notion of structurelikeness.In Section 1 the naive definition of truthlikeness of theories is presented, using a new conceptual justification, in terms of instantial and explanatory mistakes.In Section 2 general constraints are formulated for the notions of structurelikeness and truthlikeness of structures.In Section 3 a refined definition of truthlikeness of theories is presented, based on the notion of structurelikeness, using a sophisticated version of the conceptual justification for the naive definition.In Section 4 it is shown that idealization and concretization is a special kind of potentially refined truth approximation.I would like to acknowledge that van Benthem (1987) played in several respects a crucial role in the research for a new refined definition. Moreover, I like to thank David Miller, Ilkka Niiniluoto, and two referees for their comments on an earlier version. One of the referees notes that the Miller version of the naive approach (in model-theoretic terms, and identifying the truth with the truth about the actual world) has been criticised on several occasions for its failure to accommodate likeness between structures by Oddie (notably Oddie, 1986). The idea that likeness between structures should be a guiding idea behind truthlikeness is said to be a constant theme of Oddie's work. All this may well be true, but I should add however that Oddie's publications did not play any role in my research. The local references to Oddie are based on the suggestions by the referee.     

On the relation between time and space in the visual discrimination of velocity.

Is the perception of velocity determined by the prior discrimination of spatial and temporal distances? Two experiments sought to answer this question by comparing the discriminabilities of moving stimuli varied in spatial extent, temporal duration, or in redundant combinations of both variables. The subject's task was to identify which of two alternative stimuli was presented on each trial. A set of four stimuli was constructed from two values of spatial extent and two values of temporal duration. Separate conditions required discrimination of each of the six possible pairs of these stimuli. Experiment 1 examined continuous motion and Experiment 2 examined apparent motion for stimuli with short (50 versus 65 msec) and with long (500 versus 650 msec) interstimulus intervals. With continuous motion and with good apparent motion (short intervals), the discrimination between the different-velocity bivariate pairs was too accurate to be attributed only to discriminations of the spatial and temporal extents of the motion. This did not occur with poor apparent motion. Evidently, time and space are perceptually related.     

On the rate of acquisition of visual information about space,time, and intensity

The temporal course of acquisition of visual information was mapped by measuring the speed and accuracy With which Ss could discriminate the position, intensity, or duration of a stimulus that was varied independently on these three binary dimensions. The speed-accuracy tradeoff was different for each of the three discrimination tasks, with performance substantially superior in the position discrimination task. In the intensity and duration discrimination tasks, there were systematic changes with RT in the relative influences of the three stimulus variables over the two alternative responses, suggesting .three phases of the corresponding perceptual processes: an initial dominance by position of the stimulus, a subsequent, joint influence by both intensity and duration, and finally an exclusive control by the correct dimension. The results demonstrate that Ss can selectively attend to various dimensions of the same stimulus, with concommitantly varying time constants. The perceptual processes being tapped by a discrimination task depend upon instructions and upon RT.     

Learning under stress: how does it work?

The effects of stress on learning and memory are not always clear: both facilitating and impairing influences are described in the literature. Here we propose a unifying theory, which states that stress will only facilitate learning and memory processes: (i) when stress is experienced in the context and around the time of the event that needs to be remembered, and (ii) when the hormones and transmitters released in response to stress exert their actions on the same circuits as those activated by the situation, that is, when convergence in time and space takes place. The mechanism of action of stress hormones, particularly corticosteroids, can explain how stress within the context of a learning experience induces focused attention and improves memory of relevant information.     

Reasoning, emotions, and delusional conviction in psychosis

The aim of the study was to elucidate the factors contributing to the severity and persistence of delusional conviction. One hundred participants with current delusions, recruited for a treatment trial of psychological therapy (PRP trial), were assessed at baseline on measures of reasoning, emotions, and dimensions of delusional experience. Reasoning biases (belief inflexibility, jumping to conclusions, and extreme responding) were found to be present in one half of the sample. The hypothesis was confirmed that reasoning biases would be related to delusional conviction. There was evidence that belief inflexibility mediated the relationship between jumping to conclusions and delusional conviction. Emotional states were not associated with the reasoning processes investigated. Anxiety, but not depression, made an independent contribution to delusional conviction.     

Increasing access to psychological therapies for people with psychosis: predictors of successful training

BackgroundCognitive behavioural therapy for psychosis (CBTp) is recommended for people with schizophrenia, but routine delivery remains limited. Obstacles to increasing access include inadequate training, organisational support and supervision, resulting in low levels of staff competence and confidence. This study is a preliminary evaluation of a CBTp training programme, designed to overcome these obstacles and to increase routine delivery of competent CBTp.MethodTraining outcomes for a pilot group and for the first three cohorts to complete training were analysed to identify predictors of successful completion and of therapy delivery after training.ResultsObjective competence was attained by 37 students (out of 58), who delivered therapy to over 160 service users. Successful completion was associated with previous CBT therapy experience. Delivery after one year was associated with working in a therapy rather than a care co-ordination role.ConclusionsThe programme succeeded in training therapists to deliver competent therapy. Our results suggest that preliminary training in CBT for other disorders may improve success rates in CBTp. Despite extensive service liaison, delivery remained problematic for care co-ordinators without role change and provision of dedicated time. The findings should inform future implementation strategies.