Fears from the past? The innate ability of dogs to detect predator scents

Animal Cognition - Throughout the animal kingdom, antipredator mechanisms are an evolutionary driving force to enable the survival of species classified as prey. Information regarding a...     

Flashbulb memories and the underlying mechanisms of their formation: Toward an emotional-integrative model

Flashbulb memories (FBMs) are detailed recollections of the context in which people first heard about important events. The present study investigates three models of the formation and maintenance of FBM. Two models have previously been proposed in the literature (Brown & Kulik, 1977; Conway et al., 1994). A third model of FBM that integrates theories of FBM and recent developments in the field of emotions is proposed. The present study compares these three competing models by investigating the FBMs that Belgian citizens developed upon learning of the unexpected death of their king Baudouin. Structural equation modeling revealed that, as compared to the two previously proposed models, the third model, which takes into account emotional processes, better explains FBM.     

Forward blocking in human learning sometimes reflects the failure to encode a cue-outcome relationship

In two “allergist” causal judgement experiments, participants were trained with a blocking design (A + |AB+). The procedure allowed different food cues to be paired with different fictitious allergic reactions. On test, participants were asked to rate the causal efficacy of the target cues and to recall the particular allergic reaction (outcome) that had followed each cue during training. Forward blocking was observed on the causal judgement measure and on the outcome recall measure in both Experiment 1 and Experiment 2. A backward blocking contingency was also trained in Experiment 2 (AB + |A+). Backward blocking was not observed either on the causal judgement or on the outcome recall measure. The evidence from the recall measure suggests that forward blocking in this task results from a failure to encode the B-outcome relationship during training. Associative and nonassociative mechanisms of forward blocking are discussed.     

The Contingency of Creation and Modern Science

The Bible reveals a free, contingent act of the triune, personal God as the origin of the world. This paper explores the fruitfulness of taking the contingency of creation as the starting-point for our thinking about the natural world. We will see that the contingency of creation implies a conception of the natural order which is in harmony with modern science. It is the foundation for the experimental method and the use of mathematics, provides an understanding of contingent laws of nature, shows that natural order is open to historical evolution, and makes room for chance and novelty.     

Chimpanzees demonstrate individual differences in social information use

Studies of transmission biases in social learning have greatly informed our understanding of how behaviour patterns may diffuse through animal populations, yet within-species inter-individual variation in social information use has received little attention and remains poorly understood. We have addressed this question by examining individual performances across multiple experiments with the same population of primates. We compiled a dataset spanning 16 social learning studies (26 experimental conditions) carried out at the same study site over a 12-year period, incorporating a total of 167 chimpanzees. We applied a binary scoring system to code each participant’s performance in each study according to whether they demonstrated evidence of using social information from conspecifics to solve the experimental task or not (Social Information Score—‘SIS’). Bayesian binomial mixed effects models were then used to estimate the extent to which individual differences influenced SIS, together with any effects of sex, rearing history, age, prior involvement in research and task type on SIS. An estimate of repeatability found that approximately half of the variance in SIS was accounted for by individual identity, indicating that individual differences play a critical role in the social learning behaviour of chimpanzees. According to the model that best fit the data, females were, depending on their rearing history, 15–24% more likely to use social information to solve experimental tasks than males. However, there was no strong evidence of an effect of age or research experience, and pedigree records indicated that SIS was not a strongly heritable trait. Our study offers a novel, transferable method for the study of individual differences in social learning.     

Hausaufgaben in der Psychotherapie

Homework assignments represent a standard intervention in psychotherapy. Homework provides the unique opportunity to emphasize patients’ responsibility for therapeutic change and to intensify the therapeutic process. Despite these high potentials systematic homework assignment is still rare in practice. Psychotherapy research has just recently focused its attention on homework as an effective therapeutic method. Meanwhile the positive effects of homework use on therapeutic outcome have been demonstrated but little is known about therapeutic strategies to enhance these effects. The present article highlights the functions of homework within the therapeutic process and discusses its theoretical mechanisms of action. The article concludes with suggestions from both an empirical and practical point of view to further assist practitioners’ use of homework assignments.