How can obese weight controllers minimize weight gain during the high risk holiday season? By self-monitoring very consistently.

This study examined the efficacy of augmenting standard weekly cognitive-behavioral treatment for obesity with a self-monitoring intervention during the high risk holiday season. Fifty-seven participants in a long-term cognitive-behavioral treatment program were randomly assigned to self-monitoring intervention or comparison groups. During 2 holiday weeks (Christmas-New Years), the intervention group's treatment was supplemented with additional phone calls and daily mailings, all focused on self-monitoring. As hypothesized, the intervention group self-monitored more consistently and managed their weight better than the comparison group during the holidays. However, both groups struggled with weight management throughout the holidays. These findings support the critical role of self-monitoring in weight control and demonstrate the benefits of a low-cost intervention for assisting weight controllers during the holidays.     

Capitalizing on formal thought in counseling adolescents on conflicts with parents

Parent-adolescent conflicts are frequently sufficiently severe to require third-party intervention. Because the adolescent is more likely to be in a setting where counsel is more easily available, the helping person can make use of insight and emotional maturity that is concomitant with the adolescent's acquisition of formal thought.     

Paleostriatal lesions and instrumental learning in the pigeon

In three experiments, pigeons with lesions of the paleostriatum (experimental subjects) and unoperated control birds were trained on tasks designed to assess their instrumental learning abilities. In Experiment 1, using an orthodox Skinner box, training was given on a variable interval (VI) followed by a fixed interval (FI) schedule of reinforcement and only non-significant differences between the groups emerged. Experiment 2 examined the performance of the same subjects on a VI schedule in which a response-contingent signal accompanied reinforcement. For control subjects the presence of the signal resulted in a low rate of response compared with that found in equivalent conditions with the signal omitted. Experimental subjects showed the same response rate when the signal was present as when it was absent. Experiment 3 employed naive subjects, and a Skinner box modified to facilitate key-pecking in total darkness. In this apparatus, experimental subjects showed a lowered response rate on a VI schedule. These tasks were analyzed in terms of the classical (stimulus-reinforcer) and instrumental (response-reinforcer) learning they involve. The results suggest that pigeons with paleostriatal lesions show a deficit in forming response-reinforcer associations, perhaps because the lesions reduce the salience of response-produced cues.     

Apparent reversal frequencies in squares and trapezia: the effect of invariant and variant information

Three studies of apparent reversals (ARs) in rotating rectangular and trapezoid arrays are reported, together with a mathematical analysis. Study 1 explores the effect of different degrees of outline suppression on the frequency and distribution of ARs in squares and trapezia. Study 2 examines how modifications in both types of array reduce AR frequency, demonstrates a manipulation whereby ARs in rotating squares are eliminated, and suggests that ARs in squares and trapezia are of different origins. In the mathematical analysis, an invariant characteristic of the transformations of rotating rectangles is reported, and from this a numerical index is developed that expresses the extent to which a rotating trapezium may appear to pause just before each point of oscillation. In study 3 it is shown that this measure is a better predictor of AR frequencies than the heuristic proposed by Braunstein.     

Judgements of a 2 × 2 contingency table: Sequential processing and the learning curve

Shanks (1985) has used a video game to investigate how subjects estimate the effect of their behaviour in a task defined by a 2×2 contingency table. The subjects were able to distinguish positive and negative contingencies from zero contingencies. In addition, they showed a learning curve and a bias to rate zero contingencies with a high outcome density higher than low-density zero contingencies. He interpreted these data as being consistent with associative models derived from animal learning. In Experiment 1 we replicated these results using a task and instructions similar to his. In a second experiment we showed that the subjects' tendency to overestimate high-density zero contingencies did not arise because the “game” was so difficult that it interfered with processing the events. In this experiment subjects were given tables of the outcome frequencies that had been determined by the earlier subjects. These subjects were, if anything, less accurate in rating the zero contingencies. We point out several logical problems with Shanks's initial task. The task did not represent a true 2×2 contingency, and aspects of it were physically impossible. In Experiment 3 we modified the task to represent a true 2×2 contingency. Using this task, we found a similar pattern of results, except that there was no evidence of the learning curve predicted by the associative models. We conclude that there is little in our data to rule out a “rule-based” analysis of contingency judgements.