Recent exposure to a dangerous context impairs extinction and reinstates lost fear reactions

Rats were shocked in a context and then exposed to that context in the absence of shock. Shorter intervals between these extinction trials produced more long-term freezing than did longer ones, and shorter intervals between the final extinction trial and test produced more freezing than did longer ones. A short interval between a context extinction trial and test with an extinguished conditioned stimulus (CS) produced more freezing than did a longer one, and a short interval between a nonreinforced context exposure and an extinguished CS reinstated freezing when the CS was tested 24 hr later. The results suggest that recent fear acts to favor subsequent retrieval of the memory formed at conditioning rather than extinction and to render the retrieved memory more salient.     

Ethnicity, expressed emotion, attributions, and course of schizophrenia: family warmth matters

The authors examined the role of family factors and the course of schizophrenia by carrying out additional assessments and analyses in 2 previously published studies of Mexican American and Anglo American patients and families. The authors found partial support for an attributional model of relapse for families who are low in emotional overinvolvement. Attributions of control, criticism, and warmth together marginally predicted relapse. The data also indicated that for Mexican Americans, family warmth is a significant protective factor, whereas for Anglo Americans, family criticism is a significant risk factor. These findings suggest that the sociocultural context shapes the pathways by which family processes are related to the course of illness. Moreover, the warmth findings suggest that families may contribute to preventing relapse.     

Repetition blindness: out of sight or out of mind?

Does repetition blindness represent a failure of perception or of memory? In Experiment 1, participants viewed rapid serial visual presentation (RSVP) sentences. When critical words (C1 and C2) were orthographically similar, C2 was frequently omitted from serial report; however, repetition priming for C2 on a postsentence lexical decision task was equivalent whether or not C1 was similar to C2. In Experiment 2, participants monitored RSVP sentences for a predetermined target. Participants frequently failed to detect the target when it was preceded by an orthographically similar word. In Experiment 3, the authors investigated the role of the attentional blink in this effect. These experiments suggest that repetition blindness is a failure of conscious perception, consistent with predictions of the token-individuation hypothesis.     

The role of the shared family context in differential parenting

This article examines the role of the shared family context in understanding differential parental treatment of children. Child-specific and family-context predictors of differential parental positivity and negativity were examined using multilevel modeling in a population of 8,476 children nested in 3,762 families. Child age was the strongest child-specific predictor of positivity and differential positivity. Lower socioeconomic status (SES), marital dissatisfaction, and larger family size were associated with higher levels of differential positivity. There was evidence of potentiation when risks were combined. Children's temperament was associated with parental negativity and differential negativity. The strength of this association was moderated by SES. Mixed-gender sibships in families with marital dissatisfaction and children in single-parent families received the highest levels of differential negativity. The findings are discussed in the context of shared and nonshared environmental influences on development.     

Using video modeling and reinforcement to teach perspective-taking skills to children with autism

We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.     

The difference engine: A model of diversity in speeded cognition

A theory of diversity in speeded cognition, the difference engine, is proposed, in which information processing is represented as a series of generic computational steps. Some individuals tend to perform all of these computations relatively quickly and other individuals tend to perform them all relatively slowly, reflecting the existence of a general cognitive speed factor, but the time required for response selection and execution is assumed to be independent of cognitive speed. The difference engine correctly predicts the positively accelerated form of the relation between diversity of performance, as measured by the standard deviation for the group, and task difficulty, as indexed by the mean response time (RT) for the group. In addition, the difference engine correctly predicts approximately linear relations between the RTs of any individual and average performance for the group, with the regression lines for fast individuals having slopes less than 1.0 (and positive intercepts) and the regression lines for slow individuals having slopes greater than 1.0 (and negative intercepts). Similar predictions are made for comparisons of slow, average, and fast subgroups, regardless of whether those subgroups are formed on the basis of differences in ability, age, or health status. These predictions are consistent with evidence from studies of healthy young and older adults as well as from studies of depressed and age-matched control groups.     

Learning new word meanings from context: a study of eye movements

This study examined how readers establish the meaning of a new word from the sentence context during silent reading. Readers' eye movements were monitored while they read pairs of sentences containing a target word, context, and a word related to the target word. The target word varied in familiarity (high, low, or novel). The context varied in informativeness about the meaning of the target word (informative or neutral). The amount of time readers spent on the context depended on both the familiarity of the target word and the informativeness of the context. Readers spent additional time on the related word only when the context was neutral and the target was novel. These results indicate that readers were able to determine which areas of text were relevant and used the information to infer a meaning for the novel word.     

The premack principle, response deprivation, and establishing operations

This paper describes response deprivation as an establishing operation. In this context, we review the concept of establishing operation, in particular, its reinforcer-establishing and evocative effects; we place response deprivation in the literature on the reinforcing effects of behavioral activity, wherein response deprivation subsumes the Premack principle; we describe the reinforcer-altering and evocative effects of response deprivation; and we address a methodological concern about the evocative effect. In closing, we discuss some conceptual and empirical implications of the foregoing analyses.     

A sublexical locus for repetition blindness: evidence from illusory words.

Six experiments used an illusory words paradigm to demonstrate that repetition blindness (RB) in orthographically similar words affects only the words' shared letters. Rapid serial visual presentation streams of words and word fragments allowed the unique letters of the 2nd critical word to combine with a subsequent fragment to create a word, as in rock shock ell. The illusory word shell was reported 2-3 times as frequently in RB conditions as in control conditions. Further experiments ruled out letter migration, contour summation, and differences in processing load as explanations for the results. These findings are inconsistent with current proposals that orthographic RB represents similarity inhibition or lexical competition or that it reflects problems with word-level token individuation.