Cognition and Self-Control: Cognitive Control of Painful Sensory Input

Eighty Ss were first tested for base-level response to a pain-producing stimulus and then were re-tested on the same pain stimulus after receiving 1 of 8 experimental treatments. The 8 treatments were arranged in a 2 x 2 x 2 factorial design: presence or absence of hypnotic induction procedure; presence or absence of instructions for anesthesia; and presence or absence of demands for honest reports. Neither the hypnotic-induction procedure nor the demands for honesty affected the Ss'reports of the degree of pain experienced. The anesthesia instructions--"think of the hand as numb and insensitive as if it were a piece of rubber..."--produced an equal degree of pain reduction in hypnotic and non-hypnotic Ss and in Ss who were and those who were not exposed to demands for honesty. The results indicate that (a) Ss' reports of pain are less affected by demands for honesty and are more closely related to their actual experiences than has been previously assumed and (b) instructions which direct Ss to exercise cognitive control over painful sensory input are effective (with or without 'hypnosis') in reducing the experience of pain.     

Dimensionality of the Beck Youth Inventories With Child Psychiatric Outpatients

The Anxiety, Depression, Anger, Disruptive Behavior, and Self-Concept Inventories of the Beck Youth Inventories of Emotional and Social Impairment (J. S. Beck, A. S. Beck, & J. Jolly, 2001) were administered to 150 female and 150 male outpatients who were 7–12 years old and matched by sex as to whether they were diagnosed with anxiety, mood, adjustment, or attention-deficit and disruptive behavior disorders to determine whether each inventory represented distinct symptom dimensions. Horns parallel analyses (J. L. Horn, 1965) found that the Anxiety, Depression, and Disruptive Behavior Inventories were unidimensional, but that the Anger and Self-Concept Inventories were each composed of two underlying dimensions. Iterated principal-factor analyses indicated that the Anger Inventory represented Affective and Cognitive dimensions, whereas the Self-concept Inventory reflected Self-Esteem and Competency dimensions. However, the overall pattern of results was discussed as supporting the current practice of scoring each inventory as a summative scale for clinical assessment purposes.     

Response speeding mediates the contributions of cue familiarity and target retrievability to metamnemonic judgments

Metamnemonic judgments are influenced by the retrievability of the target memory in question, but also by the familiarity of the cue used to elicit such judgments. However, there have been few suggestions as to what factors mediate the influence of these different sources of information on metamnemonic judgments. In this experiment, I examined the interactions between prediction time pressure and variables that promote either cue familiarity or target retrievability. The data reveal that target retrievability plays a larger role than does cue familiarity in fostering predictions of future recall made under unpressured conditions, but that cue familiarity influences predictions that are speeded. This pattern is interpreted by analogy with recognition memory: Mnemonic evidence based on familiarity is more impervious to the demands of time pressure than are the products of deliberative retrieval. Several explanations for this effect are suggested.     

Using Structural Analysis of Social Behavior (SASB) measures of self- and social perception to give interpersonal meaning to symptoms: anxiety as an exemplar

Current symptom-based diagnosis, although important, lacks theoretical underpinning that might give meaning to psychiatric symptoms. The structural analysis of social behavior (SASB) fills this void, operationalizing interpersonal theory for investigation of relational aspects of psychopathology. To provide an example of how SASB may be utilized to this end, participants with (n = 40) and without (n = 40) uncontrollable worry and anxiety completed SASB Intrex Questionnaires to explore self-perceptions and perceptions of strangers in a social interaction task. Based on SASB principles and past research on familial factors in childhood anxiety, it was hypothesized that self- and other perceptions would discriminate participant groups along the lines of disrupted and normal attachment. To demonstrate the versatility of SASB, analyses incorporated indexes of varying specificity. Largely, results supported predictions, suggesting the sensitivity of SASB Intrex to assess social perceptions even in a first-meeting context, extending its known possible uses.     

The relative effectiveness of various instructional approaches in developing anticipation skill

The relative effectiveness of explicit instruction, guided discovery, and discovery learning techniques in enhancing anticipation skill in young, intermediate-level tennis players was examined. Performance was assessed pre- and postintervention, during acquisition, and under transfer conditions designed to elicit anxiety through the use of laboratory and on-court measures. The 3 intervention groups improved from pre- to posttest compared with a control group (n = 8), highlighting the benefits of perceptual-cognitive training. Participants in the explicit (n = 8) and guided discovery (n = 10) groups improved their performance during acquisition at a faster rate than did the discovery learning (n = 7) group. However, the explicit group showed a significant decrement in performance when tested under anxiety provoking conditions compared with the guided discovery and discovery learning groups. Although training facilitated anticipation skill, irrespective of the type of instruction used in this experiment, guided discovery methods are recommended for expediency in learning and resilience under pressure.     

A unified model for perceptual learning

Perceptual learning in adult humans and animals refers to improvements in sensory abilities after training. These improvements had been thought to occur only when attention is focused on the stimuli to be learned (task-relevant learning) but recent studies demonstrate performance improvements outside the focus of attention (task-irrelevant learning). Here, we propose a unified model that explains both task-relevant and task-irrelevant learning. The model suggests that long-term sensitivity enhancements to task-relevant or irrelevant stimuli occur as a result of timely interactions between diffused signals triggered by task performance and signals produced by stimulus presentation. The proposed mechanism uses multiple attentional and reinforcement systems that rely on different underlying neuromodulators. Our model provides insights into how neural modulators, attentional and reinforcement learning systems are related.     

Do psychosocial and study skill factors predict college outcomes? A meta-analysis

This study examines the relationship between psychosocial and study skill factors (PSFs) and college outcomes by meta-analyzing 109 studies. On the basis of educational persistence and motivational theory models, the PSFs were categorized into 9 broad constructs: achievement motivation, academic goals, institutional commitment, perceived social support, social involvement, academic self-efficacy, general self-concept, academic-related skills, and contextual influences. Two college outcomes were targeted: performance (cumulative grade point average; GPA) and persistence (retention). Meta-analyses indicate moderate relationships between retention and academic goals, academic self-efficacy, and academic-related skills (ps =.340,.359, and.366, respectively). The best predictors for GPA were academic self-efficacy and achievement motivation (ps =.496 and.303, respectively). Supplementary regression analyses confirmed the incremental contributions of the PSF over and above those of socioeconomic status, standardized achievement, and high school GPA in predicting college outcomes.     

Visual neuroscience before the neuron

Visual neuroscience is considered to be a contemporary concern, based in large part on relating characteristics of neural functioning to visual experience. It presupposes a detailed knowledge of neural activity for which the neuron doctrine is a fundamental tenet. However, long before either the neuron doctrine had been advanced or the nerve cell had been described, attempts were made to estimate the dimensions of nerve fibres from measures of visual resolution. In the seventeenth century, the microscopes of Hooke and van Leeuwenhoek were unable to resolve structures as small as nerves adequately. However, it was not Hooke's microscope that led to an estimate of the dimensions of nerve fibres but his experiments on the limits of visual resolution. Hooke determined that a separation of one minute of arc was the minimum that could normally be seen. Descartes had earlier speculated that the retina consisted of the terminations of fibres of the optic nerve, and that their size defined the limits of what could be seen. Estimates of the diameters of nerve fibres were made on the basis of human visual acuity by Porterfield in 1738; he calculated the diameters of nerve fibres in the retina as one 7200th part of an inch (0.0035 mm), based on the resolution of one minute of arc as the minimum visible. In the same year, Jurin questioned the reliability of such estimates because of variations in visual resolution with different stimuli. The measurement of visual acuity was refined by Mayer in 1755, with dots, gratings, and grids used as stimuli. In the 1830s, Treviranus fused the microscopic and acuity approaches to determine the dimensions of nerve fibres. His indirect estimates of the dimensions of retinal fibres were close to those derived from microscopic observation. However, the suggestion that the retina consisted of terminations of nerve fibres influenced his detailed illustrations of its microscopic structure. Contrary to the situation that obtained after the microscopic structure of the retina had been established, a function of vision (acuity) was used to determine the dimensions of the structures (retinal elements) that were thought to mediate it.     

The Parents Matter! Program Interventions: Content and the Facilitation Process

The Parents Matter! Program (PMP) has developed three interventions for parents of 4th and 5th grade African-American children (9–12 years old). The overarching goal of all three interventions is to provide parents with knowledge, skills, and support for enhancing their efforts to raise healthy children. The interventions are: (1) Enhanced Communication and Parenting (five 2 -hour sessions), (2) Brief Communication and Parenting (single 2 -hour session), and (3) General Health (single 2 -hour session). This article discusses the development of these interventions, presents an overview of the content of each intervention, and discusses issues related to the facilitation/presentation of these interventions.