Perceptions of another person's heavy drinking as a function of one's relationship to the drinker a pilot study

Of 301 participants in a telephone survey, 201 could identify a problem drinker within their social networks. In 67 cases the drinker was a partner, in 45 another family member, in 61 a friend, and in 28 a work colleague. Another person's heavy drinking was reported as most disrupting to one's life when that person was a partner or other family member or if one was living in the same residence as the drinker. The exception to this was that reported disruption to respondents' work life was greatest when the drinker was a work colleague. While there appear to be problems for friends and work colleagues, partners and other family members appear to report the most disruption so providing services to family members seems appropriate.     

The pursuit of Leonardo's constraint

Leonardo da Vinci (1452-1519) identified two stimulus situations that cannot be painted faithfully on a canvas: (a) when two objects are located in the same direction with respect to the painter's head, and (b) when parts of a surface are visible to one eye, but occluded from the other eye. He analysed these situations in terms of rays being emitted from the two eyes and, aside from the origin of the rays, the projective geometry he used was correct. His analyses showed that what can be seen from two vantage points cannot be represented on a canvas, because a 'correct' painting must be created from a single 'station point'. He was struck by the consequence of this fact that the depth seen on a canvas cannot match that of viewing the scene with two eyes. Subsequent visual scientists focused on Leonardo's observation about the lack of vivid depth in a picture. We argue that a complete understanding of what we see in the two stimulus situations requires consideration of visual direction in addition to visual depth. More specifically, we argue that the visual directions of the two objects, (a) above, and the visual direction of the monocular areas, (b) above, are dependent upon the constraint that two opaque objects cannot be represented in the same direction. Demonstrations that readers can perform, and that support this argument, are provided on the Perception website at http://www.perceptionweb.com/perc0102/ono.html.     

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.     

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.     

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.     

The social risk hypothesis of depressed mood: evolutionary, psychosocial, and neurobiological perspectives

The authors hypothesize that depressed states evolved to minimize risk in social interactions in which individuals perceive that the ratio of their social value to others, and their social burden on others, is at a critically low level. When this ratio reaches a point where social value and social burden are approaching equivalence, the individual is in danger of exclusion from social contexts that, over the course of evolution, have been critical to fitness. Many features of depressed states can be understood in relation to mechanisms that reduce social risk in such circumstances, including (a) hyper-sensitivity to signals of social threat from others, (b) sending signals to others that reduce social risks, and (c) inhibiting risk-seeking (e.g., confident, acquisitive) behaviors. These features are discussed in terms of psychosocial and neurobiological research on depressive phenomena.