Emotion-based learning and central executive resources: an investigation of intuition and the Iowa Gambling Task

The role of emotion in complex decision-making can be assessed on the Iowa Gambling Task (IGT), a widely used neuropsychological measure that may tap a different aspect of executive function than that assessed by conventional measures. Most notably, the 'feeling' about which decks are good or bad, often described in relation to IGT performance, seems reminiscent of decision-making based on intuition-linked to a long history of research in decision-making contrasting the 'intuition' versus 'reasoning' styles of problem solving. To test the claim that the performance on the IGT relies more on emotion-based learning than conventional executive resources for normal performance, a group of participants completed the IGT simultaneously with one of two secondary-tasks, one of which (random number generation) is known to load executive resources. A third group performed the IGT with no secondary-task. If performance on the IGT requires the properties associated with intuitive operations, then participants should either show no disruption when completing a secondary-task, or at least show no selective disruption on a secondary-task that loads for executive function. The rate of learning in the three groups was not significantly different. This suggests that the sorts of cognitive resources loaded by traditional executive tasks such as random number generation do not overlap, in the cognitive architecture, with the emotion-based learning skills that are required for Iowa Gambling Task performance. The findings of the present study are also consistent with a previous claim of the Iowa group that emotion-based learning and working memory resources are doubly dissociable.     

Stability of functional equivalence and stimulus equivalence: effects of baseline reversals

Functional equivalence and stimulus equivalence classes were established, reversed, and tested for stability with college students. Functional stimulus classes were established using a task in which students were trained to say nonsense words in the presence of arbitrarily assigned sets of symbols. Computer-controlled speech-recognition technology was used to record and analyze students' vocal responses for accuracy. After the establishment of stimulus classes was demonstrated with a transfer-of-function test, the effects of reversing selected baseline simple discriminations were assessed during an additional transfer-of-function test and a follow-up test that occurred several weeks later. With the same students, stimulus equivalence classes were established and demonstrated with computerized matching-to-sample procedures. The effects of reversing selected baseline conditional discriminations also were assessed during a postreversal equivalence test and a follow-up test. Both functional stimulus classes and stimulus equivalence were sensitive to contingency reversals, but the reversals with stimulus equivalence closses affected stimulus class organization whereas reversals with functional stimulus classes did not. Follow-up performances were largely consistent with the original baseline contingencies. The similarities and differences between stimulus equivalence and functional equivalence are related to the specific contingencies that select responding in the presence of the stimuli that form the classes.     

Early stuttering as a type of language difficulty

EDUCATIONAL OBJECTIVES: The reader will learn about and be able to describe (1) the characteristics of incipient stuttering, (2) how it differs from stuttering in older children, and (3) the relationship of such early stuttering to developing language skills.     

Recognition of conspecific odors by laboratory rats (Rattus norvegicus) does not show context specificity

This experiment investigated how contextual cues affect recognition of conspecific odors in laboratory rats (Rattus norvegicus). Rats received 5 encounters with the same odor in the same context. For the 6th test encounter, all rats received a simultaneous presentation of the original odor and a novel odor. The authors tested 1 group of rats (context same) in the same context as before. For the remaining 2 groups, the test encounter was in a different context that 1 group (context different) had experienced but that 1 group (context novel) had not. A significant preference to investigate the novel odor by context-same and context-different rats, but not by context-novel rats, suggests that odor recognition can occur following transfer to a different, but familiar, test context, indicating a lack of context specificity.     

What is satisfying about satisfying events? Testing 10 candidate psychological needs

Three studies compared 10 candidate psychological needs in an attempt to determine which are truly most fundamental for humans. Participants described "most satisfying events" within their lives and then rated the salience of each of the 10 candidate needs within these events. Supporting self-determination theory postulates (Ryan & Deci, 2000)--autonomy, competence, and relatedness, were consistently among the top 4 needs, in terms of both their salience and their association with event-related affect. Self-esteem was also important, whereas self-actualization or meaning, physical thriving, popularity or influence, and money-luxury were less important. This basic pattern emerged within three different time frames and within both U.S. and South Korean samples and also within a final study that asked, "What's unsatisfying about unsatisfying events?" Implications for hierarchical theories of needs are discussed.     

Effects of social proximity on multiple aggressive behaviors

We systematically manipulated social proximity to examine its influence on multiple topographies of aggression. Aggression occurred at high levels during close-proximity sessions and at low levels during distant-proximity sessions even though social contact was presented continuously during both conditions. Topographies of aggression emerged sequentially across the close-proximity sessions, and all topographies were reduced to zero following extended sessions of this condition.     

Development of Gender Differences in Children's Responses to Animated Entertainment

This study examined gender differences in children's responses to animated scenes from an action adventure versus a sad film, and to animated previews of a prototypical male versus female movie. Females were more likely than males to express sadness in response to the sad scene, and gender differences in intensities of sadness increased with age. Children were much more likely to stereotype the male preview as most liked by other boys, whereas the majority of children perceived the female preview as liked by either gender equally. In terms of enjoyment of the male and female previews, gender differences in enjoyment of the male preview were apparent only among children who perceived the film as more appealing to boys, and gender differences in enjoyment of the female preview were apparent only among children who perceived the film as more appealing to girls. Implications for children's programming are discussed.