Cerebral Palsy and Personality Traits,as Measured by the NEO PI-R—A Preliminary Study

The aim of this study was to investigate whether or not individuals with cerebral palsy (CP), without psychiatric problems, have a divergent personality. Eighteen individuals with CP (11 women, 7 men) were included. Seventeen had spastic and one dyskinetic CP. The participants completed the personality inventory NEO-PI-R. The group had a low average value in the Openness domain scale. In facet scales, the study group was more fearful, had difficulties coping with stress, tended to keep in the background, found change difficult, had limited curiosity, and was relaxed in tempo, more altruistic, more humble, and more unable to get organized. There was a stereotypical gender result, with low results on Openness to aesthetics and feelings for males and higher vulnerability for women. The results may indicate that individuals with CP have a divergent personality compared to individuals in general.     

A diachronic perspective on peer disagreement in veritistic social epistemology

The main issue in the epistemology of peer disagreement is whether known disagreement among those who are in symmetrical epistemic positions undermines the rationality of their maintaining their respective views. Douven and Kelp have argued convincingly that this problem is best understood as being about how to respond to peer disagreement repeatedly over time, and that this diachronic issue can be best approached through computer simulation. However, Douven and Kelp’s favored simulation framework cannot naturally handle Christensen’s famous Mental Math example. As a remedy, I introduce an alternative (Bayesian) simulation framework, Laputa, inspired by Alvin Goldman’s seminal work on veritistic social epistemology. I show that Christensen’s conciliatory response, reasonably reconstructed and supplemented, gives rise to an increase in epistemic (veritistic) value only if the peers continue to recheck their mental math; else the peers might as well be steadfast. On a meta-level, the study illustrates the power of Goldman’s approach when combined with simulation techniques for handling the computational issues involved.

     

Individuals and dyads in a multiple-cue judgment task: Cognitive processes and performance

Virtually all studies of multiple-cue judgment focus on the learning by individuals. In a multiple-cue judgment task the authors examined if people acquire rule or exemplar knowledge as a function of learning the task alone or in dyads. Learning in dyads was expected to promote explicit rule-based thinking as a consequence of verbalization (social abstraction effect) and to improve performance due to the larger joint exemplar knowledge base (exemplar pooling effect). In two experiments the results suggest more accurate judgment by dyads, evidence for an exemplar pooling effect, but no evidence for the social abstraction effect. In contrast to most previous research, social interaction proved beneficial and allowed the dyads to surpass their combined individual performance.     

Can exposure and acceptance strategies improve functioning and life satisfaction in people with chronic pain and whiplash-associated disorders (WAD)? A randomized controlled trial

Although 14% to 42% of people with whiplash injuries end up with chronic debilitating pain, there is still a paucity of empirically supported treatments for this group of patients. In chronic pain management, there is increasing consensus regarding the importance of a behavioural medicine approach to symptoms and disability. Cognitive behaviour therapy has proven to be beneficial in the treatment of chronic pain. An approach that promotes acceptance of, or willingness to experience, pain and other associated negative private events (e.g. fear, anxiety, and fatigue) instead of reducing or controlling symptoms has received increasing attention. Although the empirical support for treatments emphasizing exposure and acceptance (such as acceptance and commitment therapy) is growing, there is clearly a need for more outcome studies, especially randomized controlled trials. In this study, participants (N = 21) with chronic pain and whiplash-associated disorders were recruited from a patient organization and randomized to either a treatment or a wait-list control condition. Both groups continued to receive treatment as usual. In the experimental condition, a learning theory framework was applied to the analysis and treatment. The intervention consisted of a 10-session protocol emphasizing values-based exposure and acceptance strategies to improve functioning and life satisfaction by increasing the participants' abilities to behave in accordance with values in the presence of interfering pain and distress (psychological flexibility). After treatment, significant differences in favor of the treatment group were seen in pain disability, life satisfaction, fear of movements, depression, and psychological inflexibility. No change for any of the groups was seen in pain intensity. Improvements in the treatment group were maintained at 7-month follow-up. The authors discuss implications of these findings and offer suggestions for further research in this area.     

Demonstrator skill modulates observational aversive learning

Learning to avoid danger by observing others can be relatively safe, because it does not incur the potential costs of individual trial and error. However, information gained through social observation might be less reliable than information gained through individual experiences, underscoring the need to apply observational learning critically. In order for observational learning to be adaptive it should be modulated by the skill of the observed person, the demonstrator. To address this issue, we used a probabilistic two-choice task where participants learned to minimize the number of electric shocks through individual learning and by observing a demonstrator performing the same task. By manipulating the demonstrator’s skill we varied how useful the observable information was; the demonstrator either learned the task quickly or did not learn it at all (random choices). To investigate the modulatory effect in detail, the task was performed under three conditions of available observable information; no observable information, observation of choices only, and observation of both the choices and their consequences. As predicted, our results showed that observable information can improve performance compared to individual learning, both when the demonstrator is skilled and unskilled; observation of consequences improved performance for both groups while observation of choices only improved performance for the group observing the skilled demonstrator. Reinforcement learning modeling showed that demonstrator skill modulated observational learning from the demonstrator’s choices, but not their consequences, by increasing the degree of imitation over time for the group that observed a fast learner. Our results show that humans can adaptively modulate observational learning in response to the usefulness of observable information.     

Olfactory working memory: effects of verbalization on the 2-back task

Working memory for odors, which has received almost no attention in the literature, was investigated in two experiments. We show that performance in a 2-back task with odor stimuli is well above chance. This is true not only for highly familiar odors, as has been shown by Dade, Zatorre, Evans, and Jones-Gotman, NeuroImage, 14, 650–660, (2001), but also for unfamiliar ones that are notoriously difficult to name. We can conclude that information about an olfactory stimulus can be retained in the short term and can continuously be updated for comparison with new olfactory probes along the lines of a functional odor working memory. However, the performance in the working memory task is highly dependent on participants’ verbalization of the odor. In addition, results indicated that odor working memory performance is dependent on the ability to discriminate among the odor stimuli (Experiment 2). The results are discussed in relation to recent ideas of a separate olfactory working memory slave system.     

Type of learning task impacts performance and strategy selection in decision making

In order to be adaptive, cognition requires knowledge about the statistical structure of the environment. We show that decision performance and the selection between cue-based and exemplar-based inference mechanisms can depend critically on how this knowledge is acquired. Two types of learning tasks are distinguished: learning by comparison, by which the decision maker learns which of two objects has a higher criterion value, and direct criterion learning, by which the decision maker learns an object's criterion value directly. In three experiments, participants were trained either with learning by comparison or with direct criterion learning and subsequently tested with paired-comparison, classification, and estimation tasks. Experiments 1 and 2 showed that although providing less information, learning by comparison led to better generalization (at test), both when generalizing to new objects and when the task format at test differed from the task format during training. Moreover, learning by comparison enabled participants to provide rather accurate continuous estimates. Computational modeling suggests that the advantage of learning by comparison is due to differences in strategy selection: whereas direct criterion learning fosters the reliance on exemplar processing, learning by comparison fosters cue-based mechanisms. The pattern in decision performance reversed when the task environment was changed from a linear (Experiments 1 and 2) to a nonlinear structure (Experiment 3), where direct criterion learning led to better decisions. Our results demonstrate the critical impact of learning conditions for the subsequent selection of decision strategies and highlight the key role of comparison processes in cognition.     

Spouses' attributions for helping: the effects of styles of help-seeking,self-serving bias,and sex

This paper examines the effects of (a) how clearly the desire for help is presented, (b) self-serving bias, and (c) sex differences on the source of the cause of helping happening (or not) that spouses attribute to a potential helper. In two studies, a total of 138 couples imagined situations in which a person wanted his or her spouse to do a chore. How clearly the desire for help was expressed, whether help was given, and whether it was the participant or the spouse who was expected to help were manipulated. The participants reported their attributions for the cause of helping (or not) to themselves and the spouse on visual analog scales. There was strong support for a proposed interaction between how clearly the desire for help was expressed and whether help was given in predicting spouses' attributions. No support was obtained for a predicted self-serving bias or for a suggestion that men make more self-enhancing attributions than women, the findings were instead congruent with a relationship-enhancing bias. The findings are discussed in terms of the context of housework.     

Capacity limitations and the detection of correlations: comment on Kareev (2000)

Y. Kareev (2000) argued that the limited capacity of working memory may be an adaptive advantage for the early detection of useful correlations. His analysis indeed suggests that the optimal sample size is close to G. A. Miller's (1956) "magical number 7 +/- 2." The authors point out logical and statistical limitations of Y. Kareev's (2000) analysis, including that it neglects that the adaptive value is not determined by the hit rate but by the posterior probability of hit and that only signal trials are considered. The authors' analysis demonstrates that when these limitations are corrected for, the alleged benefit for small samples does not occur, and larger samples imply considerable improvement in the detection of correlations.