Social phobics do not misinterpret facial expression of emotion

Attentional biases in the processing of threatening facial expressions in social anxiety are well documented. It is generally assumed that these attentional biases originate in an evaluative bias: socially threatening information would be evaluated more negatively by socially anxious individuals. However, three studies have failed to evidence a negative evaluative bias in the processing of emotional facial expression (EFE) in socially anxious individuals. These studies however suffer from several methodological limitations that the present study has attempted to overcome. Twenty-one out-patients diagnosed with generalized social phobia have been compared to 20 out-patients diagnosed with another anxiety disorder and with 39 normal controls matched for gender, age and level of education. They had to decode on seven emotion intensity scales a set of 40 EFE whose intensity and emotional nature were manipulated. Although sufficient statistical power was ensured, no differences among groups could be found in terms of decoding accuracy, attributed emotion intensity, or reported difficulty of the task. Based on these findings as well as on other evidences, we propose that, if they exist, evaluative biases in social anxiety should be implicit and automatic and that they might be determined by the relevance of the stimulus to the person's concern rather than by the stimulus valence. The implications of these findings for the interpersonal processes involved in social phobia are discussed.     

Short-term effects of using verbal instructions and demonstration at the beginning of learning a complex skill in figure skating

This study examined whether providing verbal instructions plus demonstration and task repetition facilitates the early acquisition of a sport skill for which learners had a prior knowledge of the individual motor components. After one demonstration of the task by an expert, 18 novice skaters practiced a figure skating jump during a 15-min. period. Subjects were randomly assigned to one of 3 groups: a group provided with a verbal instruction that specified the subgoals of the task (Subgoals group), a group provided with a verbal instruction that used a metaphor (Metaphoric group), and a group not receiving any specific instruction during training (Control group). Subjects were filmed prior to and immediately following the practice session. Analysis indicated that the modifications of performance were related to the demonstration and the subsequent task repetitions only. Providing additional verbal instructions generated no effect. Therefore, guiding the learner toward a solution to the task problem by means of verbal instruction seems to be ineffective if done too early in the course of learning.     

CANTAB explicit memory is less impaired in addicted schizophrenia patients

It has been suggested that in order to sustain the lifestyle of substance abuse, addicted schizophrenia patients would have less negative symptoms, better social skills, and less cognitive impairments. Mounting evidence supports the first two assumptions, but data lack regarding cognition in dual diagnosis schizophrenia. Seventy-six schizophrenia outpatients (DSM-IV) were divided into two groups: with (n = 44) and without (n = 32) a substance use disorder. Motor speed and visuo-spatial explicit memory were investigated using CANTAB. As expected, dual diagnosis patients showed a better cognitive performance. Our results suggest either that substance abuse relieves the cognitive deficits of schizophrenia or that the patients with less cognitive deficits are more prone to substance abuse.     

Statistical approaches to language acquisition and the self-organizing consciousness: a reversal of perspective

Recent years have seen the upsurge of a new approach to language that moves away from the rule-based conventional framework. In this approach, mostly supported by the success of connectionist models, children learn language by exploiting the distributional properties of the input. It is argued in this paper that, in the same way as conforming to rules does not imply the existence of mental rules, conforming to statistical regularities does not imply that statistical computations are performed mentally. Sensitivity to statistical regularities can alternatively be conceived of as a by-product of the recurrent interplay between the properties of the current conscious content and the properties of the linguistic and extralinguistic environment. The validity of including the content of conscious experiences in an otherwise standard dynamical approach rooted in the notion of self-organization is discussed.     

Modulation of the attentional blink by on-line response selection: Evidence from speeded and unspeeded Task1 decisions

Two critical target stimuli (T₁ and T₂) were embedded in a stream of white letters shown on a black background, using a rapid serial visual presentation paradigm (RSVP, 100 msec/item). T₁ was a red H or S; T₂ was an X or a Y. Performance in a two-alternative discrimination on T₂ was impaired when processing of T₁ was required—a result often called an attentional blink (AB). In previous work, the response in Task₁ has been an unspeeded and delayed response at the end of the trial. Three experiments compared performances in Task₂ that depended on whether Task₁ required an unspeeded delayed response or a speeded immediate response. A larger AB was found when a speeded response was required. Furthermore, in the speeded conditions, faster responses in Task₁ were associated with a smaller and shorter AB effect than were slower responses. The results show that manipulations affecting a relatively late stage of processing—response selection—affect the magnitude and duration of the AB phenomenon. A new central inhibition theory is proposed to account for these results. According to this theory, the AB is similar to the psychological refractory period effect and is caused by central postponement of short-term consolidation of T₂.     

From algorithmic computing to direct retrieval: Evidence from number and alphabetic arithmetic in children and adults

A number of theories of mental arithmetic suggest that the ability to solve simple addition and subtraction problems develops from an algorithmic strategy toward a strategy based on the direct retrieval of the result from memory. In the experiment presented here, 2nd and 12th graders were asked to solve two tasks of number and alphabet arithmetic. The subjects transformed series of 1 to 4 numbers or letters (item span) by adding or subtracting an operand varying from 1 to 4 (operation span). Although both the item and operation span were associated with major and identical effects in the case of both numbers and letters at 2nd grade, such effects were clearly observable only in the case of letters for the adult subjects. This suggests the use of an algorithmic strategy for both types of material in the case of the children and for the letters only in the case of the adults, who retrieved numerical results directly from memory.     

The influence of perceived rotary motion on the recognition of rotated objects

Subjects either named rotated objects or decided whether the objects would face left or right if they were upright. Response time in the left-right task was influenced by a rotation aftereffect or by the physical rotation of the object, which is consistent with the view that the objects were mentally rotated to the upright and that, depending on its direction, the perceived rotary motion of the object either speeded or slowed mental rotation. Perceived rotary motion did not influence naming time, which suggests that the identification of rotated objects does not involve mental rotation.     

The linear separability effect in color visual search: Ruling out the additive color hypothesis

Bauer, Jolicoeur, and Cowan (1996b, 1996c) demonstrated difficult visual search for color targets that were not linearly separable (in color space) from two distractor colors and easier search for linearly separable targets. This suggested that search is mediated by a chromatically linear discrimination mechanism (see D’Zmura, 1991). However, in those experiments, the targets that were not linearly separable fell midway between the distractor colors and thus corresponded to the admix of the distractor colors. An alternate interpretation of the results of Bauer et al. is that search was more difficult when the target corresponded to the distractor admix than when it did not. We tested this hypothesis in three experiments by contrasting conditions in which a target that was not linearly separable did or did not correspond to the admix of the distractor colors. In all cases, a target that was not linearly separable produced difficult search, demonstrating that linear separability determines search performance.     

The format of representation of recognized words in infants' early receptive lexicon

Eleven-month-olds can recognize a few auditorily presented familiar words in experimental situations where no hints are given by the intonation, the situation, or the presence of possible visual referents. That is, infants of this age (and possibly somewhat younger) can recognize words based on sound patterns alone. The issue addressed in this article is what is the type of mental representations infants use to code words they recognize. The results of a series of experiments with French-learning infants indicate that word representations in 11-month-olds are segmentally underspecified and suggest that they are all the more underspecified when infants engage in recognizing words rather than merely attending to meaningless speech sounds. But underspecification has limits, which were explored here with respect to word-initial consonants. The last two experiments show the way to investigating further these limits for word-initial consonants as well as for segments in other word positions. In French, infants' word representations are flexible enough to allow for structural changes in the voicing or even in the manner of articulation of word-initial consonants. Word-initial consonants must be present, however, for words to be recognized. In conclusion, a parallel is proposed between the emerging capacities to ignore variations that are irrelevant for word recognition in a “lexical mode” and to ignore variations that are phonemically irrelevant in a “neutral mode” of listening to native speech.