Iconic memory and central processing capacity

Three experiments were conducted to assess whether or not iconic memory is influenced by demands placed upon central processing capacity. In Experiment 1 S was required to store material in short-term memory while performing an iconic memory task. In Experiments 2 and 3 S performed an auditory classification task concurrently with iconic storage. The three experiments did not reveal any significant impairment of iconic memory as a function of performing a subsidiary task. Similarly, performance on the subsidiary tasks did not suffer as a result of the concurrent iconic memory task.     

The dependency of the validity of information integration on cognitive variables and the judgement task

Simple models of information integration focus essentially on the combination of the components of information. This research investigated whether cognitive variables in the constructs of intelligence and cognitive complexity, as well as concentration, could predict the conditions of simple models of judgement. As additional predictors, the two qualitative variables [type of information] and [experience of the judgement task] were introduced. Subjects judged three types of stimuli using the pair comparison method. The conditions of the judgement models were analysed in the framework of the conjoint-measurement approach. Five different regression functions provided mediocre approximations to the 10 conditions of the models, when the 9 cognitive variables were considered. The small differences did not favour one of the five functions. The introduction of the qualitative predictor [type of information] improved the estimations more clearly than the experience of the judgement task, the effect of which was small.     

Zur logikabh?ngigkeit wissenschafts-theoretischer Paradoxien

Investigations in meta-theoretical topics such as the definability of disposition terms or the explication of qualitative and quantitative concepts of confirmation, as well as discussions of various systems of modal logic, e.g., deontic logic, often deal with a number of well known paradoxes. In general, classical logic is used in deriving the paradox of the ravens, Goodman's paradox, the paradoxes of derived obligation, etc. The questions whether these paradoxes depend essentially on the use of classical logic and whether they can be avoided by using intuitionistic or minimal logic are considered.     

Subjectively salient dimensions of emotional appraisal

Four empirical studies of cognitive appraisals in emotion are reported. In studies 1 and 2, a simplified version of the repertory grid method was used to determine subjectively salient dimensions of cognitive appraisal. For a representative sample of 30 emotions, subjects considered pairwise comparisons of remembered eliciting events (study 1) or those typically conducive to the emotions (study 2) and indicated attributes on which the situations differed. The attributes were classified using a category system derived a priori from the theoretical and empirical literature. Some evidence was obtained for the majority of the 25 distinguished potential dimensions of appraisal, and no further dimensions of appraisal were suggested by the data. The most frequently mentioned dimensions—accounting together for 85% of the attributes—were subjective evaluation, causality/agency/responsibility, focus of event, controllability, importance, moral evaluation, stability, social relation positive-negative plus close-distant, self-evaluation, time of event, evaluation of others, intentionality/activity and expectedness. A reduced set of 22 dimensions for which some evidence was obtained in the grid studies was further examined in studies 3 and 4 using a nominal scale analogue of the rating method. It was found that (a) the appraisal dimensions which emerged as the most salient ones in the grid studies tended to be those relevant for the greatest number of emotions, (b) the dimensions were largely statistically independent within the investigated domain of emotions, and (c) they permitted from moderate to good statistical classification of the situations into the emotion categories. Potential limitations of the grid method as well as the issue of the criteria for cognitive appraisals in emotion are discussed.     

Lateral information transfer across saccadic eye movements

Our perception of the visual world remains stable and continuous despite the disruptions caused by retinal image displacements during saccadic eye movements. The problem of visual stability is closely related to the question of whether information is transferred across such eye movements-and if so, what sort of information is transferred. We report experiments carried out to investigate how presaccadic signals at the location of the saccade goal influence the visibility of postsaccadic test signals presented at the fovea. The signals were Landolt rings of differ-ent orientations. If the orientations of pre- and postsaccadic Landolt rings were different, the thresholds of the test signals were elevated by about 20%–25% relative to those at the static control condition. When the orientations were identical, no such elevation occurred. This selective threshold elevation effect proved to be a phenomenon different from ordinary saccadic suppression, although it was closely related to the execution of the saccadic eye movement. The consequences for visual stability are discussed.     

Gender differences in emotional support and depressive symptoms among adolescents: A prospective analysis

Investigated components of perceived emotional support, including support from family members, nonfamily adults, and peers, as predictors of depressive symptoms in a sample of 333 high school students (age 14-18) using a prospective design. Analyses of panel questionnaire data at two points in time suggest there are significant gender differences both in the quality of perceived support reported by adolescents and in the importance of support variables as predictors of depressive symptoms. Although there are no gender differences in the magnitude of perceived support from family members, girls report higher emotional support from both nonfamily adults and peers than boys report. Simple correlations between family support and depression are significantly stronger for girls than for boys. Results of hierarchical regression analyses, controlling for initial level of symptoms, reveal that whereas both nonfamily adult and friend components of perceived support are significant predictors of changes in symptoms for girls, none of these variables significantly predicts changes in symptoms for boys in this sample. In addition, initial symptoms predict changes in family support for girls but not for boys.     

Assessment of multiple implicit self‐concept dimensions using the Extrinsic Affective Simon Task (EAST)

This study explored the psychometric properties of the Extrinsic Affective Simon Task (EAST; De Houwer, 2003a ) as adapted for the measurement of the implicit self‐concept of personality. The EAST was adapted to allow the simultaneous assessment of the three traits shyness, anxiousness, and angriness. In order to test the EAST's psychometric properties, 100 participants completed a trait EAST, Implicit Association Tests (IATs), and direct self‐ratings. The EAST showed low internal consistencies and correlated neither with the IATs nor with the direct measures. The main problem of the EAST, namely its low reliability, is discussed, and general conclusions regarding the indirect assessment of the personality self‐concept by EASTs are derived. Copyright © 2004 John Wiley & Sons, Ltd.     

Psychische Beschwerden und Störungen von Studierenden

Background

Psychological distress among students is receiving growing attention in the scientific community as well as in the general public. There are counseling services available in student societies and universities which address psychological distress among students but scientific research in this area is rudimentary and poorly represented.

Problem in question

In order to present the prevalence, extent and type of psychological disorders in students and the alterations over time, an investigation was carried out to show which psychological complaints and disorders were present in students who consulted a psychotherapeutic counseling center. These data were compared with the psychological complaints of a student field study population. Furthermore, alterations in the psychological complaints and disorders of students over periods of 10 and 15 years will be presented.

Methods

The prevalence and change over time of psychological syndromes in students were identified by a comparison between an unselected sample of counseling center clients and several student field samples from the previous 15 years. The type of distress and severity of symptoms were measured with a Symptom Checklist (SCL-90-R), the Psychosocial Complaints List (PSB), the Satisfaction With Life And Studies Scale (LSZ), the diagnostic assessment according to International Statistical Classification of Diseases and Related Health Problems, 10th revision (ICD-10), the Complaints Severity Score (BSS) and Global Assessment of Functioning (GAF).

Results

Previous results of investigations which showed that 20–25% of students suffer from psychological disorders could be confirmed in this study. However, 60–65% of the clients of a counseling center suffered from clinically relevant psychological disorders, which is significantly higher. The most common disorders were depressive moods, lack of self-confidence and exam anxiety, which can mostly be diagnostically assigned to adjustment, depression and anxiety disorders. The comparison with previous studies showed that the types and severity of psychological distress among students have remained stable over the last 15 years, with the exception of test anxiety which increased by 51% from 1993 to 2008. With respect to alcohol abuse, considerably less impairments were found than had been assumed based on the earlier investigations.

Conclusions

Psychological complaints and disorders are frequently found among students and they cause individual suffering as well as economic expenses. Noticeable was the obvious increase in clinically relevant exam anxiety. Psychological-psychotherapeutic counseling centers make an important contribution to screening, clinical assessment, primary health care and prevention of severe mental disorders among students and have shown a continuously increasing number of cases in recent years. Further studies especially in a process-outcome design of the mostly eclectic counseling centers are needed and possibilities will be presented.     

Ausdrucksformen des Lachens

Based on the phenomenology of laughter in the facial expression and in the voice it is shown which other emotions and drives are most frequently linked to laughter. These are in particular contempt, disgust, sadness and seduction. The phylogenetic deduction of laughter from submission on the one hand and play on the other is described. In the ontogenetic development mutual laughing is the behavioral basis for creating reciprocity between mother and child and one of the behavioral foundations for a sufficient knowledge for the growing baby to be a source of happiness. In relation to the current genesis happiness and joy in the contexts of captured aggression, shame regulation and “funktionslust”. There is no evidence that the empirically verified reduced expression and experience of joy of mentally disturbed people can be treated with specific laughter therapies beyond placebo effects.