Blood/injury fear, fainting and avoidance of medically-related situations: a family correspondence study

The relationship of mutilation fear and fainting was examined in 204 students, (103 fainters and 101 non-fainters) by administering a series of questionnaires and a structured interview concerning the history, effects and circumstances of their fear and fainting. Two hundred and sixty of their parents completed the same scales along with a self-report version of the structured interview. Subjects were classified according to their fainting status and level of fear based on Mutilation Questionnaire scores, as phobic, fearful, and non-fearful fainters, and fearful non-fainters. Phobic and fearful fainters avoided significantly more medical and related situations due to their fear and fainting than fearful non-fainters and non-fearful fainters. Medical avoidance was best predicted by a linear combination of subjects' estimated probability of future fainting and number of past faint episodes. More females reported fainting and females reported greater fear, but they did not differ from males in fear-motivated avoidance of medical situations. A significant parent-child correspondence was found for fainting, but not for fear nor for avoidances. Implications of these findings for fear and fainting acquisition and its relation to avoidance were discussed.     

The origins and remission of fear in a group of tarantula enthusiasts

Members of a tarantula interest group were surveyed concerning their present and past attitudes and fears of tarantulas. Those who had been fearful but were no longer so, were asked how they acquired their fear and how they overcame their fear. A comparison group of equivalent sex and age distribution was also surveyed. Subjects' reports indicated that of the 51% of the tarantula group members and the 70% of the comparison group who reported fear, the major sources ofthat fear were media information (61%) and interpersonal/vicarious communication (34%). Among those previously fearful but who overcame their fear, 70% attributed fear reduction to acquired knowledge of tarantulas or spiders, 40% to observation and 27% to direct physical contact. These results are discussed in terms of fear acquisition mechanisms and processes by which fears remit without professional treatment.     

Karl Barth's 'Dialectical Catholicity': Sic et Non

This essay attempts to achieve three things. First, it brings to the foreground an important but largely forgotten conversation partner of Karl Barth's theology: Roman Catholicism, and sketches Barth's critical and constructive engagement of it from his teaching at the University of Muenster (1925–1930) to his late booklet "Ad Limina Apostolorum". Second, it argues that Barth's engagement of Roman Catholicism functions as a crucial moment of his "dialectical catholicity", through which he discursively applies his critical, reflexive principle of "genuine Protestantism". Third, the essay puts forth a critique of Barth's transcendental account of "genuine Protestantism" by drawing on Martin Luther's concrete, ecclesially embodied pneumatology.     

Effects of achievement contexts on the meaning structure of emotion words

Little is known about the impact of context on the meaning of emotion words. In the present study, we used a semantic profiling instrument (GRID) to investigate features representing five emotion components (appraisal, bodily reaction, expression, action tendencies, and feeling) of 11 emotion words in situational contexts involving success or failure. We compared these to the data from an earlier study in which participants evaluated the typicality of features out of context. Profile analyses identified features for which typicality changed as a function of context for all emotion words, except contentment, with appraisal features being most frequently affected. Those context effects occurred for both hypothesised basic and non-basic emotion words. Moreover, both data sets revealed a four-dimensional structure. The four dimensions were largely similar (valence, power, arousal, and novelty). The results suggest that context may not change the underlying dimensionality but affects facets of the meaning of emotion words.     

The case of Pinocchio: teachers’ ability to detect deception

In a study with 365 teacher students, 447 teacher trainees, and 123 teachers, the ability to detect students’ deception was tested. Participants judged the credibility of videotaped students who were accused of academic dishonesty (having cheated in a test). Half of these messages were actually true (students had not cheated on the test) and half of them were deceptive (students had cheated on the test). As expected and in line with findings on the influence of expertise on the ability to detect deception from other fields, we found that the overall accuracy rate of teachers was not higher than that of teacher trainees and teacher students. Moreover, we found no effect of teaching experience (years working as a teacher) on overall detection of deception accuracy. Interestingly, teachers were found to have a stronger truth bias and therefore had a lower accuracy in detecting deceptive messages than teacher students and teacher trainees (veracity effect). While teacher characteristics accounted for very little variance, senders’ opportunity to prepare and their gender had strong effects. Detection accuracy was higher for messages where the student had no chance to prepare before being accused of cheating. Overall, independent, or experience, participants hold inaccurate beliefs about deception.     

Olfactory learning in individually assayed Drosophila larvae

Insect and mammalian olfactory systems are strikingly similar. Therefore, Drosophila can be used as a simple model for olfaction and olfactory learning. The brain of adult Drosophila, however, is still complex. We therefore chose to work on the larva with its yet simpler but adult-like olfactory system and provide evidence for olfactory learning in individually assayed Drosophila larvae. We developed a differential conditioning paradigm in which odorants are paired with positive (“+” fructose) or negative (“-” quinine or sodium chloride) gustatory reinforcers. Test performance of individuals from two treatment conditions is compared—one received odorant A with the positive reinforcer and odorant B with a negative reinforcer (A+/B-); animals from the other treatment condition were trained reciprocally (A-/B+). During test, differences in choice between A and B of individuals having undergone either A+/B- or A-/B+ training therefore indicate associative learning. We provide such evidence for both combinations of reinforcers; this was replicable across repetitions, laboratories, and experimenters. We further show that breaks improve performance, in accord with basic principles of associative learning. The present individual assay will facilitate electrophysiological studies, which necessarily use individuals. As such approaches are established for the larval neuromuscular synapse, but not in adults, an individual larval learning paradigm will serve to link behavioral levels of analysis to synaptic physiology.