The epistemic force of perceptual experience

What is the metaphysical nature of perceptual experience? What evidence does experience provide us with? These questions are typically addressed in isolation. In order to make progress in answering both questions, perceptual experience needs to be studied in an integrated manner. I develop a unified account of the phenomenological and epistemological role of perceptual experience, by arguing that sensory states provide perceptual evidence due to their metaphysical structure. More specifically, I argue that sensory states are individuated by the perceptual capacities employed and that there is an asymmetric dependence between their employment in perception and their employment in hallucination and illusion. Due to this asymmetric dependence, sensory states provide us with evidence.     

Distinct processes shape flashbulb and event memories

In the present study, we examined the relation between memory for a consequential and emotional event and memory for the circumstances in which people learned about that event, known as flashbulb memory. We hypothesized that these two types of memory have different determinants and that event memory is not necessarily a direct causal determinant of flashbulb memory. Italian citizens (N = 352) described their memories of Italy’s victory in the 2006 Football World Cup Championship after a delay of 18 months. Structural equation modeling showed that flashbulb memory and event memory could be clearly differentiated and were determined by two separate pathways. In the first pathway, importance predicted emotional intensity, which, in turn, predicted the frequency of overt and covert rehearsal. Rehearsal was the only direct determinant of vivid and detailed flashbulb memories. In the second pathway, importance predicted rehearsal by media exposure, which enhanced the accuracy and certainty of event memory. Event memory was also enhanced by prior knowledge. These results have important implications for the debate concerning whether the formation of flashbulb memory and event memory involve different processes and for understanding how flashbulb memory can be simultaneously so vivid and so error-prone.     

Gender Differences in the Perception of Honour Killing in Individualist Versus Collectivistic Cultures: Comparison Between Italy and Turkey

Gender differences in the perception of honour killing were investigated in two countries, both traditionally considered honour cultures but with differing degrees of individualism and collectivism: Italy and Turkey. Ninety-six Turkish undergraduate students attending Istanbul University (40 % males, mean age?=?21.2 years) and 68 Italian undergraduate students attending Turin University (34 % males, mean age?=?24.6 years) filled in a questionnaire which assessed the perception of three honour killing scenarios (scenario 1: alleged adultery, scenario 2: adultery, scenario 3: adultery in flagrante delicto). The questionnaire measured the attribution of assailant and victim responsibility, the proposed punishment for the assailant, and the evaluation of the incidents as crimes. Results showed that regardless gender Turkish participants attributed more responsibility to the victim and less responsibility to the assailant, and proposed less severe punishments than the Italian participants. Moreover, Turkish men attributed less responsibility to the assailant and proposed less severe punishments than Turkish women. Finally, there was an interaction of gender by culture by scenario: Turkish women attributed less responsibility to the victim in the case of alleged adultery, compared to their male counterparts. These results are discussed in terms of the complex interaction between gender roles and the individualist versus collectivist social organization of Italy and Turkey, and the profound social changes that both countries have undergone in recent decades.     

Remembering the silver lining: Reappraisal and positive bias in memory for emotion

Reappraisal and distraction, unlike suppression, are known to decrease the intensity of negative emotion in the short term. Little is known about long-term characteristics associated with emotion regulation strategies, however. In a longitudinal study, we examined the relation between the strategies people reported using to regulate emotions during a stressful situation and their later memory for their emotions. Students in Italy rated the intensity of positive and negative emotions they were experiencing as they prepared for their high school exit exam. They also rated the extent to which they were regulating emotion using reappraisal, distraction, and suppression. Six weeks later, students recalled their pre-exam emotions. The more students reported engaging in reappraisal before the exam, the more they overestimated positive emotion and underestimated negative emotion when recalling their experience. The association between reported reappraisal and memory bias was partially mediated by positive changes over time in students’ appraisals of the exam preparation experience. Reports of engaging in distraction and suppression were not associated with memory bias. Because remembered emotion guides future choices, these findings suggest that reappraisal is a highly adaptive strategy for coping with stressful situations, not only in the short run, but also in the long run.     

Initial Psychometric Properties of a Brief Parent-Report Instrument for Assessing Tic Severity in Children with Chronic Tic Disorders

This article describes the development and initial psychometric properties of the Parent Tic Questionnaire (PTQ)—a new measure assessing the number, frequency, and intensity of motor and vocal tics in children and adolescents with Chronic Tic Disorder (CTD). Parents of 40 children with a CTD completed the PTQ as part of a larger assessment battery. Results show the PTQ to have excellent internal consistency and good to excellent 2-week test-retest reliability. The motor tic severity subscale, vocal tic severity subscale, and total severity score of the PTQ correlated highly with the corresponding scales of the gold-standard clinician-rated Yale Global Tic Severity Scale (YGTSS), indicating excellent convergent validity. Correlations between the YGTSS and PTQ remained strong after controlling for measures of obsessive-compulsive disorder and inattention, suggesting good discriminant validity. The PTQ is a promising supplement to current methods for assessing tic severity and further research on the validity, reliability, and clinical utility of the scale are warranted.     

“With a Little Help from My Friends”: Affect Regulation and Emergence of Group Experience in Treatment of Young Adolescents

The pair group provides a powerful and most useful regulatory function for adolescents. A group-based approach aims to create an inter-subjective field in which an adult group conductor and the individual group members interact with the complex dynamics of the pair group. The author maintains that the core task in her approach is to understand and follow the pair group and help it learn to self-regulate and self-organize so that each member becomes aware of the affective meaning of “belonging to the group system.” The group members thus develop the ability to explore new ways of relatedness—with self and others—through coconstruction of an environment of shared intimacy and safety. Clinical vignettes illustrate an approach that aims to strengthen affect regulation in young adolescent groups in the public school setting.     

Differential effects of reasoning and speed training in children

The goal of this study was to determine whether intensive training can ameliorate cognitive skills in children. Children aged 7 to 9 from low socioeconomic backgrounds participated in one of two cognitive training programs for 60 minutes/day and 2 days/week, for a total of 8 weeks. Both training programs consisted of commercially available computerized and non-computerized games. Reasoning training emphasized planning and relational integration; speed training emphasized rapid visual detection and rapid motor responses. Standard assessments of reasoning ability - the Test of Non-Verbal Intelligence (TONI-3) and cognitive speed (Coding B from WISC IV) - were administered to all children before and after training. Neither group was exposed to these standardized tests during training. Children in the reasoning group improved substantially on TONI (Cohen's d = 1.51), exhibiting an average increase of 10 points in Performance IQ, but did not improve on Coding. By contrast, children in the speed group improved substantially on Coding (d = 1.15), but did not improve on TONI. Counter to widespread belief, these results indicate that both fluid reasoning and processing speed are modifiable by training.