Incremental exercise, plasma concentrations of catecholamines, reaction time, and motor time during performance of a noncompatible choice response time task

The primary purpose was to examine the effect of incremental exercise on a noncompatible response time task. Participants (N=9) undertook a 4-choice noncompatible response time task under 3 conditions, following rest and during exercise at 70% and 100% of their maximum power output. Reaction and movement times were the dependent variables. Maximum power output had been previously established on an incremental test to exhaustion. A repeated-measures multivariate analysis of variance yielded a significant effect of exercise intensity on the task, observation of the separate univariate repeated-measures analyses of variance showed that only movement time was significantly affected. Post hoc Tukey tests indicated movement time during maximal intensity exercise was significantly faster than in the other two conditions. The secondary purpose of the study was to assess whether increases in plasma concentrations of adrenaline and nor-adrenaline during exercise and power output would act as predictor variables of reaction and movement times during exercise. Catecholamine concentrations were based on venous blood samples taken during the maximum power output test. None of the variables were significant predictors of reaction time. Only power output was a significant predictor of movement time (R2 = .24). There was little support for the notion that peripheral concentrations of catecholamines directly induce a central nervous system response.     

In search of the elusive nature of clinical psychoanalytic theory

Two case vignettes illustrating different ways of listening to clinical material are presented. The author discusses some limitations of clinical psychoanalytic theory that stem from the fact that primary unconscious processes are, by their very nature, impossible to describe in a language regulated by secondary processes. Hegelian dialectics, first addressed in psychoanalysis by Lacan and later elaborated in the work of Green, as well as the use of paradox by Winnicott and the formalistic approaches of Matte Blanco and Bion, are briefly reviewed as alternative formulas. As psychoanalysts, we are condemned to live with doubt, and neither clinical theories nor metapsychology offer escape from this reality.     

Source of arousal and memory for detail

Two questions about the relationship between arousal and memory were investigated: First, does the source of arousal influence memory, and, second, what impact does arousal have on memory for detail? In Experiment 1, physiological arousal (running or not running in place) was factorially combined with emotional arousal (viewing a neutral or an emotional slide sequence). Recognition memory was tested for gist, central detail, and background detail. Experiments 2 and 3 were similar to Experiment 1, with the exception that a cued recall task was used in Experiment 2 and physiological arousal was manipulated with stationary biking in Experiment 3. The results of these experiments indicated that physiological arousal had little impact on memory and that emotional arousal led to improvements in memory for both central and background detail. Overall, these results supported the notions that the source of arousal is an important determinant of an event’s memorability (Christianson, 1992a) and that emotional arousal serves to enhance the scope of memory (i.e., flashbulb memory; Brown &; Kulik, 1977).     

Social Identity and Perceptions of Media Persuasion: Are We Always Less Influenced Than Others?1

People typically perceive negative media content (e.g., violence) to have more impact on others than on themselves (a third-person effect). To examine the perceived effects of positive content (e.g., public-service advertisements) and the moderating role of social identities, we examined students' perceptions of the impact of AIDS advertisements on self, students (in-group), nonstudents (out-group), and people in general. Perceived self-other differences varied with the salience of student identity. Low identifiers displayed the typical third-person effect, whereas high identifiers were more willing to acknowledge impact on themselves and the student in-group. Further, when influence was normatively acceptable within the in-group, high identifiers perceived self and students (us) as more influenced than nonstudents (them). The theoretical and practical implications of this reversal in third-person perceptions are discussed.     

A partial matching theory of the mirror effect in immediate probed recognition

A set of experiments on immediate probed recognition of digit triples is reported in which the variables were list length (five, six, seven, or eight triples), the probability that a probe was old (.33, .5, or .67), and whether the digit triples were presented with an auditory component or articulatory suppression. Previous work had suggested that the false alarm (FA) rate in this paradigm was lower when auditory information was available than when it was not; this observation had led to the development of thepartial matching theory of immediate probed recognition, according to which FAs could arise not only as a result of unlucky guesses but also when new probes shared a first digit in common with a partially retained target triple. It was argued that partial memory representations were less likely following auditory presentation than following articulatory suppression. Partial matching theory is contrasted with therational response theory, according to which all FAs are unlucky guesses; partial matching theory gave a better account of the present experimental data than did rational response theory. However, a logical relationship between the two theories was suggested, a consequence of which was that rational response theory could be modified to include partial matching in such a way as to account for mirror effects, not only in unusually difficult immediate probed recognition tasks, but also in the more commonly studied mixed test list paradigm involving words of high or low frequency.     

Forgiveness: a review of the theoretical and empirical literature

This paper reviews the published literature addressing forgiveness as a therapeutic issue. The review revealed four major themes. These included: diverse attempts in the literature to define forgiveness; the presentation of models of intervention; resistance among theoreticians and therapists to examine forgiveness as a therapeutic construct, and empirical evidence of forgiveness intervention applied to clinical settings. These theoretical and empirical publications are described and critiqued. An evaluation is made as to the current state of the research, and suggestions for future directions.     

Satisfaction With Subordinates: A Neglected Research Issue Concerning Supervisors1

Satisfaction with subordinates, a relatively neglected facet of job satisfaction, was examined via questionnaires administered to both a sample of 37 retail store supervisors and a second sample of 58 bank supervisors regarding 274 of their subordinates. Functional relationships between supervisors and subordinates, in which subordinates help get things done in the workplace, were related to satisfaction with subordinates even after entity relationships (similarity between supervisors and subordinates on biodata and values) were controlled.     

Safer Sex Behavior: The Role of Attitudes, Norms, and Control Factors

A study was undertaken to assess the utility of revisions to the theories of reasoned action/planned behavior in the context of HIV-preventive behaviors. Revisions to the models incorporated the addition of group norm (behavioral norm and group attitude) to the nonnative component of the reasoned action model and the distinction among three aspects (self-efficacy, perceived behavioral control, and planning) of the control component of the theory of planned behavior. Respondents were 211 sexually experienced heterosexual undergraduates. The study employed a longitudinal design, with the proposed predictors of performing the behaviors under consideration (using a condom every time you have sexual intercourse during the next month and discussing whether to use a condom with any new partners during the next month) assessed prior to the measures of reported behavior. Consistent with expectations, group norm emerged as a distinctive predictor (in addition to attitude and subjective norm) of intentions to practice both safer sex behaviors. The data also revealed some support for the distinction among the different measures of control. The results of the study suggest that the normative component of the theories of reasoned action and planned behavior should be revised to incorporate more subtle influences of the referent group and that tests of theory of planned behavior should distinguish among the different aspects of behavioral control.     

Norms for words that rhyme

The use of rhyme in learning/memory and cognitive studies is extensive. However, there are very few normative studies for words that rhyme. The current study rectified this problem by collecting rhyme norms for 477 words from 545 subjects. Groups of subjects were given 40 words in serial order and requested, for each word, to generate as many rhymes as possible within a 30-sec interval. The data include several rhyme measures as well as measures of other word attributes that were taken from other sources. In addition, the rhyme responses to the target words were given along with their Thomdike and Lorge (1944) and Ku?era and Francis (1967) normative frequencies. Finally, the data were used to investigate various relationships including the spew hypothesis and the accessibility of rhyme sets.     

A comparison of children who receive and who do not receive permission to participate in research

In a study examining children's social competence in elementary school settings, the authors had the opportunity to compare children who received parental permission to participate to children who did not receive permission. Results indicated that children who were not involved in the study were more likely to be viewed by teachers as having unsatisfactory relationships with peers than children who were in the study. The present results suggest that investigators begin reporting the number of children who do not participate in a given study and begin examining whether minors who receive parental permission differ on important dimensions from minors who do not receive such permission. Ethical considerations of the present study are discussed.