Does temporal contiguity moderate contingency learning in a speeded performance task?

In four experiments, we varied the time between the onset of distracting nonwords and target colour words in a word-word version of the colour-word contingency learning paradigm. Contingencies were created by pairing a distractor nonword more often with one target colour word than with other colour words. A contingency effect corresponds to faster responses to the target colour word on high-contingency trials (i.e., distractor nonword followed by the target colour word with which it appears most often) than on low-contingency trials (i.e., distractor nonword followed by a target colour word with which it appears only occasionally). Roughly equivalent-sized contingency effects were found at stimulus-onset asynchronies (SOAs) of 50, 250, and 450?ms in Experiment 1, and 50, 500, and 1,000?ms in Experiment 2. In Experiment 3, a contingency effect was observed at SOAs of -50, -200, and -350?ms. In Experiment 4, interstimulus interval (ISI) was varied along with SOA, and learning was equivalent for 200-, 700-, and 1,200-ms SOAs. Together, these experiments suggest that the distracting stimulus does not need to be presented in close temporal contiguity with the response to induce learning. Relations to past research on causal judgement and implications for further contingency learning research are discussed.     

Successes and failures in producing attentional object-based cueing effects

Over 30?years of research using Posner's spatial cueing paradigm has shown that selective attention operates on representations of spatial locations, leading to space-based theories of attention. Manipulations of stimuli and methods have shown this paradigm to be sensitive to several types of object-based representations-providing evidence for theories incorporating object-based attentional selection. This paper critically evaluates the evidence demanding object-based explanations that go beyond positing spatial representations alone, with an emphasis on identifying and interpreting successes and failures in obtaining object-based cueing effects. This overview of current evidence is used to generate hypotheses regarding critical factors in the emergence and influence of object representations-their generation, strength, and maintenance-in the modulation of object-based facilitatory and inhibitory cueing effects.     

Instance‐based Learning: A General Model of Repeated Binary Choice

A common practice in cognitive modeling is to develop new models specific to each particular task. We question this approach and draw on an existing theory, instance‐based learning theory (IBLT), to explain learning behavior in three different choice tasks. The same instance‐based learning model generalizes accurately to choices in a repeated binary choice task, in a probability learning task, and in a repeated binary choice task within a changing environment. We assert that, although the three tasks are different, the source of learning is equivalent and therefore, the cognitive process elicited should be captured by one single model. This evidence supports previous findings that instance‐based learning is a robust learning process that is triggered in a wide range of tasks from the simple repeated choice tasks to the most dynamic decision making tasks. Copyright © 2010 John Wiley & Sons, Ltd.     

Cognitive Tests Used in Selection Can Have Content Validity as Well as Criterion Validity: A broader research review and implications for practice

Many industrial/organizational (I/O) psychologists, both academics and practitioners, believe that the content validity model is not appropriate for cognitive ability measures used in personnel selection. They believe that cognitive tests can have criterion validity and construct validity but not content validity. Based on a review of the broader differential psychology research literature on cognitive skills, aptitudes, and abilities, this article demonstrates that with the proper content validity procedures, cognitive ability measures, including, ultimately, some de facto measures of general cognitive ability, can have content validity in addition to criterion and construct validity. Finally, the article considers, critiques, and refutes the specific arguments contending that content validity is inappropriate for use with cognitive skills and abilities. These research facts have implications for I/O practice, professional standards, and legal defensibility of selection programs.     

Interlinguistic conflict: Word–word Stroop with first and second language colour words

The congruency (or Stroop) effect is a standard observation of slower and less accurate colour identification to incongruent trials (e.g. “red” in green) relative to congruent trials (e.g. “red” in red). This effect has been observed in a word–word variant of the task, when both the distracter (e.g. “red”) and target (e.g. “green”) are colour words. The Stroop task has also been used to study the congruency effect between two languages in bilinguals. The typical finding is that the congruency effect for L1 words is larger than that for L2 words. For the first time, the present report aims to extend this finding to a word–word variant of the bilingual Stroop task. In two experiments, French monolinguals performed a bilingual word–word Stroop task in which target word language, language match, and congruency between the distracter and target were manipulated. The critical manipulation across two experiments concerned the target language. In Experiment 1, target language was manipulated between groups, with either French (L1) or English (L2) target colour words. In Experiment 2, target words from both languages were intermixed. In both experiments, the congruency effect was larger when the distracter and target were from the same language (language match) than when they were from different languages (language mismatch). Our findings suggested that this congruency effect mostly depends on the language match between the distracter and target, rather than on a target language. It also did not seem to matter whether the language-mismatching distracter was or was not a potential response alternative. Semantic activation of languages in bilinguals and its implications on target identification are discussed.

     

Influences on my clinical practice and identity. Jungian analysis on the couch–what and where is the truth of it?

The author considers the various influences that have shaped his clinical practice and particular identity as a Jungian analyst. It is hoped that the sharing of these observations will, like a shard of a hologram, reflect aspects of the Jungian community as a whole. The author also attempts to put Jungian analysis ‘on the couch’ by looking at the current debate in the Journal between traditional and relational psychoanalysis. This is compared to the discourse that philosophy has been struggling with for centuries concerning the nature of truth.     

Vague Value

You are morally permitted to save your friend at the expense of a few strangers, but not at the expense of very many. However, there seems no number of strangers that marks a precise upper bound here. Consequently, there are borderline cases of groups at the expense of which you are permitted to save your friend. This essay discusses the question of what explains ethical vagueness like this, arguing that there are interesting metaethical consequences of various explanations.     

Developmental Trajectories of Anxiety Symptoms in Early Adolescence: The Influence of Anxiety Sensitivity

Children and adolescents seem to suffer from anxiety disorders at rates similar to adults. Interestingly, anxiety symptoms appear to generally decline over time within children as evidenced by lower rates in early and middle adolescence. There is some evidence that there may be heterogeneous subpopulations of adolescent children with different trajectories of anxiety symptoms, including a class of adolescents with elevated levels of anxiety that do not dissipate over time. Anxiety sensitivity has been identified as an important risk factor in the development of anxiety psychopathology. This study prospectively examined the development of anxiety symptoms in a sample of 277 adolescents (M _age?=?11.52; 44 % female, 56 % male) over a 3 year period including the influence of anxiety sensitivity on this development. Further, this study investigated whether there were distinct classes of adolescents based on their anxiety symptom trajectories and including anxiety sensitivity as a predictor. Consistent with other reports, findings indicated an overall decline in anxiety symptoms over time in the sample. However, three classes of adolescents were found with distinct anxiety symptom trajectories and anxiety sensitivity was an important predictor of class membership. Adolescents with elevated anxiety sensitivity scores were more likely to be classified as having high and increasing anxiety symptoms over time versus having moderate to low and decreasing anxiety symptoms over time. There are important implications for identification of adolescents and children who are at risk for the development of an anxiety disorder.     

Persistent Heightened Cortisol Awakening Response and Adolescent Internalizing Symptoms: A 3-year Longitudinal Community Study

An atypical Cortisol Awakening Response (CAR) has been related to adult anxiety and depression, but little is known about the association between long-term atypical CAR and adolescent anxiety and depression. This study aimed to longitudinally identify subgroups of adolescents with distinct levels of CAR (i.e., adolescents with and without persistent atypical CAR) and to examine their development of anxiety and depressive symptoms over 3 successive years. A community sample of 184 Dutch adolescents (M _age?=?14.99 at T₁, 57 % boys) completed annual salivary cortisol assessments at home at time of awakening, and 30 and 60 min post-awakening (i.e., CAR) for 3 successive years. Adolescents also reported annually on their anxiety and depressive disorder symptoms. Latent Class Growth Analysis suggested two subgroups of adolescents with respect to CAR: a “low” group with stable low levels of AUC_g (Area Under the Curve with respect to the ground) over time and a “high” group with high and increasing levels of AUC_g over time. Controlling for sex, the high and low CAR groups significantly differed in depressive symptoms only, but none of the anxiety disorder symptoms. More specifically, adolescents in the high CAR group showed significantly higher mean levels of depressive symptoms over time compared to adolescents in the low CAR group. These results suggest that persistent heightened CAR is a more consistent, yet modest, correlate of adolescent depressive symptoms than anxiety disorder symptoms.