It's not just the amount that counts: balanced need satisfaction also affects well-being

The basic psychological needs for autonomy, competence, and relatedness have been found to have unique additive effects on psychological well-being (see E. L. Deci & R. M. Ryan, 2000). In the present study, the authors extended these findings by examining whether the balance in the satisfaction of these 3 needs is also important. The results of 4 studies showed that people who experienced balanced need satisfaction reported higher well-being than those with the same sum score who reported greater variability in need satisfaction. This finding emerged for multiple measures of needs and adjustment and was independent of neuroticism. Moreover, results were obtained consistently across concurrent, prospective, daily diary, and observer-report study designs. Discussion focuses on the psychological meaning and functional implications of balanced need satisfaction.     

Differential involvement of the central amygdala in appetitive versus aversive learning

Understanding the function of the distinct amygdaloid nuclei in learning comprises a major challenge. In the two studies described herein, we used c-Fos immunolabeling to compare the engagement of various nuclei of the amygdala in appetitive and aversive instrumental training procedures. In the first experiment, rats that had already acquired a bar-pressing response to a partial food reinforcement were further trained to learn that an acoustic stimulus signaled either continuous food reinforcement (appetitive training) or a footshock (aversive training). The first training session of the presentation of the acoustic stimulus resulted in significant increases of c-Fos immunolabeling throughout the amygdala; however, the pattern of activation of the nuclei of the amygdala differed according to the valence of motivation. The medial part of the central amygdala (CE) responded, surprisingly, to the appetitive conditioning selectively. The second experiment was designed to extend the aversive versus appetitive conditioning to mice, trained either for place preference or place avoidance in an automated learning system (INTELLICAGE). Again, much more intense c-Fos expression was observed in the medial part of the CE after the appetitive training as compared to the aversive training. These data, obtained in two species and by means of novel experimental approaches balancing appetitive versus aversive conditioning, support the hypothesis that the central nucleus of the amygdala is particularly involved in appetitively motivated learning processes.     

A preliminary psychometric evaluation of the Hospital Anxiety and Depression Scale (HADS) in 963 people living with a spinal cord injury

This study aimed to evaluate the preliminary psychometric properties of the Hospital Anxiety and Depression Scale (HADS) in a community sample of adults living with a spinal cord injury (SCI). A cross-sectional design was used with 963 people living in the community with an SCI. Participants were recruited via three spinal centres in the United Kingdom. They completed the HADS and the Life Satisfaction Questionnaire. Psychometric analyses were conducted for the whole sample, by gender and level of injury. The HADS demonstrated good internal consistency, with promising content validity. Two factors, approximating to anxiety and depression were extracted via factor analysis for the whole sample, by gender and level of injury. In line with existing literature, females scored significantly higher than males on the anxiety subscale. Item 7 ("I can sit at ease and feel relaxed") was found to be a complex item, with a potentially different meaning within this population. This study presents preliminary findings, which support the psychometric integrity of the HADS within an outpatient population with SCI. Items that included potential somatic components revealed a more complex factor loading profile. Recommendations are made to further investigate this measure with amendments to such items, incorporating inpatients and independent measures of anxiety and depression to address validity directly.     

The chameleon effect,the temporal aspects of mimicry and their impact on service measurement

BackgroundIn an experiment conducted in a natural setting, we test the link between mimicry, the amount of time during which the mimicry behavior takes place, and its impact on service quality.MethodsCable TV clients (n = 120) were randomly assigned to six experimental conditions (2 mimicry conditions: verbal mimicry vs. no mimicry x 3 interaction time: 5 vs. 10 vs. 15 minutes). Perceived service quality served as the dependent measurement.ResultsA main effect of mimicry was found on service quality: a cable TV representative was perceived more favorably when he mimicked the customer. Importantly, it was shown that even small portions of mimicry are beneficial, meaning that practitioners do not have to mimic someone for a long time to achieve benefits.ConclusionThe paper shows new benefits for the mimicker: more positive judgments by the mimickee regarding the impact on several different levels of service quality.     

Social modulation of learning in rats

It is well known that emotions participate in the regulation of social behaviors and that the emotion displayed by a conspecific influences the behavior of other animals. In its simplest form, empathy can be characterized as the capacity to be affected by and/or share the emotional state of another. However, to date, relatively little is known about the mechanisms by which animals that are not in direct danger share emotions. In the present study, we used a model of between-subject transfer of fear to characterize the social interaction during which fear is transmitted, as well as the behavioral effects of socially transmitted fear. We found that (1) during social interaction with a recently fear-conditioned partner, observers and demonstrators exhibit social exploratory behaviors rather than aggressive behaviors; (2) learning and memory in a shock-motivated shuttle avoidance task are facilitated in rats that underwent a social interaction with a partner that had been fear conditioned; and (3) a brief social interaction with a recently fear-conditioned partner immediately before fear conditioning increases conditioned freezing measured on the next day. The observed effects were not due to a stress-induced increase in pain sensitivity or analgesia. Collectively, these data suggest that a brief social interaction with a cage mate that has undergone an aversive learning experience promotes aversive learning in an otherwise naïve animal. We argue that socially transferred fear is an adaptation that promotes defensive behavior to potentially dangerous situations in the environment.Human empathy can be defined as the ability to experience and share the thoughts and feelings of others (de Waal 2008). Obviously, this is a complex social phenomenon that, until recently, has received much attention from philosophers and psychologists rather than neuroscientists (Decety and Lamm 2006). However, in its simplest form, empathy can be characterized as the capacity to be affected by and/or share the emotional state of another (de Waal 2008). Tuning one''s emotional state to that of another increases the probability of similar behavior, which thereby allows rapid adaptation to environmental challenges (Hatfield et al. 1994). This social adaptation may be particularly important for emotions that signal a potential danger, such as fear. Although one can learn about potentially harmful stimuli by directly experiencing an aversive event, observation or interaction with a conspecific in danger and/or in pain may also provide information about threats in the environment. There is a vast literature on learning about direct danger (Maren 2001) as well as sharing emotions through observation (see, e.g., Church 1959; Langford et al. 2006; Olsson and Phelps 2007). However, relatively little is known about the mechanisms by which animals that are not in a direct danger share emotions.We have recently designed an experimental rat model of between-subject transfer of emotional information (Knapska et al. 2006). In this model, rats are housed in pairs and one member of the pair (the “demonstrator”) is removed and subjected to fear conditioning. After the fear-conditioning episode, the conditioned animal is allowed to interact with its naïve cage mate (the “observer”). We showed that the demonstrator''s fear is socially transferred to the observer, resulting in both rapid increase in exploratory behavior of the observer and a pattern of c-Fos activation in the observer''s amygdala that parallels that of the shocked demonstrators.These results suggest that the social interaction between the demonstrator and observer results in a transfer of information that promotes aversively motivated learning in the observer. However, the nature of the social interaction and how it comes to influence aversively motivated behavior is not known. Therefore, the present study aimed to characterize the behavior of both the demonstrators and observers during their social interaction and further characterize the nature of the influence of socially transmitted fear on aversively motivated learning and memory. We hypothesized that the social interaction between observers and demonstrators would result in a social transfer of fear that would promote learning and memory of both active defensive responses (avoidance) as well as defensive immobility (freezing). To test this hypothesis, we carried out five experiments that examined the nature of the social interaction between shocked demonstrators and observers (Experiment 1), the acquisition and retention of active avoidance (Experiment 2), and conditioned freezing (Experiment 3). Because it is not clear if social transfer effects can be observed among unfamiliar animals and to control for social buffering, we also compared the social transfer of fear in familiar and unfamiliar rats (Experiment 4). To control for the possible influence of different pain sensitivity thresholds in the observers paired with shocked demonstrators, we carried out pain tests (Experiment 5).     

Are Some Psychotherapies Much More Effective Than Others?

In a previous paper we had reported on the examination of comparisons of 18 metaanalyses of active treatments with each other (Luborsky, Rosenthal, Diguer, et al., 2001). These metaanalyses gave a small and nonsignificant mean level of difference between types of treatments. The smallness of this correlation confirms Rosenzweig's (1936) expectation that because of the large overlap in effective ingredients of different psychotherapies, comparative studies of psychotherapies would show little difference. Such a comparison that includes psychoanalyses seems a long way off, but if outcomes of psychoanalyses are defined similarly to those in the other psychotherapies, the expected differences in outcomes may also be small.     

Does social motivation mitigate fear caused by a sudden sound in horses?

Animal Cognition - Living in a herd has multiple advantages for social species and is a primary survival strategy for prey. The presence of conspecifics, identified as a social buffer, may mitigate...