Beziehung und Exposition

In the treatment of anxiety disorders both psychodynamic and behavioral therapeutic methods have proved successful. Linking the two methods in one treatment is usually avoided by therapists, although there is evidence for using such an approach. There is a lack of a regulatory framework for the integration of the various procedures. Taking anxiety treatment as an example, a contribution to such a regulatory framework is developed: the use of exposure (as a cognitive behavioral element) and the examination of the transference aspect of the therapeutic relationship by the therapist (as a psychodynamic element) are systematically placed in relation to each other, whereby the understanding of the therapeutic process is deepened.     

Do alerting signals increase the size of the attentional focus?

Previous research has shown that the presentation of an auditory alerting signal before a visual target increases the interference from flanking distractors. Recently, it has been suggested that this increase in interference may be due to an expansion of the spatial focus of attention. In five experiments, this hypothesis was tested by using a probe technique dedicated to measuring variations in the size of the attentional focus: In the majority of trials, participants performed a letter discrimination task in which their attention was focused on a central target letter. In a randomly intermixed probe task, the size of the attentional focus was measured by letting participants respond to a probe occurring at varying positions. In all experiments, reaction time (RT) to the probe increased from the most central to more lateral probe positions. This V-shaped probe-RT function, however, was not flattened by the presentation of an alerting signal. Overall, this pattern of results is inconsistent with the hypothesis that alerting signals increase the attentional focus. Instead, it is consistent with nonspatial accounts that attribute the increase in interference to an alerting effect on perceptual processing, which then leads to a detrimental effect at the level of response selection.     

Being a Foreigner in Philosophy: A Taxonomy

The question of diversity, both with regard to the demographic profile of philosophers as well as the content of philosophical inquiry, has received much attention in recent years. One figure that has gone relatively unnoticed is that of the foreigner. To the extent that philosophers have taken the foreigner as their object of inquiry, they have focused largely on challenges nonnative speakers of English face in a profession conducted predominantly in English. Yet an understanding of the foreigner in terms of the nonnative speaker does not exhaust the conceptual space of the foreigner. This article provides a more nuanced conceptual apparatus that allows for a more precise identification and discussion of other ways in which one can be a foreigner in philosophy. I develop a taxonomy of different conceptions of the foreigner, namely the linguistic, material, cultural, and epistemic foreigner; I discuss the different and specific challenges they face; and I show how foreigners enrich philosophical practice.     

A validation of eye movements as a measure of elementary school children's developing number sense

The number line estimation task captures central aspects of children's developing number sense, that is, their intuitions for numbers and their interrelations. Previous research used children's answer patterns and verbal reports as evidence of how they solve this task. In the present study we investigated to what extent eye movements recorded during task solution reflect children's use of the number line. By means of a cross-sectional design with 66 children from Grades 1, 2, and 3, we show that eye-tracking data (a) reflect grade-related increase in estimation competence, (b) are correlated with the accuracy of manual answers, (c) relate, in Grade 2, to children's addition competence, (d) are systematically distributed over the number line, and (e) replicate previous findings concerning children's use of counting strategies and orientation-point strategies. These findings demonstrate the validity and utility of eye-tracking data for investigating children's developing number sense and estimation competence.     

Social anxiety and cognitive expectancy of aversive outcome in avoidance conditioning

Fear conditioning studies have shown that social anxiety is associated with enhanced expectancy of aversive outcome. However, the relation between cognitive expectancy and social anxiety has never been tested in avoidance conditioning paradigms. We compared 48 low (LSA) and high socially anxious individuals (HSA) on subjective expectancy of aversive outcome during an avoidance conditioning task. Displays of neutral faces were coupled with an aversive outcome (US): a shout and a shock. Participants could avoid the US by pressing a correct button from a button box. First, HSA showed higher US expectancy than LSA during the initial phase of avoidance conditioning, supporting the view that socially anxious individuals have an expectancy bias when social situations are ambiguous. Second, when the avoidance response became unavailable, LSA showed lower US expectancy than HSA, suggesting that low socially anxious individuals are prone to a positive bias when perceived threat is high. A lack of such positive bias in socially anxious individuals may lead to higher susceptibility to safety behavior interpretations. Together, these findings support the role of cognitive processes in avoidance conditioning and underscore the relevance to encounter avoidance learning when studying social anxiety.     

Asymmetric processing of lexical tonal contrast in Swedish

Languages such as Swedish use suprasegmental information such as tone, over and above segments, to mark lexical contrast. Theories differ with respect to the abstractness and specification of tone in the mental lexicon. In a forced choice task, we tested Swedish listeners’ responses to words with segmentally identical first syllables differing in tonal contours (characterized as Accents 1 and 2). We assumed Accent 1 to be lexically specified for a subset of words and hypothesized that this specification would speed up word accent identification. As was predicted, listeners were fastest in choosing the tonally correct word when the accent was lexically specified. We conclude that the processing of surface tonal contours is governed by their underlying lexical structure with tonal specification.     

Knowing without knowing: implicit cognition and the minds of infants and animals / Saber sin saber: la cognición implícita y las mentes de niños pequeños y animales

The main aim of this paper is to highlight the need to address the conceptual problem of ‘implicit knowledge’ or ‘implicit cognition’ — a notion especially important in the study of the nonverbal minds of animals and infants. We review some uses of the term ‘implicit’ in psychology and allied disciplines, and conclude that conceptual clarification of this notion is not only lacking, but largely avoided and reduced to a methodological problem. We propose that this elusive notion is central in the study not only of animal and infant minds, but also the human adult mind. Some promising approaches in developmental and evolutionary psychology towards innovative conceptualization of implicit knowledge remain conceptually underdeveloped and in need of reconsideration and re-elaboration. We conclude by suggesting that the challenge of implicit cognition and nonverbal minds will only be solved through a concerted interdisciplinary approach between psychology and other disciplines.