The automaticity of emotional face-context integration

Recent studies have demonstrated that context can dramatically influence the recognition of basic facial expressions, yet the nature of this phenomenon is largely unknown. In the present paper we begin to characterize the underlying process of face-context integration. Specifically, we examine whether it is a relatively controlled or automatic process. In Experiment 1 participants were motivated and instructed to avoid using the context while categorizing contextualized facial expression, or they were led to believe that the context was irrelevant. Nevertheless, they were unable to disregard the context, which exerted a strong effect on their emotion recognition. In Experiment 2, participants categorized contextualized facial expressions while engaged in a concurrent working memory task. Despite the load, the context exerted a strong influence on their recognition of facial expressions. These results suggest that facial expressions and their body contexts are integrated in an unintentional, uncontrollable, and relatively effortless manner.     

The relationship context of human behavior and development

The influence of social relationships on human development and behavior is receiving increased attention from psychologists, who are central contributors to the rapidly developing multidisciplinary field of relationship science. In this article, the authors selectively review some of the significant strides that have been made toward understanding the effects of relationships on development and behavior and the processes by which relationships exert their influence on these, with the purpose of highlighting important questions that remain to be answered, controversial issues that need to be resolved, and potentially profitable paths for future inquiry. The authors' thesis is that important advances in psychological knowledge will be achieved from concerted investigation of the relationship context in which most important human behaviors are developed and displayed.     

Differential fear conditioning induces reciprocal changes in the sensory responses of lateral amygdala neurons to the CS(+) and CS(-)

In classical fear conditioning, a neutral sensory stimulus (CS) acquires the ability to elicit fear responses after pairing to a noxious unconditioned stimulus (US). As amygdala lesions prevent the acquisition of fear responses and the lateral amygdaloid (LA) nucleus is the main input station of the amygdala for auditory afferents, the effect of auditory fear conditioning on the sensory responsiveness of LA neurons has been examined. Although conditioning was shown to increase CS-evoked LA responses, the specificity of the changes in responsiveness was not tested. Because conditioning might induce nonspecific increases in LA responses to auditory afferents, we re-examined this issue in conscious, head-restrained cats using a differential conditioning paradigm where only one of two tones (CS(+) but not CS(-)) was paired to the US. Differential conditioning increased unit and field responses to the CS(+), whereas responses to the CS(-) decreased. Such changes have never been observed in the amygdala except in cases where the CS(-) had been paired to the US before and fear responses not extinguished. This suggests that fear conditioning is not only accompanied by potentiation of amygdalopetal pathways conveying the CS(+) but also by the depression of sensory inputs unpaired to noxious stimuli.     

Stages of change in anxiety: psychometric properties of the University of Rhode Island Change Assessment (URICA) scale

Readiness for change is increasingly cited as an important variable in the health behaviours literature, yet there remains a dearth of research related to this construct in mental health. This study examined the psychometric properties of the University of Rhode Island Change Assessment (URICA) scale in two samples. In Study 1 (n = 252), undergraduates completed the URICA and were administered measures of hopelessness, the consequences of worry, self-esteem, anxious symptomatology, and social desirability. The reliability and validity of the URICA were generally supported, although the goodness-of-fit with the intended subscales was only moderate. The Precontemplation, Contemplation and Maintenance subscales correlated as expected with ancillary measures, but the Action subscale did not. In Study 2 (n = 81), individuals with panic disorder were administered the URICA at initial assessment and following cognitive behavioural therapy. The URICA demonstrated excellent reliability, significantly predicted treatment retention and dropout, and showed modest utility for predicting treatment outcome. Confirmatory factor analysis, however, revealed an inadequate fit to the intended subscales. The implications of these findings are discussed and directions for future research highlighted.     

Working models of attachment shape perceptions of social support: evidence from experimental and observational studies

Two studies examined the association between attachment style and perceptions of social support. Study 1 (N = 95 couples) used an experimental paradigm to manipulate social support in the context of a stressful task. Insecure participants (anxious and avoidant) who received low-support messages appraised these messages more negatively, rated a prior behavioral interaction with their partner as having been less supportive, and performed significantly worse at their task compared with secure participants. Study 2 (N = 153 couples) used a similar paradigm except that partners were allowed to send genuine support messages. Insecure participants (especially fearful) perceived their partners' messages as less supportive, even after controlling for independent ratings of the messages and relationship-specific expectations. These studies provide evidence that individuals are predisposed to appraise their support experiences in ways that are consistent with their chronic working models of attachment, especially when the support message is ambiguous.     

An assessment of response bias for the same-different task: implications for the single-interval task

Two auditory amplitude discrimination experiments were conducted using the same-different experimental design. Observer bias was manipulated, in the first experiment, by varying payoff matrices and, in the second, by varying prior probabilities of signal presentation. Five levels of bias manipulation and four levels of difficulty were employed in each experiment. Each observer received all combinations of bias manipulation and difficulty, but with only one of these combinations within each block of trials. Nine indices of bias were assessed by simultaneously fitting isosensitivity and isobias functions to the data and by fitting isobias functions only. Although none of the indices tested provided an exceptionally good fit to the data, two indices stood out from the rest. These were c*sd and ci, indices with isobias contours similar in shape to those for the c index derived from the yes-no task.     

Perceptual implicit memory requires attentional encoding

Perceptual implicit memory for previously attended and unattended words was measured either in a word-stem completion task or in a perceptual fluency (perceptual identification) task. Subjects (N = 144) first engaged in a focused attention task in which they were to identify one of two words presented for 100, 200, or 300 msec. Words were classified as attended if they were reported during the focused attention task and unattended if they were not. Results for both implicit memory tests indicated reliable perceptual implicit memory for attended words but not for unattended words, regardless of focused attention exposure duration. The results indicate that perceptual implicit memory tasks reflect attentional encoding processes; that is, words must undergo attentional encoding if they are to affect performance on a later perceptual implicit memory test.     

Classical Delay Eyeblink Conditioning in in 4- and 5-Month-Old Human Infants

Abstract-Simple delay classical eyeblink conditioning, using a tone conditioned stimulus (CS) and airpuff unconditioned stimulus (US), was studied in cross-sectional samples of 4- and 5-month-old healthy, full-term infants. Infants received two identical training sessions, 1 week apart. At both ages, infants experiencing paired tones and air-puffs demonstrated successful conditioning over two sessions, relative to control subjects who had unpaired training. Conditioning was not evident, however, during the first session. Two additional groups of 5-month-olds received varied experiences during Session 1, either unpaired presentations of the CS and US or no stimulus exposure, fol-lowed by paired conditioning during Session 2. Results from these groups suggest that the higher level of conditioning observed following two sessions of paired conditioning was not the result of familiarity with the testing environment or the stimuli involved but, rather, the result of retention of associative learning not expressed during the first conditioning session.