Sociophysiology as the Basic Science of Psychiatry

The medical specialty of psychiatry should possess a basic science in which pathologies are considered deviations from normal brain physiology. Historically, psychoanalytic pathogenesis was considered separately from brain physiology. It was not scientific because observations could not be refuted. Countering this, Eli Robins's legacy stemmed partly from his having been damaged by a psychoanalyst. It eschewed pathogenesis. Attempting to integrate psychiatry with medicine more generally, Robins and colleagues refocused on empiricism, although they acknowledged the brain's centrality. Here I hold that the term biology used in the context of psychiatry should broadly encompass social facets of organismal function. The term “sociophysiology” may best describe the central basic science of psychiatry because it alludes to brain functions used for the person's social realm. Disruptions of such functions result in deviant behaviors and unpleasant feelings which psychiatrists diagnose and treat. Future study encompassing top-down and bottom-up research should include genome-neural-behavioral analyses.     

Interpersonal evaluations,attitudes and attraction

The effect of interpersonal evaluations (e.g., judging a person's intelligence) on attraction toward an anonymous person (person-one) was investigated. The study was conducted to assess attraction in five interpersonal relationships in which evaluations commonly occur. Attraction of subjects toward person-one was greater for positive than for negative evaluations when person-one evaluated either the subjects or himself, when a second anonymous person evaluated person-one and the attitudes of person-one were similar to those of the subjects, and when the second person evaluated both person-one and the subjects. When person-one evaluated the subjects, attraction toward person-one was found predictable using the Byrne-Rhamey rule.     

Negative reinforcement with shock-frequency increase

Two avoidance-conditioning experiments in which responding delayed shocks are reported. Rats receiving an average of two shocks per minute (imposed condition) could produce, by pressing a bar, a 3-min alternate condition. Six (Experiment I) or more (Experiment II) shocks occurred in the alternate condition. All shocks in the alternate condition were delayed and delivered at 1-sec intervals. With long delays, all subjects produced the alternate condition and spent a large percentage of each session in the alternate condition. The first experiment demonstrated that the longer the delay from onset of the alternate condition to onset of the shocks, the more session time spent in the alternate condition. The second experiment indicated that despite increased shock frequency, behavior is acquired and maintained when responding leads to sufficient delay. Individual subjects produced the alternate condition by bar pressing in essentially one of two patterns. One pattern, termed postshock, involved bar pressing immediately after shock; the other, termed posttransition, involved responding immediately after the transition from the alternate to the imposed condition. These results indicate that shock-frequency reduction is not necessary for avoidance conditioning; delay to shock onset is sufficient.     

Integrated delays to shock as negative reinforcement

Rats were shocked at the rate of two per minute until they pressed a lever. In Experiment I, shocks were delivered at variable-time intervals averaging 30 sec; in Experiment II, shocks were delivered at fixed-time intervals of 30 sec. A response produced an alternate condition for a fixed-time period. The shock frequency following a response, calculated over the whole alternate condition, was two per minute. The pattern of shocks in the alternate condition was controlled so that the first shock occurred at the same time as it would have occurred had the response not been emitted; the remaining shocks were delayed until near the end of the alternate condition. Bar pressing was acquired in both experiments. This finding is not explained by two-factor theories of avoidance and is inconsistent with the notion that overall shock-frequency reduction is necessary for negative reinforcement. The data imply that responding is determined by the integrated delays to each shock following a response versus the integrated delays to shock in the absence of a response.     

Critical reading of words and phrases in aphasia

To assess ability to read critically at the word and phrase level, four tests were administered to aphasic patients blocked on site of lesion and severity of auditory comprehension defect. Overall, site of lesion did not affect the quantitative scores or the patterns of errors in the four tests; this result suggests that there is a fixed order of difficulty in reading comprehension irrespective of the locus of the aphasic deficit. In contrast, profiles of performance differed significantly, depending on severity of comprehension difficulty. Patients with significant comprehension defect proved relatively superior at recognizing misspelled words; relatively poor at matching written nouns with their depicted referents; less likely to display improved comprehension when an additional substantive was included in a written phrase; relatively better at recognizing which words were the same parts of speech than at recognizing which words share salient semantic features; and relatively better at matching words which belonged together than at choosing the word which does not belong to a set. Taken together, the results suggest that strategies of reading may change in the presence of a severe aphasia, with such impaired patients relying less on semantic considerations and consequently more on orthographic information and on the distributional and sequential properties of words in sentences.     

Teaching behavior modification to nonprofessionals

Two instructional methods (role playing and lecture) were compared in evaluating the effectiveness of teaching behavior modification to institutional attendants. Pre- and post-test measures were obtained for two major outcome variables: (1) knowledge of behavior modification principles and (2) ratings of ability to apply behavior modification techniques. Results indicated that role playing was more effective in teaching behavior modification skills while the lectures were more effective in teaching principles of behavior modificaiton.     

Rawls on the maximin rule and distributive justice

Philosophical Studies -