The psychology of anxiety: A phenomenological description

Abstract

The psychology of anxiety continues to be debated by researchers, as well as therapists. By investigating it with phenomenological methods, I have been able to determine its three existential preconditions; the way in which an anxious situation announces a crisis of one's efforts to surpass one's unacceptable incompleteness; being anxious as being impeded, if not fundamentally blocked, and moving beyond being anxious as either ambivalently reaffirming the viability of the projects and relations in which one was already invested, or as transformatively accepting those projects and relations as fundamentally uncertain and hence, as open to future determination.     

Irrelevant sensory stimuli interfere with working memory storage: Evidence from a computational model of prefrontal neurons

The encoding of irrelevant stimuli into the memory store has previously been suggested as a mechanism of interference in working memory (e.g., Lange & Oberauer, Memory, 13, 333–339, 2005; Nairne, Memory & Cognition, 18, 251–269, 1990). Recently, Bancroft and Servos (Experimental Brain Research, 208, 529–532, 2011) used a tactile working memory task to provide experimental evidence that irrelevant stimuli were, in fact, encoded into working memory. In the present study, we replicated Bancroft and Servos’s experimental findings using a biologically based computational model of prefrontal neurons, providing a neurocomputational model of overwriting in working memory. Furthermore, our modeling results show that inhibition acts to protect the contents of working memory, and they suggest a need for further experimental research into the capacity of vibrotactile working memory.     

Demonstrating the Effects of Presentation Rate on Aging Memory Using the California Verbal Learning Test (CVLT)

Previous research has repeatedly found that the elderly demonstrate significant declines in direct measures of memory. This study examined verbal learning and memory in the young and old participants using the California Verbal Learning Test (CVLT). We hypothesized that slowing down the presentation rate of a list of words, therefore giving the participants more time to rehearse while learning new information, would decrease the normal differences found between the young and old adults on memory recall. However, at a faster presentation rate, the usual differences would be found. Participants took the CVLT, and correct recall responses were measured as a function of age and presentation rate. It was found, as expected, that at the faster presentation rate, the young did significantly better than the old on recall, but at the slower presentation rate, the differences between age groups diminished. It was concluded that by giving the elderly more time to rehearse information, age-related differences in memory recall could be greatly diminished.     

Distinctions Between Worry and Perceived Risk in the Context of the Theory of Planned Behavior

Worry and risk perception were integrated into the theory of planned behavior (TPB) within health and non-health domains (flossing and academic coursework, respectively). Models were estimated and replicated in 2 undergraduate samples ( n s = 191 and 309), with effects of worry and risk on intentions expected to occur primarily through attitudes. Past behavior was modeled through effects on all TPB constructs and through interactions with worry and risk. Worry positively predicted intentions and attitudes (and norms in the non-health domain) for those at the lowest levels of prior behavior. Risk perceptions negatively predicted intentions and self-efficacy (and attitudes in the health context) also for those at low levels of prior behavior. Implications for further theory development are discussed.     

Analysis of Christian Character Curricula: Development of Holy Nation Citizens

From an initial sample of fifteen Christian character development curricula, ten were selected for more in-depth analysis. Three were eventually chosen as exemplary models of curricula that promote Sermon on the Mount qualities, considered as the ultimate expression of holy nation citizenship expectations.     

The influence of flavor preexposure and test interval on conditioned taste aversions in the rat

The effects of flavor preexposure and test interval on conditioned taste aversions were examined in four experiments. In the first three experiments, prior experience with a flavor different from that used as a conditioned-stimulus (CS) produced attenuated aversions when testing occurred after a 1-day interval but not after a 21-day interval. Preexposure to the same stimulus used as a CS produced attenuated aversions at both 1- and 21-day intervals. In Experiment 4, a delay interval between flavor preexposure and conditioning eliminated the attenuating effect of preexposure, but only when different stimuli were used for preexposure and conditioning. These data could not be easily accounted for by contemporary interpretations of preexposure as an event that interferes with subsequent acquisition of a conditioned aversion. An alternative retrieval interference hypothesis was outlined.     

Stimulus redundancy and immediate recall

This study examined immediate recall in two stimulus prefix and two stimulus suffix conditions and in a condition that combined a prefix and suffix. Suffixes and the combination of a prefix with a suffix interfered more with recall overall than did prefixes. Performance in each of the conditions that included a prefix was significantly better overall than in appropriate control conditions, in which interference was augmented by a redundant element in recall. It was suggested that prefixes and suffixes lie operationally on a continuum and that their effects result from the subject's inability to dissociate the redundant element from the memory series. However, the location of redundancy imposes different processing requirements that differentially influence recall.     

Investigations of a mirror-image transfer effect in pigeons

In two separate experiments, pigeons trained binocularly to peck a key on which an oblique line (e.g., 60 degrees counter-clockwise rotation from horizontal) was projected yielded bi-modal angularity generalization gradients in extinction, with peaks of responding at both the training stimulus and its mirror image (in this case 120 degrees ). This mirror-image transfer effect may be analogous to an "octave effect" in auditory generalization, but Mello's finding of a mirror-image reversal transfer effect following monocular training in pigeons suggests an alternative interpretation.