Demonstrator skill modulates observational aversive learning

Learning to avoid danger by observing others can be relatively safe, because it does not incur the potential costs of individual trial and error. However, information gained through social observation might be less reliable than information gained through individual experiences, underscoring the need to apply observational learning critically. In order for observational learning to be adaptive it should be modulated by the skill of the observed person, the demonstrator. To address this issue, we used a probabilistic two-choice task where participants learned to minimize the number of electric shocks through individual learning and by observing a demonstrator performing the same task. By manipulating the demonstrator’s skill we varied how useful the observable information was; the demonstrator either learned the task quickly or did not learn it at all (random choices). To investigate the modulatory effect in detail, the task was performed under three conditions of available observable information; no observable information, observation of choices only, and observation of both the choices and their consequences. As predicted, our results showed that observable information can improve performance compared to individual learning, both when the demonstrator is skilled and unskilled; observation of consequences improved performance for both groups while observation of choices only improved performance for the group observing the skilled demonstrator. Reinforcement learning modeling showed that demonstrator skill modulated observational learning from the demonstrator’s choices, but not their consequences, by increasing the degree of imitation over time for the group that observed a fast learner. Our results show that humans can adaptively modulate observational learning in response to the usefulness of observable information.     

Behavior Analysts to the Front! A 15-Step Tutorial on Public Speaking

Mainstream prominence was Skinner’s vision for behavior analysis. Unfortunately, it remains elusive, even as we approach the 110th anniversary of his birth. It can be achieved, however, and there are many routes. One that seems overlooked in many (most?) behavior analytic training programs is what I call the front of the room. The front of the room is a very powerful locus for influencing people. Mastering it can turn a commoner into a king; a middling man into a mayor; or a group of disorganized, dispirited people into an energized force marching into battle. The most powerful members of our species had their most memorable moments at the front of the room. If so much is available there, why is mastery of it in such short supply, not just in behavior analysts but in the population at large? In this paper, I address why, argue that the primary reason can be overcome, and supply 15 behaviorally based steps to take in pursuit of front of the room mastery.     

Ability to disengage attention predicts negative affect

This investigation addresses the hypothesis that negative affect is associated with decreased ability to shift attention to a new focus. Thirty-nine participants completed a covert attentional orienting task and then viewed a distressing film clip. Mood was measured by self-report at the beginning and end of the session. Correlations between attentional orienting performance and self-reported mood indicated that participants with greater response time costs on invalidly cued trials reported more negative affect in response to the film. These results support the hypothesis that negative affect is associated with a slowness to disengage attention.     

Individual differences in disgust sensitivity and health-related avoidance: Examination of specific associations

This present study examined the specificity of disgust sensitivity in predicting health-related anxiety and behavioral avoidance. Participants (n = 60) completed self-report measures of disgust sensitivity, health anxiety, anxiety, and depression. They then completed three randomly presented health-related behavioral avoidance tasks (BATs) that consisted of potential exposure to the common cold, the flu, and mononucleosis. Results indicated that disgust sensitivity was significantly associated with anxious and avoidant responding to the health-related BATs. This association also remained largely intact after controlling for gender, anxiety, depression, and health anxiety. These findings indicate that disgust sensitivity has a specific and robust association with health-related anxiety and avoidance commonly observed among those with excessive health anxiety and obsessive compulsive disorder. The unique role of disgust sensitivity in relation to health anxiety is discussed in the context of a disease-avoidance model.     

Power, stability of power, and creativity

Power hierarchies are an essential aspect of social organization, create stability and social order, and provide individuals with incentives to climb the hierarchical ladder. Extending previous work on power and creativity, we put forward that this relationship critically depends on both the stability of the power hierarchy and the relevance of creative efforts to power. Across three experiments, we show that when power positions are unstable, low power individuals are more flexible thinkers, are less avoidant and process information more globally. Consequently, they achieve more creative insights, especially when being creative is relevant to power. As such, when the power hierarchy is unstable, those lacking power hold the power to creativity.     

Moving forward is not only a metaphor: Approach and avoidance lead to self-evaluative assimilation and contrast

Could it be that walking toward (vs. away) someone else changes your self-evaluation in the direction of what this person is? We answer positively and argue that approach movements lead to self-evaluative assimilation (a higher self-evaluation with a high vs. a low standard), while avoidance movements lead to self-evaluative contrast (a lower self-evaluation with a high vs. a low standard). Hence, we predict that approach/avoidance moderates the impact of comparison information on self-evaluation. To test this idea, participants were either primed with approach or avoidance before processing comparison information (Study 1) or physically had to walk toward or away from this information (Studies 2 and 3). Results on self-evaluated adjustment (Studies 1 and 2) and self-evaluated attractiveness measures (Study 3) confirmed our predictions. These studies suggest ways to behave to self-evaluate positively when hearing about others.     

Evidence against an occasion setting account of avoidance learning

Earlier studies on human avoidance learning showed that an avoidance response reduces the expectancy that a warning stimulus (WS) will be followed by an unconditioned stimulus (US). This modulation can transfer to WSs with which the avoidance response did not occur in the past. Recent studies suggest that transfer of modulation is selective in that it is stronger for WSs that previously went together with other avoidance responses than for WSs that never went together with an avoidance response. This finding has been interpreted as providing unique support for an occasion setting account of avoidance learning. We put forward alternative explanations of selective transfer of modulation in terms of the rate with which a WS was reinforced in the absence an avoidance response. In support of the alternative explanations, we found that transfer of modulation depended not on whether a WS previously went together with another avoidance response but on the rate with which the WS was reinforced in the past. We conclude that selective transfer of modulation in avoidance learning does not provide (unique) support for the occasion setting account. Our findings are in line with a revised expectancy model of avoidance learning.