Clock control of human performance on avoidance and fixed-interval schedules

The avoidance and fixed-interval performances of human subjects were studied in two experiments. Addition of time-correlated stimuli (added clock) improved behavioral efficiency, since response rates decreased without decreases in reinforcement rates. Response-dependent display of the clock maintained a second, observing response and reductions in clock duration weakened such observing behavior. Generally, the reinforcing properties of the clock were more apparent with the avoidance than with the fixed-interval schedule, a finding attributed to temporal cues already provided by delivery of the fixed-interval reinforcers. Reduced rates of the main response when the clock was dependent on an observing response were more than offset by rates of the observing response in the majority of subjects. Thus, the results do not support an interpretation of the reinforcing properties of added clocks simply in terms of work reduction.     

Human social defeat and approach–avoidance: Escalating social-evaluative threat and threat of aggression increases social avoidance

Basic research on avoidance by Murray Sidman laid the foundation for advances in the classification, conceptualization and treatment of avoidance in psychological disorders. Contemporary avoidance research is explicitly translational and increasingly focused on how competing appetitive and aversive contingencies influence avoidance. In this laboratory investigation, we examined the effects of escalating social-evaluative threat and threat of social aggression on avoidance of social interactions. During social-defeat learning, 38 adults learned to associate 9 virtual peers with an increasing probability of receiving negative evaluations. Additionally, 1 virtual peer was associated with positive evaluations. Next, in an approach–avoidance task with social-evaluative threat, 1 peer associated with negative evaluations was presented alongside the peer associated with positive evaluations. Approaching peers produced a positive or a probabilistic negative evaluation, while avoiding peers prevented a negative evaluation (and forfeited a positive evaluation). In an approach–avoidance task with social aggression, virtual peers gave and took money away from participants. Escalating social-evaluative threat and aggression increased avoidance, ratings of feeling threatened and threat expectancy and decreased ratings of peer favorableness. These findings underscore the potential of coupling social defeat and approach–avoidance paradigms for translational research on the neurobehavioral mechanisms of social approach–avoidance decision-making and anxiety.     

父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型

为探讨父母学业参与和学业压力与青少年早期学业投入之间的关系,考察成就目标取向的中介作用,以及学业成就水平在该中介过程中的调节作用,对2487名初一学生进行测查,结果发现：（1）父母学业参与正向预测青少年早期个体的学业投入、负向预测学业抽离,父母学业压力正向预测学业抽离;（2）掌握目标取向在父母学业参与和青少年早期的学业投入之间起正向中介作用,在父母学业参与和学业抽离间发挥负向中介作用;表现回避目标取向在父母学业压力和学业抽离间具有正向中介作用;（3）掌握目标取向的中介作用受到学业成就水平的调节。研究结果揭示了父母学业参与和学业压力对青少年早期的学业投入的共同作用,为从家庭层面提高青少年的学业投入水平提供了参考。     

Horizontal eye movements foster approach to negative pictures but do not change emotional valence: A dopaminergic regulation hypothesis

A new dopaminergic regulation hypothesis is proposed based on two experiments exploring eye-movement effects. In the Eye Movement Desensitization and Reprocessing (EMDR) and Saccade-Induced Retrieval Enhancement (SIRE) domains, eye-movement mechanisms are mainly studied with explicit measures. Here implicit and explicit measures of emotion and memory for positive and negative pictures were investigated after eye movements or fixation in extreme right-handers. Eye movements enhanced explicit recognition predominantly for negative pictures. The absence of implicit repetition priming in both experiments supported a dissociation between implicit and explicit memory. Motivational eye-movement effects emerged but implicit and explicit affect remained unchanged. Experiment 2 revealed, after initial freezing to negative pictures, an acceleration, particularly of approach responses. Eye movements are postulated to foster approach towards negative memories, and promote, though dopaminergic pathways from the Superior Colliculus, enhanced explicit memory and active emotion regulation, primarily in persons with a collateralization of eye and dopamine dominance.     

Sitting with it: An investigation of the relationship between trait mindfulness and sustained attention

BackgroundSustaining attention for extended periods of time is associated with negative affect and this increase in negative affect is related to poorer task performance. Trait mindfulness has been shown to be associated with better sustained attention performance. This may be because trait mindfulness is associated with better attention ability or better emotion regulation ability.AimsThe present research aims to replicate previous findings and better understand why trait mindfulness is associated with better sustained attention performance.MethodParticipants responded to self-report questionnaires assessing their trait mindfulness, attentional control, and experiential avoidance. Next, participants performed a sustained attention task, during which they also reported their subjective feelings of discomfort and boredom. Finally, participants reported their retrospective discomfort and boredom after the task.ResultsWe replicated and extended previous findings by showing that the relationship between trait mindfulness and sustained attention performance was mediated by negative affect experienced during the task. Moreover, the correlation between trait mindfulness and sustained attention disappeared when controlling for experiential avoidance, but remined when controlling for attention control.ConclusionOur results suggest that trait mindfulness is associated with sustained attention because of enhanced emotion regulation and that enhancing affective regulation would be an effective strategy for improving sustained attention performance.     

社交焦虑大学生情绪调节灵活性：情绪内容对策略选择和使用的影响

尽管社交焦虑个体被认为存在情绪调节灵活性的不足,但至今尚不清楚这种不足究竟在于难以灵活选择策略,还是难以灵活使用策略,抑或二者兼有？对此,本研究采用情绪调节策略选择任务考察了37名高社交焦虑大学生和29名低社交焦虑大学生在面对社交-非社交情绪图片时对认知重评-回避策略的选择模式和使用效果。结果发现：在面对社交情绪图片时,高社交焦虑被试比低社交焦虑被试更少选择认知重评,而更多选择回避;在面对非社交情绪图片时,两组被试对两种策略的选择模式无显著差异。同时,无论面对社交还是非社交情绪图片,两组被试对两种策略的使用效果也无显著差异。以上结果表明,相比低社交焦虑个体,高社交焦虑个体只有在面对社交情绪刺激时才存在情绪调节灵活性的不足,且这种不足主要在于难以灵活选择策略,而非难以灵活使用策略。     

个体与群体歧视知觉对流动儿童学业倦怠的影响：学业自我妨碍的中介作用和认同整合的调节作用

以363名初中阶段流动儿童为被试,采用问卷法考察学业自我妨碍在流动儿童个体和群体歧视知觉与学业倦怠关系中的中介作用,以及认同整合的调节作用。结果如下：（1）个体和群体歧视知觉正向预测流动儿童学业倦怠;（2）学业自我妨碍在流动儿童个体和群体歧视知觉与学业倦怠关系中起中介作用;（3）认同整合会调节个体歧视知觉、学业自我妨碍对学业倦怠的影响。     

Parents’ postnatal depressive symptoms and their children's academic attainment at 16 years: Pathways of risk transmission

The aim of the study was to examine whether parents’ increased postnatal depressive symptoms predicted children's academic attainment over time and whether the parent–child relationship, children's prior academic attainment, and mental health mediated this association. We conducted secondary analyses on the Avon Longitudinal Study of Parents and Children data (12,607 mothers, 9,456 fathers). Each parent completed the Edinburgh-Postnatal Depression Scale at 8 weeks after the child's birth (predictor) and a questionnaire about the mother–child and father–child relationship at 7 years and 1 month (mediator). The children's mental health problems were assessed with the teacher version of the Strengths and Difficulties Questionnaire at 10–11 years (mediator). We used data on the children's academic attainment on UK Key Stage 1 (5–7 years; mediator) and Key Stage 4 (General Certificate of Secondary Education 16 years) (outcome). We adjusted for the parents’ education, and child gender and cognitive ability. The results revealed that parents’ depressive symptoms at 8 weeks predicted lower academic performance in children at 16 years. Mothers’ postnatal depressive symptoms had an indirect effect through children's mental health problems on academic outcomes at 16 years via negative mother–child relationship, and prior academic attainment. There was a significant negative indirect effect of fathers’ postnatal depressive symptoms on academic attainment at 16 years via negative father–child relationship on child mental health. The findings suggest that the family environment (parental mental health and parent–child relationship) and children's mental health should be potential targets for support programmes for children of depressed parents.