The second offspring of General Process Learning Theory: Overt behavior as the ambassador of the mind

Wasserman suggested in a recent book review that the study of intervening cognitive processes represents a current focus of interest in animal learning and that this has led to a revitalization of comparative psychology. An examination of the volume reviewed suggests that he may have overstated the case. Most of the authors to whom he refers expressed dissatisfaction with traditional stimulus-response associationism but few argued for the extreme (information processing) sort of cognitive approach described by Wasserman.     

On Herrnstein's equation and related forms

In 1970, Herrnstein proposed a simple equation to describe the relation between response and reinforcement rates on interval schedules. Its empirical basis is firm, but its theoretical foundation is still uncertain. Two approaches to the derivation of Herrnstein's equation are discussed. It can be derived as the equilibrium solution to a process model equivalent to familiar linear-operator learning models. Modifications of this approach yield competing power-function formulations. The equation can also be derived from the assumption that response strength is proportional to reinforcement rate, given that there is a ceiling on response rate. The proportional relation can, in turn, be derived from a threshold assumption equivalent to Shimp's “momentary maximizing”. This derivation implies that the two parameters of Herrnstein's equation should be correlated, and may explain its special utility in application to internal schedules.     

Fitting cross-classification table data to models when observations are subject to classification error

Individuals are classified in a cross-classification table where two behavioral observations on each individual determine the classification. The problem is to test certain structural models assumed to underlie the cross-classified observations. A minimum chi-square test procedure is proposed.     

Using a Fork as a Hairbrush: Investigating Dual Routes to Release from Functional Fixedness

Functional fixedness involves difficulty with conceptualizing creative object uses. When it obstructs problem‐solving, individuals must reframe their approach. We examined how different training techniques—chunk decomposition (i.e., considering an object’s basic parts and physical properties) and constraint relaxation (i.e., considering an object’s different functions)—might rely upon different routes to creative reframing. Additionally, we investigated how different forms of cognitive load interact with these dual routes. Participants learned one of three techniques. Chunk decomposition participants created object breakdown diagrams; constraint relaxation participants created object functions lists; and free association (control) participants wrote a word that they associated with each of several concrete nouns. After training, participants attempted to solve five functional fixedness problems. E1 investigated how increasing germane cognitive load via either direct or indirect prompting affected training transfer. Experiment 2 investigated how reducing extraneous cognitive load by providing no transfer instructions and using an eye‐closure strategy. Across both experiments, results supported differences in accuracy and response latency by training. However, chunk decomposition and constraint relaxation did not follow the same pattern, suggesting different mechanisms of the effect. We discuss possible applications to increase innovation in real‐world domains such as education, business, and engineering.     

Interpersonal Psychotherapy—Adolescent Skills Training With Youth From Asian American and Immigrant Families: Cultural Considerations and Intervention Process

Although research has identified effective evidence-based depression prevention interventions for diverse youth, little is known about how the intervention process unfolds with immigrant family youth. This study utilized a qualitative approach to explore cultural and clinical differences in the implementation of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in two schools, one serving youth from primarily immigrant, Asian American families and the second, youth from mostly nonimmigrant, non-Hispanic White families. A total of 131 IPT–AST sessions were audio recorded, transcribed, and coded for presence and patterns of cultural and clinical constructs. Results revealed that sessions with immigrant family youth were more likely to contain discussions of interpersonal problems characterized by estrangement, goals of spending time together with important others, mentions of emotion suppression and academic achievement expectations, conversations about acculturation, differences in value orientation, and discomfort with implementing new intervention skills. Dialogue from interventionist and youth exchanges is presented to illustrate how these themes emerged and were addressed by interventionists in a culturally responsive manner. The study highlights how IPT–AST with immigrant family and Asian American youth may unfold differently compared to youth from nonimmigrant families. Implications of findings for providers are discussed.     

Processus d’élaboration et de validation d’un questionnaire portant sur le développement des compétences émotionnelles lors du mentorat

Objective and methodThe aim of this article is to provide a portrait of the emotional competencies developed by school principals (n = 359) in a mentoring context by developing a seven-step questionnaire by Frenette et al. (2019) presenting various proofs of validity.ResultsThe analyses conducted support a factorial structure with two correlated aspects of emotional competencies (self and others). School principals in Quebec develop more emotional competencies related to the aspect of others than for themselves during mentoring. A further analysis indicates that school principals develop more two dimensions of Emotional competencies: Identification and Understanding. The results also show that 77.26 % of respondents indicated that they developed emotional skills during mentoring.ConclusionThe results provided an understanding of the importance of emotional competencies in education, and specifically in school management. It also revealed the importance of emphasizing the role of mentoring in their development. To our knowledge, the questionnaire developed in this study is one of the first to measure the development of emotional competencies during a mentoring relationship.     

Driver conflict response during supervised automation: Do hands on wheel matter?

Securing appropriate driver responses to conflicts is essential in automation that is not perfect (because the driver is needed as a fall-back for system limitations and failures). However, this is recognized as a major challenge in the human factors literature. Moreover, in-depth knowledge is lacking regarding mechanisms affecting the driver response process. The first aim of this study was to investigate how driver conflict response while using highly reliable (but not perfect) supervised automation differ for drivers that (a) crash or avoid a conflict object and (b) report high trust or low trust in automation to avoid the conflict object. The second aim was to understand the influence on the driver conflict response of two specific factors: a hands-on-wheel requirement (with vs. without), and the conflict object type (garbage bag vs. stationary vehicle). Seventy-six participants drove with highly reliable but supervised automation for 30 min on a test track. Thereafter they needed to avoid a static object that was revealed by a lead-vehicle cut-out. The driver conflict response was assessed through the response process: timepoints for driver surprise reaction, hands-on-wheel, driver steering, and driver braking. Crashers generally responded later in all actions of the response process compared to non-crashers. In fact, some crashers collided with the conflict object without even putting their hands on the wheel. Driver conflict response was independent of the hands-on-wheel requirement. High-trust drivers generally responded later than the low-trust drivers or not at all, and only high trust drivers crashed. The larger stationary vehicle triggered an earlier surprise reaction compared to the garbage bag, while hands-on-wheel and steering response were similar for the two conflict object types. To conclude, crashing is associated with a delay in all actions of the response process. In addition, driver conflict response does not change with a hands-on-wheel requirement but changes with trust-level and conflict object type. Simply holding the hands on the wheel is not sufficient to prevent collisions or elicit earlier responses. High trust in automation is associated with late response and crashing, whereas low trust is associated with appropriate driver response. A larger conflict object trigger earlier surprise reactions.     

FN400和LPC对熟悉性和回想的特异性指向分析

双加工理论认为熟悉性和回想是情景记忆的两个独立过程,其重要证据是ERP研究中FN400和LPC可以分别指示熟悉性和回想。但也有研究证明FN400是概念启动和熟悉性共同作用的结果,而LPC也不能准确的反映回想加工,因此,将其作为双加工理论证据的可靠性需进一步讨论。未来需进一步明确概念启动和熟悉性影响FN400的前提条件,并在提高生态效度和控制额外变量的同时明晰LPC的指向性,同时探究熟悉性和回想在再认过程中的具体作用方式。     

辩证行为疗法：理论背景、治疗效果及作用机制

辨证行为疗法（Dialectical Behavior Therapy, DBT）于20世纪90年代初由美国治疗师Linehan创立。作为第三代行为治疗之一,该疗法以行为主义理论、辩证哲学、生物社会理论及禅宗为哲学基础,通过增加患者的技能使用,提高其情绪调节能力,以达到治疗目的。临床研究已证明其在边缘人格障碍,自杀及自伤行为中具有良好的治疗效果,除此之外也广泛适用于其他心理障碍及群体。DBT的临床效果、改变机制及拓展应用都需进一步研究。