Positive correlation between measures of habitual responding and motivated responding in mice

Habit and motivation are thought to be separate processes, with motivated behavior often considered to be goal directed, whereas habits are defined by the absence of goal-directed control over behavior. However, there has been increasing interrogation of the binary nature of habitual versus goal-directed behavior. Furthermore, although drug and alcohol exposure can promote the formation of habits, drug seeking itself can also be highly flexible, pointing toward the need for complex consideration of the parallel processes that drive behavior. The goal of the current study was to determine whether there was a relation between motivation—as measured by progressive ratio—and habit—as measured by contingency degradation—and whether this relation was affected by ethanol exposure history and sex. The results showed that these measures were positively correlated such that greater contingency insensitivity was associated with achieving higher break points on the progressive-ratio task. However, this relation depended on reinforcement schedule history, ethanol exposure history, and sex. These point to potential relations between measures of habit and motivation and stress the importance of carefully parsing behavioral findings and assays. These findings are also expected to inform future substance use research, as drug history may affect these relations.     

Personal Goals and Depression Among Vietnamese American and European American Young Adults: A Mediational Analysis

Abstract

The authors report preliminary findings supporting the utility of the self-concordance model (K. M. Sheldon & A. J. Elliot, 1999) as an alternative approach to studying depression among Vietnamese American (N = 121) and European American (N = 155) college students. The participants completed measures of personal goals, goal self-concordance, and depression. Compared with the European American participants, the Vietnamese American participants reported higher levels of depression and lower levels of goal self-concordance. According to mediational analyses, ethnicity no longer accounted for significant variance in depression after the authors statistically controlled for goal self-concordance.     

Of BOLD Claims and Excessive Fears: A Call for Caution and Patience Regarding Political Neuroscience

Published and informal assessments of the prospects for neuroimaging in political science have tended to range from overexuberant to reflexively dismissive. We seek to present a cautious but fair middle ground in considering this new methodology, primarily from an epistemological perspective. Our examination centers on the relationship between two levels of analysis, focusing on the potential for connection between behavior‐based theories of political psychology and cognition and the neural processes and systems involved in generating behaviors and states of mind. We explore the place of each level of analysis on its own, as well as the potential for the fruitful interaction of the two. This analysis brings together opinions and ideas presented by others in various forums and across multiple disciplines, offers a discussion of the the promises and perils of neuroimaging in its application to social science, as well as some practical thoughts regarding its early‐stage incorporation into political psychology. We argue in favor of proceeding with more substantial incorporation of neuroimaging into political psychology's methodological arsenal, but note that this will initially require both (1) greater acceptance of work more focused on presenting empirical results than on providing dispositive evidence in broader theoretical debates and (2) a commitment on the part of those conducting this research to refrain from overstating the definitiveness of its theoretical implications.     

Cheapened altruism: Discounting personally affected prosocial actors

Are charitable donors always perceived as charitable? Three studies suggest that although having a personal connection to a cause motivates much charitable giving, donors who have been personally affected by the target cause are given less “credit” for their donations, i.e., are perceived as less intrinsically charitable. These donors are perceived as having selfish motivations even when they have nothing economic or social to gain from the donation. More specifically, personally-affected donors are perceived as driven by emotional selfishness, or a desire to improve their own hedonic state rather a desire to improve the welfare of others, which lessens the charitable credit that they receive. In addition, although donors who have been personally affected by the target cause are seen as less charitable, they are perceived more favorably in other ways (e.g., more loyal).     

Grammatical gender and inferences about biological properties in german-speaking children

In German, nouns are assigned to one of the three gender classes. For most animal names, however, the assignment is independent of the referent's biological sex. We examined whether German-speaking children understand this independence of grammar from semantics or whether they assume that grammatical gender is mapped onto biological sex when drawing inferences about sex-specific biological properties of animals. Two cross-linguistic studies comparing German-speaking and Japanese-speaking preschoolers were conducted. The results suggest that German-speaking children utilize grammatical gender as a cue for inferences about sex-specific properties of animals. Further, we found that Japanese- and German-speaking children recruit different resources when drawing inferences about sex-specific properties: Whereas Japanese children paralleled their pattern of inference about properties common to all animals, German children relied on the grammatical gender class of the animal. Implications of these findings for studying the relation between language and thought are discussed.     

Generic language use reveals domain differences in young children's expectations about animal and artifact categories

The goal of the present study was to explore domain differences in young children's expectations about the structure of animal and artifact categories. We examined 5-year-olds’ and adults’ use of category-referring generic noun phrases (e.g., “Birds fly”) about novel animals and artifacts. The same stimuli served as both animals and artifacts; thus, stimuli were perceptually identical across domains, and domain was indicated exclusively by language. Results revealed systematic domain differences: children and adults produced more generic utterances when items were described as animals than artifacts. Because the stimuli were novel and lacking perceptual cues to domain, these findings must be attributed to higher-order expectations about animal and artifact categories. Overall, results indicate that by age 5, children are able to make knowledge-based domain distinctions between animals and artifacts that may be rooted in beliefs about the coherence and homogeneity of categories within these domains.     

An Eye‐Tracking Study of Exploitations of Spatial Constraints in Diagrammatic Reasoning

Semantic studies on diagrammatic notations (Barwise & Etchemendy, 1990 ; Shimojima, 1995 ; Stenning & Lemon, 2001 ) have revealed that the “non‐deductive,” “emergent,” or “perceptual” effects of diagrams (Chandrasekaran, Kurup, Banerjee, Josephson, & Winkler, 2004 ; Kulpa, 2003 ; Larkin & Simon, 1987 ; Lindsay, 1988 ) are all rooted in the exploitation of spatial constraints on graphical structures. Thus, theoretically, this process is a key factor in inference with diagrams, explaining the frequently observed reduction of inferential load. The purpose of this study was to examine the empirical basis for this theoretical suggestion, focusing on the reality of the constraint‐exploitation strategy in actual practices of diagrammatic reasoning. Eye movements were recorded while participants used simple position diagrams to solve three‐ or four‐term transitive inference problems. Our experiments revealed that the participants could exploit spatial constraints on graphical structures even when (a) they were not in the position of actually manipulating diagrams, (b) the semantic rule for the provided diagrams did not match their preferences, and (c) the constraint‐exploitation strategy invited a partly adverse effect. These findings indicate that the hypothesized process is in fact robust, with the potential to broadly account for the inferential advantage of diagrams.     

Reversing the Counterfactual Analysis of Causation

The counterfactual analysis of causation has focused on one particular counterfactual conditional, taking as its starting‐point the suggestion that C causes E iff (～C □→ ～E). In this paper, some consequences are explored of reversing this counterfactual, and developing an account starting with the idea that C causes E iff (～E □→ ～C). This suggestion is discussed in relation to the problem of pre‐emption. It is found that the ‘reversed’ counterfactual analysis can handle even the most difficult cases of pre‐emption with only minimal complications. The paper closes with a discussion of the wider philosophical implications of developing a reversed counterfactual analysis, especially concerning the differentiation of causes from causal conditions, causation by absences, and the extent to which causes suffice for their effects.     

Teacher–child relationships and academic achievement: A multilevel propensity score model approach

A robust body of research finds positive cross-sectional and longitudinal associations between teacher–child relationships and children's academic achievement in elementary school. Estimating the causal effect of teacher–child relationships on children's academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher–child relationships in kindergarten on math and reading achievement during children's transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher–child relationships in kindergarten on math achievement in first grade. No significant effects of teacher–child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed.