No evidence for overgeneral memories in borderline personality disorder

The hypothesis that borderline personality disorder (BPD) is related to overgeneral memories was tested in a mixed sample of 39 patients. A memory test with emotional cue words and the instruction to produce specific autobiographical memories was used. Specificity was judged by an independent rater. Regression analyses indicated that age and major depressive disorder were related to the production of less specific memories, whereas educational level and presence of personality disorder were positivily related to number of specific memories. Borderline personality disorder, anxiety disorders and childhood traumas were not related to number of specific memories.     

Semantics for the Logic of Essence

This paper provides a possible worlds semantics for the system of the author's previous paper The Logic of Essence. The basic idea behind the semantics is that a statement should be taken to be true in virtue of the nature of certain objects just in case it is true in any possible world compatible with the nature of those objects. It is shown that a slight variant of the original system is sound and complete under the proposed semantics.     

Effects of stop signal modality, stop signal intensity and tracking method on inhibitory performance as determined by use of the stop signal paradigm

In Experiment 1, the effects of stop signal modality on the speed and efficiency of the inhibition process were examined. Stop signal reaction time (SSRT) and inhibition function slope in an auditory stop signal condition were compared to SSRT and inhibition function slope in a visual stop signal condition. It was found that auditory stop signals compared to visual stop signals enhanced both the speed and efficiency of stopping. The modality effects were attributed to differences in the neurophysiological processes underlying perception. However, Experiment 2 demonstrated that the modality difference was larger for 80 dB(A) auditory stop signals than 60 dB(A) auditory stop signals. This effect was reconciled with the suggestion that loud tones are more capable of eliciting immediate arousing effects on motor processes than weak tones and visual stimuli. The second purpose of the present investigation was to explore the utility (and potential advantages) of an alternative way of setting stop signal delay relative to mean reaction time (MRT). The method that was suggested compensates for inter-individual differences in primary task reaction speed by setting stop signal delays as proportions of the subjects' MRT.     

Comprehending Semantic and Grammatical Violations in Italian. N400 and P600 Comparison with Visual and Auditory Stimuli

Arguments about the existence of language-specific neural systems and specifically about the independence of syntactic and semantic processing have focused on the event-related brain measures (ERPs) as tool to monitoring moment-by-moment the cognitive processes underlaid. In the present experiments, the available evidence indicates that the ERP response to semantic anomalies is at least partially distinct from the ERP response to syntactic anomalies and that two distinct processes are activated in sentences comprehension. ERPs were recorded from 10 electrodes while subjects read (Experiment 1) or listened (Experiment 2) to sentences containing semantic or syntactic violations. Final-words that were inconsistent with the sentence context elicited a negative-going wave at about 400 ms poststimulus, whereas penultimate-word incongruous with the grammatical structure (subject–verb non-agreement) elicited a positive-going wave about 600 ms poststimulus. No differences based on the perceptual modality of the stimulus (visual or auditory) nor different ERP correlates as a function of task-relevance (explicit/implicit task induction) were found. The implications of our results for Italian language are explained.     

But I thought it was Mickey Mouse: the effects of new postevent information on 18-month-olds' memory

Two experiments examined the effects of postevent information on 18-month-olds' event memory. Experiment 1 (N=60) explored whether children's memory was reinstated when action information was eliminated from the reinstatement and only object information was introduced. Experiment 2 (N=48) examined children's recall when either (a). information about the objects' target actions was replaced with new action information or (b). the original training objects were replaced with new objects. In an elicited-imitation paradigm, children were trained to perform six target actions, watched a video reinstatement 10 weeks later, and were tested for recall 24 h after reinstatement. Two results were found. First, a video reminder eliminating action information reinstated children's memory as effectively as a video containing object and action information. Second, children were reminded of their past training when during reinstatement action information was preserved and new objects were presented but were not reminded when object information was preserved and new actions were presented.     

The Prediction of Negative Events Associated with Anxiety and Dietary Restraint: A Test of the Content Specificity Hypothesis

The prediction of future negative events was studied in a sample of undergraduate students varying on measures of anxiety and dietary restraint. Cognitive theories of psychopathology hypothesize that the emotional concerns of an individual determine which types of information are most often cognitively processed with a biased interpretation. This prediction has generally been called the content specificity hypothesis. Based upon this aspect of cognitive theory, we hypothesized that a high level of trait anxiety would be associated with higher ratings of the probability of future physically threatening events. In addition, it was hypothesized that a high level of dietary restraint would be associated with lower ratings of the probability of future occurrences of overeating. The results of the study supported these hypotheses. These prediction biases were found to be more pronounced in women, as compared to men. The findings were interpreted as supportive of the content specificity hypothesis.     

Domain Specificity and the Limits of Creativity Theory

A growing body of research evidence suggests that creativity is very domain‐specific and that domain‐general skills or traits contribute little to creative performance. The term “creativity” is a convenient term for collecting many interesting artifacts, processes, and people into a single category, and the term “creative thinking skills” may be a useful way to connect a diverse set of unrelated cognitive processes that operate on different content and in different domains. These concepts are misleading, however, because although they connect things that may seem similar to observers, they lack any underlying cognitive psychological validity. This has implications for the ways we understand and assess creativity, and also for how we should direct our efforts to develop creative‐thinking skills in diverse domains. Creativity training needs either to target the domains in which creativity enhancement is desired or to use a wide range of activities in diverse domains if the goal is more general improvement in many domains. Creativity assessment needs to focus on domain‐by‐domain assessment and to review findings based on allegedly domain‐general tests of creativity that may have misled researchers to unsupportable interpretations. Creativity theory needs to set more modest goals of domain‐by‐domain theory development and to recognize that theories that may seem domain‐general might better be understood as meta‐theoretical heuristics that do not actually describe domain‐general processes. These meta‐theories might in some cases help guide the search for domain‐based theories.     

Faking on self-report emotional intelligence and personality tests: Effects of faking opportunity, cognitive ability, and job type

We assessed the combined effects of cognitive ability, opportunity to fake, and trait job-relevance on faking self-report emotional intelligence and personality tests by having 150 undergraduates complete such tests honestly and then so as to appear ideal for one of three jobs: nurse practitioner, marketing manager, and computer programmer. Faking, as expected, was greater (a) in higher-g participants, (b) in those scoring lower under honest conditions (with greater opportunity to fake), and (c) on job-relevant traits. Predicted interactions accounted for additional unique variance in faking. Combining all three factors yielded a “perfect storm” standardized difference of around 2, more than double the overall .83 estimate. Implications for the study of faking are discussed.     

Performance on auditory and visual temporal information processing is related to psychometric intelligence

The present study investigated the relationship between psychometric intelligence and temporal resolution power (TRP) as simultaneously assessed by auditory and visual psychophysical timing tasks. In addition, three different theoretical models of the functional relationship between TRP and psychometric intelligence as assessed by means of the Adaptive Matrices Test (AMT) were developed. To test the validity of these models, structural equation modeling was applied. Empirical data supported a hierarchical model that assumed auditory and visual modality-specific temporal processing at a first level and amodal temporal processing at a second level. This second-order latent variable was substantially correlated with psychometric intelligence. Therefore, the relationship between psychometric intelligence and psychophysical timing performance can be explained best by a hierarchical model of temporal information processing.