Relating other's behaviour to own behaviour: Effects of delayed response and task difficulty

120 Ss from age groups 8, 12 and 16 years were tested for their understanding that another person's (O) sadness response was related to a preceding behaviour in S. The understanding was tested after experimental interaction episodes where E's assistant (O) worked on an (easy or difficult) task, was helped by S, and responded (immediately or delayed) with sadness. The results showed that a relating of O's behaviour to S was shown primarily for Ss in the two oldest age groups, and primarily when O's response was immediate. A delay of 11/2 min in O's response resulted in attributions of O's behaviour to psychological processes in O rather than to S's behaviour. The youngest Ss focused on O in explaining O's behaviour. Task difficulty did not effect Ss causal attributions.     

Quantifying aggression: Effects of identity of stimulus

A test for children's insight into relations between behaviour and aggressive emotion showed that kindergarten children showed an increase in ratings of emotion corresponding to an increase in aggressive behaviour (positive relation), and that an increase in ratings of emotions corresponding to a decrease in aggression-related behaviour (negative relation) was shown by seven- and nine-year-old children. Cognition of relations between aggressive emotion and behaviour seemed to be developed earlier than cognition of relations between intention and behaviour as observed in a previous study. Results from the test also indicated that the magnitude of emotion ratings differed in identity (same stimulus person) and non-identity (differed stimulus persons) stimulus conditions.     

Social cognitive development in resolutions of misunderstandings

Dyads of Ss from six age groups (range 7 to 22 years) were induced to misunderstand each other in each of three conditions: 1. Biased encoding in the speaker. 2. Biased decoding in the listener. J. Biases in both speaker and listener. Young Ss explained faulty behavior and attributed responsibility be reference to listeners, older Ss explained by reference to listeners and attributed responsibility to speakers. An increase of insight into listeners' bias was shown throughout the age span, whereas speakers' bias was not mentioned in Ss' explanations. The results were interpreted in terms of development of differentiation and integration of the social roles of speakers and listeners.     

Justice concept development as shown in reward allocations

Ss at six age levels (range 7–22 years) were asked to allocate rewards to two actors in tasks which showed differences in number of actors' products, actors' effort, actors' relative contributions, and the logical relation of actors' contributions, respectively. Contrary both to Adams' and Piaget's justice theories, results showed a greater variation in allocations for tasks than for age. Equal allocations of reward were most frequent when actors' effort and relative contributions were different, unequal allocations were most frequent for differences in actors' products, and for differences in logical relation of contributions. Equal reward allocations were furthermore more frequent when responses were related to the shared rather than the individual aspect of actors' contributions, and when there was a personal relationship between actors.     

The role of the symptom in psychopathological states

Abstract.— Four approaches to the role of symptoms in psychopathological states are discussed. These are: Prepsychoanalytic psychiatry, psychoanalysis, family communication theory, and the view that symptoms as a sign of mental illness do not exist. The latter comprises labelling theory and social learning theory. Particular interest is attached to the contentions of symptom substitution and symptomatic treatment. Both are rejected as myths. A theory of action is briefly outlined, and on the basis of this, an alternative interpretationof phenomena ordinarily conceptualized as mental pathology is suggested. The concepts of "psychopathology" and "symptoms" are redefined in accordance with present knowledge, and the importance of formulating human action in an ethical frame of reference is pointed out.     

Of snakes and faces: An evolutionary perspective on the psychology of fear

Snakes and faces are unique stimuli because they are deeply grounded in evolutionarily shaped behavior systems. Snakes are the prototypical stimulus in a predatory defense system promoting escape from predators, which prepares primates for efficient processing, attentional priority, and rapid fear acquisition to snakes and other stimuli related to predation. The social submissiveness system plays a similar role on the social arena by promoting yielding to dominant individuals without jeopardizing the protection of the group. Supporting these theoretical propositions, empirical data from a research program spanning four decades demonstrate enhanced fear conditioning to snakes and threatening faces compared to neutral stimuli, as well as fast nonconscious processing of, and prioritized attention to, snakes and threatening faces. Human brain‐imaging data show that these effects are mediated by an extensive fear‐network centering on the amygdala.     

Who caused it? Interpersonal causal inferences in young children

Three experiments were designed to test 4- and 6-year-old children's causal inferences in interpersonal settings where emotions (glad, angry, and sad) were effect responses. The results showed that emotion and orientation (towards or away from) were central cues, and that sex and age also were used to some extent. Cues related to regularity philosophic notions (e.g. David Hume), such as contiguity in time and space, and time order of cause and effect were little used by comparison. The results raise questions about the basic role attributed to regularity cues both by philosophers and psychologists, and suggest a multiple cue contribution rather than a basic cue generalization approach to causal cognition development.     

Piagetan inconsistencies: A note on the formal operational interpretation of adolescent psychological development

Piaget's interpretation of adolescent self-centration as egocentrism resulting from formal operations is inconsistent because it means that the end-point of human development (formal operations) is characterized by inadequate development (egocentrism). Piaget's interpretation is also inconsistent to the empirical evidence, which has failed to support a notion of a general, universal stage of formal operations. An alternative interpretation of adolescence as developing towards a cognitive stage characterized by the taking of the perspective of the other to self can be proposed.     

Concomitant short-term changes in the auditory evoked response, the EEG, and reaction-time performance in relation to the temporal parameters of stimulation

Abstract.— Two experiments are described in which short-term "habituation" of the auditory evoked response (AER) was examined using discrete trains of click stimuli and averaging across trains. In the first study, the stimuli consisted of randomly interspersed trains of regular clicks, at 3 or 10 sec interstimulus interval (ISI). In the second study, the ISIs were also short or long but were irregular varying between 2.4 and 3.6 sec in the former case and 6 to 12 sec in the latter. The N₁-P₂ component of the AER diminished within the 3 sec trains especially for the regular stimulation; no such development occurred with the longer ISI. The total voltage in the background EEG and the reaction-times to the stimuli showed essentially similar changes. The possible mechanisms governing the response decrement are discussed and it is concluded that the data may be interpreted in terms of the Groves and Thompson dual-process theory of habituation.