Affect and persuasion: Mood effects on the processing of message content and context cues and on subsequent behaviour

Two experiments are reported examining the impact of recipients' mood on the processing of simple, everyday persuasive communications and on subsequent behaviour. Consistent with the general assumption that affective states may inform an individual about the state of its current environment, it was found that positive (as compared to neutral or negative) mood reduced subjects' motivation to systematically process both content information and contextual cues. Specifically, Experiment I demonstrated that, in a field setting, the behaviour of subjects who had been put in a good mood was less likely to reflect differences in message content than the behaviour of neutral mood subjects. Experiment 2 replicated and extended these findings, showing that good mood subjects' behaviour was uninfluenced by content as well as context information, whereas bad mood subjects did make use of both types of information. Subject's cognitive responses and evaluations paralleled the behavioural data. The results are discussed in terms of their compatibility with contemporary models of persuasion, and their implications for future research on mood and persuasion and on the interplay of affect and cognition in general are considered.     

Sexual addiction: Understanding and treating the phenomenon

The authors describe their multi-faceted treatment of sex addicts and co-dependents, make observations about the needs and issues involved in such therapy, and discuss some of the desired outcomes from the combination of professional help and self-help in the treatment regimen.Ralph H. Earle, PhD, and Gregory M. Crow, PhD, are family therapists and psychologists in private practice in Scottsdale, Arizona     

Gender and values: What is the impact on decision making?

In this study we investigated C. Gilligan's [(1982), In a different voice: Psychological theory and women's development, Cambridge, Massachusetts: Harvard University Press] suggestion that women and men, due to socialization, develop differently in terms of moral development [L. Kohlberg (1969), “Stage and Consequence: The Cognitive Development Approach to Socialization,” In D. G. Goslin (Ed.), Handbook of socialization: Theory and research, Chicago: Rand McNally]. We also considered whether men and women differ in terms of a related construct, values of equity and equality [K. A. Rasinski (1987), “What's Fair Is Fair or Is It? Value Differences Underlying Public Views About Social Justice,” Journal of Personality and Social Psychology, Vol. 53, pp. 201–211]. It is our expectation that gender influences overall orientation in terms of the two sets of values, and that differences in values lead decision makers to weigh decision issues and to make final decisions differently. Results suggest that there are some gender-related differences in value systems, weights of decision issues, and final decisions.     

Schedule-induced locomotor activity in humans.

In two experiments, humans received tokens either on a fixed-interval schedule for plunger pulling or various response-nondependent fixed-time schedules ranging from 16 to 140 seconds. Locomotor activity such as walking, shifting weight, or pacing was recorded in quarters of the interreinforcement interval to examine the induced characteristics of that behavior in humans. While performance was variable, several characteristics were present that have counterparts in experiments with nonhumans during periodic schedules of food reinforcement: (a) first quarter rates, and sometimes overall rates, of locomotor activity were greater during intervals that terminated in a visual stimulus and token delivery than those without: (b) overall rates of locomotor activity were greater during fixed-time 16-second schedules than during fixed-time 80- or 140-second schedules; (c) rates of locomotor activity decreased during the interreinforcement intervals; (d) locomotor activity was induced by response-dependent and response-nondependent token delivery. These results showed that the rate and temporal pattern of locomotor activity can be schedule-induced in humans.     

Pavlovian conditioning of Hermissenda: current cellular, molecular, and circuit perspectives

The less-complex central nervous system of many invertebrates make them attractive for not only the molecular analysis of the associative learning and memory, but also in determining how neural circuits are modified by learning to generate changes in behavior. The nudibranch mollusk Hermissenda crassicornis is a preparation that has contributed to an understanding of cellular and molecular mechanisms of Pavlovian conditioning. Identified neurons in the conditioned stimulus (CS) pathway have been studied in detail using biophysical, biochemical, and molecular techniques. These studies have resulted in the identification and characterization of specific membrane conductances contributing to enhanced excitability and synaptic facilitation in the CS pathway of conditioned animals. Second-messenger systems activated by the CS and US have been examined, and proteins that are regulated by one-trial and multi-trial Pavlovian conditioning have been identified in the CS pathway. The recent progress that has been made in the identification of the neural circuitry supporting the unconditioned response (UR) and conditioned response (CR) now provides for the opportunity to understand how Pavlovian conditioning is expressed in behavior.     

Eye-fixation patterns of high- and low-span young and older adults: down the garden path and back again

Young and older adults' eye fixations were monitored as they read sentences with temporary ambiguities such as "The experienced soldiers warned about the dangers conducted the midnight raid." Their fixation patterns were similar except that older adults made many regressions. In a 2nd experiment, high- and low-span older adults were compared with high- and low-span young adults. Pint-pass fixations were similar, except low-span readers made many regressions and their total fixation times were longer. High-span readers also used the focus operator "only" (e.g., "Only experienced soldiers warned about the dangers.") to immediately resolve the temporary ambiguities. No age group differences were observed. These results are discussed with reference to theories of the role of working memory in sentence processing.