Active suppression of distractors that match the contents of visual working memory

The biased competition theory proposes that items matching the contents of visual working memory will automatically have an advantage in the competition for attention. However, evidence for an automatic effect has been mixed, perhaps because the memory-driven attentional bias can be overcome by top-down suppression. To test this hypothesis, the Pd component of the event-related potential waveform was used as a marker of attentional suppression. While observers maintained a colour in working memory, task-irrelevant probe arrays were presented that contained an item matching the colour being held in memory. We found that the memory-matching probe elicited a Pd component, indicating that it was being actively suppressed. This result suggests that sensory inputs matching the information being held in visual working memory are automatically detected and generate an “attend-to-me” signal, but this signal can be overridden by an active suppression mechanism to prevent the actual capture of attention.     

The Effectiveness of a Spiritually-Based Intervention to Alleviate Subsyndromal Anxiety and Minor Depression Among Older Adults

The purpose of this study was to test the effectiveness of a spiritually-based intervention in the alleviation of subsyndromal anxiety and minor depression in an elderly population. Twenty-two residents of six continuing care communities diagnosed with minor depression participated in this study. There was a significant decrease in anxiety and a trend toward decreased depression. In addition, participants who continued to use the Prayer Wheel had a decrease in depression scores, while those who did not had an increase in depression scores. These findings suggest that use of the Prayer Wheel may promote psychological well-being among older adults.     

An experimental investigation of a putative linguistic universal: Marking and the indirect object

Two experiments investigated how children acquire knowledge of the direct and the indirect object in terms of linguistic marking. This was done in order to test experimentally the psychological validity of a putative linguistic universal which holds that children should expect a marked linguistic form to be the indirect object. In the two experiments, an artificial language which marked these forms was used. This language eliminated the preposition “to” as well as word order as cues in learning the experimental forms. One group heard the indirect object as the marked form in the artificial language, and another group heard the direct object as the marked form. The linguistic theory would predict that the former group would be superior in learning the artificial language. However, using error scores, no difference was found between the two groups. This negative result was also independent of whether a child had achieved mastery of the normal English constructions involving direct and indirect object relationships. Reasons for the failure to find any evidence for this universal are discussed.     

Teaching experimental psychology with on-line computers

The purpose of this paper is to describe the use of on-line computers in the teaching of experimental methodology. Computer models are featured.     

Belastungen in der Kindheit und in der Jugend Essgestörter

Depending on definition and sample, a minority of varying size of women with eating disorders report to be victims of sexual and/or physical abuse. These stressful experiences are risk factors for mental disorders in general and not specifically for eating disorders. Parental high expectations and pre-morbid negative self-evaluation seem to be specific risk factors for anorexia nervosa and bulimia nervosa. Probably, patients with bulimia nervosa suffered more childhood adversity than those with restrictive anorexia nervosa. Patients with a history of sexual and/or physical abuse may be more severely ill and more difficult to treat than other patients with eating disorders. Careful questioning about childhood adversity seems advisable. In therapy, maintaining factors—like problems of self-esteem—are more important than predisposing or precipitating factors. For prevention, it is recommended to provide for the safety of children when treating their parents with mental illness—particularly substance use disorders—and to avoid parental high expectations.     

Book reviews

BODEN, MARGARET A. Artificial Intelligence and Natural Man. Hassocks : Harvester Press Limited, and New York: Basic Books Inc., 1977. Pp. ix+537. £613.50 hardback; £64.95 paperback. ISBN 0 85527 435 2.

ESTES, W. K. (Ed.). Handbook of Learning and Cognitive Processes. Vol. 6. Linguistics. Functions in Cognitive Theory. Hillsdale, N.J. : Erlbaum Associates. 1979. Pp. 331. £12.70. ISBN o 470 26311 3.

O'KEEFE, J. and NADEL, L. The Hippocampus as a Cognitive Map. London: Oxford University Press. 1978. Pp. 543. £25.00. ISBN 0 12 524150 X.

FITZSIMONS, J. T. The Physiology of Thirst and Sodium Appetite. Cambridge: Cambridge University Press. 1979. Pp. 572. £32.50. ISBN 0 521 22292 3.

MURRAY, F. B. and PIKULSKI, J. J. (Eds). The Acquisition of Reading. Baltimore: University Park Press. 1978. Pp. 178. £8.95. ISBN 0 8391 1281 5.

NEWTON, M. J., THOMAS, M. E. and RICHARDS, I. L. Readings in Dyslexia. Wisbech: Benrose Ltd. 1979. Pp. 203. £4.50. ISBN 09 0511 4124.

SENDERS, J. W., FISHER, D. F. and MONTY, R. A. (Eds). Eye Movements and Higher Psychological Processes. Hillsdale, N. J. : Erlbaum. 1978. Pp. 394. £19.95. ISBN 0 470 26489 6.

GRUBER, H. E. and VONECHE, J. J. (Eds). The Essential Piaget. London: Routledge & Kegan Paul. 1977. Pp. 880. £12.95. ISBN 07100 87780.

SIEGEL, L. S. and BRAINERD, C. J. (Eds). Alternatives to Piaget. New York: Academic Press. 1978. Pp. 262. £11.70. ISBN 12 641950 7.

BRANSFORD, J. D. Human Cognition: Learning, Understanding and Remembering. Belmont, California: Wadsworth. 1979. Pp. xii+300. £11.85. ISBN 0 534 00699 X.

VON FIEANDT, K. and MOUSTGAARD, I. K. The Perceptual World. London: Academic Press. 1977. Pp. 680. £32.00. ISBN 0 12 725050 6.

BURTON, A. and RADFORD, J. (Ed.). Thinking in Perspective: Critical Essays in the Study of Thought Processes. London: Methuen. 1978. Pp. xxii+232. £3.95. ISBN 0 416 85840 6.

MAYER, R. E. Thinking and Problem Solving: An Introduction to Human Cognition and Leavning. Glenview, Illinois: Scott, Foresman and Company. 1977. Pp. viii+214. £4.95. ISBN 0 673 15055 0.

BATES, E. Language and Context: The Acquisition of Pragmatics. New York: Academic Press. 1976. Pp. 375. £14.50. ISBN 0 12 081550 8.

MILGHAM, N. W., KRAMES, L. and ALLOWAY, T. M. Food Aversion Learning. New York: Plenum Press. 1977. Pp. 263. £27. ISBN 0 306 31040 6.

O'CONNOR, N. and HERMELIN, B. Seeing and Hearing and Space and Time. London: Academic. 1978. Pp. 157+viii. £6.80. ISBN 0 12 524150 X.     

The learning of surface structure clues to deep structure by a puppet show technique

Fifty-six children were classified in terms of their developmental level on the linguistic structure “John is easy/eager to please”, and an experiment was carried out teaching them “new” (nonsense) words in related transformations by a puppet show technique. These transformations serve as frames for differentiating those new words which indicate a surface structure derived from a transformed deep structure, from those which do not. Results showed that children used different strategies at different developmental levels. Of children who did not use fixed strategies, only children who had correctly performed on all normal adult words (“Passers”) were able to learn which deep structures were called for by some of the new words; all other groups performed at chance levels on all types of new words. However, even these Passers performed correctly only on words given in structures indicating that the tested structure was to be treated as a transformation. The possibility of a language-learning principle related to the marked/unmarked distinction in natural languages is discussed.