Transfer of Function through Equivalence Relations using Pictures with Strong Emotional Content

This study investigated the effects of emotional valence on prospective memory (PM) performance in individuals with traumatic brain injury (TBI) compared to healthy controls. Using an emotional version of the Virtual Week paradigm, we examined how positive, negative, and neutral emotional content influenced both event-based and time-based PM tasks. Thirty-one participants with TBI and 31 matched healthy controls completed the computerised PM measure over three simulated days, and a recognition task to assess the retrospective component of PM. Participants with TBI performed less accurately than controls across all conditions. For event-based tasks, positive emotional content enhanced PM performance in both groups. Time-based tasks showed a different pattern, with neutral content leading to better performance. Analysis of the retrospective component revealed a significant group by valence interaction: participants with TBI showed enhanced recognition of negative stimuli in time-based tasks, while healthy controls maintained high recognition accuracy across all valence conditions. These findings suggest a complex interaction between emotional valence, task type, and PM components in TBI, with implications for cognitive rehabilitation strategies.

The study examines the influence of induced negative mood on dictator game giving (DGG) with two recipients. Participants (N = 63) played the role of a dictator in a three-player dictator game. They could choose among two options: an altruistic option, where two receivers receive 10 Euros and the dictator himself receives nothing, or a selfish option, where the dictator himself receives 5 Euros and both receivers receive nothing. For half of the participants, the second option entailed that only one receiver receives nothing and the other receives 10 Euros. After four rounds, participants were randomly assigned to look at 10 pictures with either positive or negative emotional content with the purpose of inducing positive or negative mood. The results show that looking at pictures with negative emotional content increases anxiety and skin conductance and increases DGG in the remaining four rounds of the game. On the other hand, whether the selfish option would imply that one or both recipients receive nothing does not seem to have a strong influence on DGG.PsycINFO Classification code: 2340; 2360.

The purpose of the current study was to (1) compare the acquisition of baseline conditional discriminations in younger and older adults, (2) study the effect of the differential outcome procedure (DOP) on the establishment of baseline conditional discriminations, and (3) compare equivalence class formation in younger and older adults. Twenty-four participants, 12 younger adults (20–30 years old) and 12 older adults (67+ years old), participated in the study. In the conditional discrimination training, we gave the participants a break following 180 training trials, and the experimenter evaluated their progress. Participants with overall 50% correct responses or more after those 180 trials continued with the study as planned, with baseline conditional discrimination presented in accordance with the one-to-many (OTM) training structure and serialized training, followed by thinning of programmed consequences across training blocks before a test for the emergence of equivalence classes. If a participant was still training AB-conditional discriminations when the break was presented, with overall correct responses below 50% correct, the participant was exposed to a DOP to evaluate whether such a procedure may facilitate the establishment of the baseline conditional discrimination. Five participants in the older adult group received additional DOP training trials. The results show that two out of the five participants receiving DOP training established the AB baseline conditional discrimination. Neither of those responded in accordance with stimulus equivalence. Two out of the other seven participants in the older adults group and six out of 12 participants in the younger group formed equivalence classes.

We consider learning to discriminate emotional states of human subjects, based on their brain activity observed via Electroencephalogram (EEG). EEG signals are collected while subjects were viewing high arousal images with positive or negative emotional content. This problem is important because such classifiers constitute “virtual sensors” of hidden emotional states, which are useful in psychology science research and clinical applications. The feature selection has a major role.

Quantitative analysis of the empirical data from online social networks reveals the occurrence of group dynamics in which the user’s emotions are involved. Full understanding of the underlying mechanisms, however, remains a challenging task. Using agent-based computer simulations, in this work we study the dynamics of emotional communications in online social networks. The rules that guide how the agents interact, are motivated by actual online social systems. The realistic network structure and some key parameters are inferred from the empirical dataset compiled from the MySpace social network. An agent’s emotional state is characterized by two variables representing emotional arousal—reactivity to stimuli, and valence—attractiveness or averseness, by which a commonly known emotion can be identified. Elevated arousal triggers an agent’s action. In the simulations, each message is identified as carrying an agent’s emotion along a network link; an aggregated and continuously aging impact of these messages on the recipient agent is considered. Our results indicate that group behavior may arise from individual emotional actions of agents; the collective states appear, which are characterized by temporal correlations and predominantly positive emotions, in analogy to the empirical system; the driving signal—rate of the user stepping into the online world—has a profound effect on building the coherent behaviors that are observed in online social networks. Moreover, our simulations suggest that spreading patterns may differ for the emotions with the entirely different positive and negative emotional content.

A systmatic replication of the Devany, Hayes and Nelson (1986) and the Augustson and Dougher (1992) studies was conducted with infants to explore the relation of stimulus equivalence to language development. 9 normal infants, age 21 to 25 months participated in 5 to 15 experimental sessions, each session on a different day. Infants expressive language skills were assessed (REEL Scale 2, 1991) before submitting each of them to a learning task consisting of matching different animal-like figures in a matching-ta-sample (visualvisual) conditional discriminationformat. In a single-subject design, infants were taught four conditional discriminations: if A, then B; if A, then C; if D, then E; and if D, then F. The order of presentation and the left-right position of correct response were counterbalanced across training and testing trials. Once an infant learned these mixed relations under various reinforcers, the transitivity test was given. Equivalence was established when a child matched Band C, in as much as A had been the matching samplefor both and when a child matched E and F. both of which earlier had been paired to D. Every subject attained criterion on the four independent conditional discriminations and on the mixed training. 5 subjects who attained transitivity (at 80% or above), performed below chance level on at least one of thefour symmetry tests. 8 out of our 10 subjects performed between 80 and 100 % correct responses in the transitivity tests. Wefound a significant negative correlation between the total number of trials to criterion during the conditional discrimination training and the combined receptive and expressive language quotient. Those infants with higher language-skill scores required fewer trials to complete the conditional-discrimination training. The results suggest that language skills play a role in stimulus equivalence formation.

Two experiments investigated possible interactions between existing equivalence relations among stimuli and the acquisition of simple discriminations involving the same stimuli. During the first phase of Experiment 1, two adult humans learned two sets of six conditional relations among arbitrary visual stimuli designed to produce two independent sets of three, three-member equivalence classes (Set 1 and Set 2). Subjects whose performance met accuracy criteria on tests for equivalence relations proceeded to a second phase in which subjects were taught, via reinforcement, to make the same response to a cluster of three stimuli (e.g., response 1 in the presence of A1, B1, and C1). The clusters of three stimuli were initially consistent with documented equivalence relations for both Set 1 and Set 2 stimuli. In the second half of this phase, the contingencies were realigned such that the simple discriminations being established were consistent with documented equivalence relations for Set 1 stimuli but inconsistent for Set 2 stimuli. Results showed that the simple discriminations were acquired faster for Set 1 stimuli than for Set 2 stimuli. Experiment 2 introduced a third set of stimuli as a control set and systematically replicated Experiment 1 with four subjects. This study found that three of four subjects acquired simple discriminations faster when the cluster of stimuli were drawn from within equivalence classes rather than across equivalence classes. The development of equivalence relations with Set 3 stimuli constrained the utility of the control condition in this experiment. The results are best interpreted as suggesting that existing equivalence relations among stimuli can interact with the development of analytic units such as simple discriminations to either facilitate or retard their development.

The experimenter asked if documented equivalence class membership would influence the development of shared discriminative stimulus function established through simple successive discrimination training. In Experiment 1, equivalence classes were established with two sets of 9 stimuli. Common stimulus functions were then trained within or across the equivalence classes. Greater acquisition rates of the simple discriminations with stimuli drawn from within the equivalence classes were observed. In Experiment 2, a third stimulus set was added with which no equivalence relations were explicitly trained. The findings of Experiment 1 were replicated, but the Set 3 results were inconsistent across subjects. The outcomes of the two experiments demonstrate that equivalence classes have an effect on other behavioral relations which requires further investigation.

Stimulus Class Formation in Humans and Animals

We investigated how shape features in natural images influence emotions aroused in human beings. Shapes and their characteristics such as roundness, angularity, simplicity, and complexity have been postulated to affect the emotional responses of human beings in the field of visual arts and psychology. However, no prior research has modeled the dimensionality of emotions aroused by roundness and angularity. Our contributions include an in-depth statistical analysis to understand the relationship between shapes and emotions. Through experimental results on the International Affective Picture System (IAPS) dataset we provide evidence for the significance of roundness-angularity and simplicity-complexity on predicting emotional content in images. We combine our shape features with other state-of-the-art features to show a gain in prediction and classification accuracy. We model emotions from a dimensional perspective in order to predict valence and arousal ratings which have advantages over modeling the traditional discrete emotional categories. Finally, we distinguish images with strong emotional content from emotionally neutral images with high accuracy.

THE RELATIONSHIP BETWEEN VERBAL BEHAVIOR AND STIMULUS EQUIVALENCE WAS EXAMINED USING THREE SETS OF CHILDREN DIFFERING IN CHRONOLOGICAL AGE AND VERBAL ABILITY: (1) non-hearing impaired three and four year olds who had verbal skills generally consistent with their chronological ages; (2) partially hearing (severe to profoundly deaf) children who were rated with verbal ages of above 2 years; and (3) partially hearing children (also severely to profoundly deaf) who were rated with verbal ages of below 2 years. All children were taught a series of four conditional discriminations using unfamiliar stimuli. The children were then tested to determine whether classes of equivalent stimuli had formed. Although all the children were able to learn the conditional discriminations equally well and all the verbally-able children (normal and partially hearing) formed equivalence classes, only one of the verbally-impaired children reliably demonstrated stimulus equivalence formation. These results are consistent with the suggestion that stimulus equivalence and human verbal behavior are closely related.

Previous research has investigated how the context of perception affects emotional response. This study investigated how engagement with perceived fictional content vs perceived everyday-life content affects the way people experience negative emotions. Four studies with an experimental design tested how engagement with perceived fictional content vs perceived everyday life content affects the intensity of negative emotional response to negative emotional content, the motivation to decrease negative emotions, and cognitive reappraisal. Participants were presented with negatively valenced images and were asked to imagine either that they were witnessing them, or that a bystander was witnessing them, or that they were viewing a movie including these scenes. After the manipulation, all participants observed a different set of negatively valenced images or a set of negatively valenced videos and reported their emotional response. We found that the intensity of negative emotions and motivation to decrease them was lower among participants in the fiction condition compared to participants in the everyday life condition. Although perspective-taking had a similar effect on negative emotions, fiction condition was more successful in decreasing negative emotions. This might indicate that fiction plays a buffering role in decreasing the negative emotions people experience when facing negative emotional content.

This four-experiment series sought to evaluate the potential of children with neurosensory deafness and cochlear implants to exhibit auditory-visual and visual-visual stimulus equivalence relations within a matching-to-sample format. Twelve children who became deaf prior to acquiring language (prelingual) and four who became deaf afterwards (postlingual) were studied. All children learned auditory-visual conditional discriminations and nearly all showed emergent equivalence relations. Naming tests, conducted with a subset of the children, showed no consistent relationship to the equivalence-test outcomes. This study makes several contributions to the literature on stimulus equivalence. First, it demonstrates that both pre- and postlingually deaf children can acquire auditory-visual equivalence relations after cochlear implantation, thus demonstrating symbolic functioning. Second, it directs attention to a population that may be especially interesting for researchers seeking to analyze the relationship between speaker and listener repertoires. Third, it demonstrates the feasibility of conducting experimental studies of stimulus control processes within the limitations of a hospital, which these children must visit routinely for the maintenance of their cochlear implants.

PurposeThis study aimed to investigate burnout and resilience among emergency physicians (EPs) at university teaching hospitals during the coronavirus disease (COVID-19) pandemic.Materials and MethodsIn April to May 2021, a survey was administered to 331 and 309 emergency medicine specialists and residents, respectively, from 31 university teaching hospitals in Korea. Data on the respondents’ age, sex, designation, working area, experience with treating COVID-19 patients, and personal experience with COVID-19 were collected. Based on the participants’ characteristics, quality of life (compassion satisfaction, burnout, and secondary traumatic stress), resilience, emotional content, and self-image were analyzed.ResultsA total of 247 responses were analyzed. Compared to specialists, compassion satisfaction and resilience in residents were not good, burnout was severe, and emotional content and self-image were less positive. Experiences with treating COVID-19 patients did not cause any difference in quality of life, resilience, emotional content, and self-image among participant subgroups. Personal COVID-19 experiences were associated with poor compassion satisfaction, resilience, less positive emotional content and self-image, and severe burnout. Compassion satisfaction, secondary traumatic stress, and resilience can definitively affect burnout.ConclusionThe quality of life and resilience of EPs in university teaching hospitals in Korea during the COVID-19 pandemic have been low. Supportive measures to improve resilience can prevent burnout among emergency staff, particularly residents and EPs, with personal experiences related to COVID-19.

The purpose of this study was to test Carrigan and Sidman's (1992) hypothesis that the emergence of equivalence relations from the standard matching‐to‐sample (MTS) procedure is due to the exclusive acquisition of select conditional relations during training. Four groups were compared on tests of the properties of equivalence relations (reflexivity, symmetry, and transitivity/equivalence) and on trials with novel stimuli replacing S+ or S− on these tests: standard MTS training; exclusive‐select‐relations training; exclusive‐reject‐relations training; and detached‐MTS training, which included training on both select and reject relations. Equivalence emergence occurred more frequently in the detached‐MTS group. Those in the standard‐MTS group who showed equivalence emergence had test results with novel stimuli that were more similar to those in the detached‐MTS group than to those in the exclusive‐select group. The results suggest that compliance with the criteria for equivalence relations may mask at least two different processes. The first is pseudoequivalence, which is associated with exclusive select control. The second is the authentic formation of equivalence classes, which depends on joint select and reject control. The standard‐MTS procedure seems to more frequently promote the second process.