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The purpose of the present meta-analysis was to quantify the effects that stress has on decisions made under uncertainty. We hypothesized that stress increases reward seeking and risk taking through alterations of dopamine firing rates and reduces executive control by hindering optimal prefrontal cortex functioning. In certain decision situations, increased reward seeking and risk taking is dysfunctional, whereas in others, this is not the case. We also assumed that the type of stressor plays a role. In addition, moderating variables are analyzed, such as the hormonal stress response, the time between stress onset and decisions, and the participants' age and gender. We included studies in the meta-analysis that investigated decision making after a laboratory stress-induction versus a control condition (k = 32 datasets, N = 1829 participants). A random-effects model revealed that overall, stress conditions lead to decisions that can be described as more disadvantageous, more reward seeking, and more risk taking than nonstress conditions (d = .17). In those situations in which increased reward seeking and risk taking is disadvantageous, stress had significant effects (d = .26), whereas in other situations, no effects were observed (d = .01). Effects were observed under processive stressors (d = .19), but not under systemic ones (d = .09). Moderation analyses did not reveal any significant results. We concluded that stress deteriorates overall decision-making performance through the mechanisms proposed. The effects differ, depending on the decision situation and the type of stressor, but not on the characteristics of the individuals. [ABSTRACT FROM AUTHOR]

The existing literature has shown that war veterans' posttraumatic stress disorder (PTSD) symptoms are associated with a higher level of distress in their female partners. However, less agreement exists regarding the sources of this distress and the mechanism by which this process occurs. The current study examined the consequences of Israeli war veterans' PTSD on their female partners, as manifested by the females' PTSD symptoms, mental health status, and functioning, while taking into account females' earlier traumatic events. Using the theory of ambiguous loss, it also suggested boundary ambiguity as a mediating variable by which the PTSD of the male veteran is transmitted to his female partner. Participants were 300 men who had served in the 2006 Israel-Lebanon War and their female partners. Results revealed direct associations between males' PTSD and their female partners' PTSD, functioning, and mental health. In addition, boundary ambiguity mediated the association between males' PTSD and females' adjustment. Finally, females' own earlier traumatic events were directly associated with their own PTSD symptoms. Implications of this model for intervention and research are further discussed. [ABSTRACT FROM AUTHOR]

We asked whether and how people appreciate ambiguous artworks and examined the possible mechanisms underlying the appeal of perceptual challenge in art. Although experimental research has shown people's particular appreciation for highly familiar and prototypical objects that are fluently processed, there is increasing evidence that in the arts people often prefer ambiguous materials which are processed less fluently. Here, we empirically show that modem and contemporary ambiguous artworks evoking perceptual challenge are indeed appreciated. By applying a multilevel modeling approach together with multidimensional measurement of aesthetic appreciation, we revealed that the higher the subjectively perceived degree of ambiguity within an artwork, the more participants liked it and the more interesting and affecting it was for them. These dimensions of aesthetic appreciation were also positively related to the subjectively reported strength of insights during elaboration of the artworks. The estimated solvability of the experienced ambiguity, in contrast, was not relevant for liking and even negatively linked to interest and affect. Consequently, we propose a critical view of the frequently reported idea that processing (modem) art simply equals a kind of problem-solving task. We suggest the dynamic gain of insights during the elaboration of an ambiguous artwork, rather than the state of having solved a problem, to be a mechanism possibly relevant to the appeal of challenge in the perception of ambiguous art. [ABSTRACT FROM AUTHOR]

Visual complexity is widely considered to be an important variable underlying aesthetic judgments. In previous empirical studies, complexity has mostly been manipulated along quantitative parameters, such as the number or variability of elements. However, complexity can be defined on various processing levels. Here, we went beyond simple structural measures and studied qualitative aspects of complexity on the level of meaning by using ambiguous artworks and altered, less ambiguous artworks. Quantitative aspects of complexity were tested by employing 3 different statistical measures of image complexity (jpeg compression, gif compression, and a perimeter-detection measure), and although there was no significant difference between the 2 ambiguity conditions, ratings of perceived complexity differed. Ambiguous pictures were rated as significantly more complex than the less ambiguous pictures. These findings are a step toward understanding the as yet underrepresented qualitative side of complexity, and the role that ambiguity and meaning may play while the impression of complexity is formed. [ABSTRACT FROM AUTHOR]

A number of previous studies showed that comprehenders make use of lexically based constraints such as subcategorization frequency in processing structurally ambiguous sentences. One piece of such evidence is lexically specific syntactic priming in comprehension; following the costly processing of a temporarily ambiguous sentence, comprehenders experience less processing difficulty with the same structure with the same verb in subsequent processing. In previous studies using a reading paradigm, however, the effect was observed at or following disambiguating information and it is not known whether a priming effect affects only the process of resolving structural ambiguity following disambiguating input or it also affects the process before ambiguity is resolved. Using a visual world paradigm, the current study addressed this issue with Japanese relative clause sentences. Our results demonstrated that after experiencing the relative clause structure, comprehenders were more likely to predict the usually dispreferred structure immediately upon hearing the same verb. No compatible effect, in contrast, was observed on hearing a different verb. Our results are consistent with the constraint-based lexicalist view, which assumes the parallel activation of possible structural analyses at the verb. Our study demonstrated that an experience of a dispreferred structure activates the structural information in a lexically specific manner, leading comprehenders to predict another instance of the same structure on encountering the same verb. [ABSTRACT FROM AUTHOR]

Three double-blind randomized field experiments examined the effects of a strategy to restore trust on minority adolescents' responses to critical feedback. In Studies 1 and 2, 7th-grade students received critical feedback from their teacher that, in the treatment condition, was designed to assuage mistrust by emphasizing the teacher's high standards and belief that the student was capable of meeting those standards--a strategy known as wise feedback. Wise feedback increased students' likelihood of submitting a revision of an essay (Study 1) and improved the quality of their final drafts (Study 2). Effects were generally stronger among African American students than among White students, and particularly strong among African Americans who felt more mistrusting of school. Indeed, among this latter group of students, the 2-year decline in trust evident in the control condition was, in the wise feedback condition, halted. Study 3, undertaken in a low-income public high school, used attributional retraining to teach students to attribute critical feedback in school to their teachers' high standards and belief in their potential. It raised African Americans' grades, reducing the achievement gap. Discussion centers on the roles of trust and recursive social processes in adolescent development. [ABSTRACT FROM AUTHOR]

Classic approaches to word learning emphasize referential ambiguity: In naming situations, a novel word could refer to many possible objects, properties, actions, and so forth. To solve this, researchers have posited constraints, and inference strategies, but assume that determining the referent of a novel word is isomorphic to learning. We present an alternative in which referent selection is an online process and independent of long-term learning. We illustrate this theoretical approach with a dynamic associative model in which referent selection emerges from real-time competition between referents and learning is associative (Hebbian). This model accounts for a range of findings including the differences in expressive and receptive vocabulary, cross-situational learning under high degrees of ambiguity, accelerating (vocabulary explosion) and decelerating (power law) learning, fast mapping by mutual exclusivity (and differences in bilinguals), improvements in familiar word recognition with development, and correlations between speed of processing and learning. Together it suggests that (a) association learning buttressed by dynamic competition can account for much of the literature; (b) familiar word recognition is subserved by the same processes that identify the referents of novel words (fast mapping); (c) online competition may allow the children to leverage information available in the task to augment performance despite slow learning; (d) in complex systems, associative learning is highly multifaceted; and (e) learning and referent selection, though logically distinct, can be subtly related. It suggests more sophisticated ways of describing the interaction between situation- and developmental-time processes and points to the need for considering such interactions as a primary determinant of development. [ABSTRACT FROM AUTHOR]

The retrosplenial cortex (RSP) is highly interconnected with medial temporal lobe structures, yet relatively little is known about its specific contributions to learning and memory. One possibility is that RSP is involved in forming associations between multiple sensory stimuli. Indeed, damage to RSP disrupts learning about spatial or contextual cues and also impairs learning about co-occurring conditioned stimuli (CSs). Two experiments were conducted to test this notion more rigorously. In Experiment 1, rats were trained in a serial feature negative discrimination task consisting of reinforced presentations of a tone alone and nonreinforced serial presentations of a light followed by the tone. Thus, in contrast to prior studies, this paradigm involved serial presentation of conditioned stimuli (CS), rather than simultaneous presentation. Rats with damage to RSP failed to acquire the discrimination, indicating that RSP is required for forming associations between sensory stimuli regardless of whether they occur serially or simultaneously. In Experiment 2, a sensory preconditioning task was used to determine if RSP was necessary for forming associations between stimuli even in the absence of reinforcement. During the first phase of this procedure, one auditory stimulus was paired with a light while a second auditory stimulus was presented alone. In the next phase of training, the same light was paired with food. During the final phase of the procedure both auditory stimuli were presented alone during a single session. Control, but not RSP-lesioned rats, exhibited more food cup behavior following presentation of the auditory cue that was previously paired with light compared with the unpaired auditory stimulus, indicating that a stimulus-stimulus association was formed during the first phase of training. These results support the idea that RSP has a fundamental role in forming associations between environmental stimuli. [ABSTRACT FROM AUTHOR]

The present research shows that although people believe that learning more about others leads to greater liking, more information about others leads, on average, to less liking. Thus. Ambiguity--lacking information about another--leads to liking, whereas familiarity--acquiring more information--can breed contempt. This "less is more" effect is due to the cascading nature of dissimilarity: Once evidence of dissimilarity is encountered, subsequent information is more likely to be interpreted as further evidence of dissimilarity, leading to decreased liking. The authors document the negative relationship between knowledge and liking in laboratory studies and with pre-and postdate data from online daters, while showing the mediating role of dissimilarity. [ABSTRACT FROM AUTHOR]

The authors examined the effect of learning on multiple encounters with sources of social ambiguity in individuals with generalized social phobia (GSP). The authors modified G. B. Simpson and H. Kang's (1994) paradigm and presented prime-target word pairs to individuals with GSP and nonanxious controls (NACs) to prime threat and nonthreat meanings of homographs and examine the effect of this priming on later encounters with that homograph. Consistent with previous research, NACs showed faster response latencies naming a target primed by a homograph with the same meaning activated in two successive trials than naming the same target primed by an unrelated word. Furthermore, NACs showed slower response latencies naming a target when a different meaning of the homograph prime was activated in successive trials than naming a target primed by an unrelated word. GSP participants did not show this pattern in learning a nonthreat meaning of a homograph. These results support the hypothesis that a faulty learning mechanism may be involved in social anxiety. [ABSTRACT FROM AUTHOR]

Criticizes a study by Joordens and Besner on ambiguity in lexical decision tasks. Masson's model of semantic printing; Unreliability of the ambiguity advantage; Response measures and semantic access; Effect of algorithmic and architectural factors on network performance; Speed with which readers perform lexical decisions as affected by number of meanings a given word has.