CATEGORY-SPECIFIC GENERAL PAVLOVIAN-INSTRUMENTAL TRANSFER.

Modern living is characterized by easy access to highly palatable energy-dense foods. Environmental cues associated with palatable foods increase seeking of those foods (specific transfer) and other palatable foods (general transfer). We conducted a series of studies testing the boundaries of food cue-reactivity by evaluating the impact of broader flavor associations (i.e. saltiness, sweetness) in eliciting general transfer effects. Experiment 1 was an online experiment with fictive rewards that tested if two actions associated with different food rewards (chip and chocolate points) could be provoked by images of other foods that were either similar or distinct in flavor from the foods associated with these instrumental actions. We observed that response excitation was only elicited by similarly flavored food cues, whereas distinctly flavored food cues inhibited response rates relative to control cues. Experiment 2 confirmed this observation in a classroom setting where real food rewards were contingent on task performance. Experiment 3 was an online study that further confirmed the reliability of the effects with a well powered sample. There were moderate-to-strong associations between specific and general transfer effects across all studies, suggesting overlapping cognitive processes are responsible for both transfer effects. These data improve the mechanistic understanding of how broad category associations can moderate the impact of food cues on food choices. This knowledge could be helpful for improving the precision of psychological interventions that seek to mitigate the impact of food cue-reactivity.

Cognitive and Emotional Factors Influencing the Incorporation of Advice Into Decision Making Across the Adult Lifespan.

OBJECTIVES: The present study sought to investigate the influence of advice on decision making in older age, as well as the potential influence of depressive symptoms and age-related differences in the cognitively demanding emotion regulation on advice-taking. METHOD: A nonclinical sample (N = 156; 50% female; 47 young: M age = 29.87, standard deviation [SD] = 5.58; 54 middle-aged: M age = 50.91, SD = 7.13; 55 older: M age = 72.51, SD = 5.33) completed a judge-advisor task to measure degree of advice-taking, as well as measures of fluid intelligence, depressive symptoms, confidence, perceived advice accuracy, and emotion regulation. RESULTS: Age did not influence degree of advice-taking. Greater depressive symptoms were associated with more reliance on advice, but only among individuals who identified as emotion regulators. Interestingly, older age was associated with perceiving advice to be less accurate. DISCUSSION: The study contributes to the sparse literature on advice-taking in older age. Cognitive and emotional factors influence the degree to which advice is incorporated into decision making in consistent ways across the adult lifespan. A key difference is that older adults take as much advice as younger adults despite perceiving the advice to be less accurate.

Translational research in punishment learning.

Punishment learning is learning of the causal relationship between responses and their adverse or undesirable consequences. Here, we review our translational approach for understanding whether, when, and how individuals differ in what they learn during punishment, and how these differences in learning may drive persistent poor or maladaptive decisions. We show that individual differences in punishment insensitivity can emerge from differences between individuals in what they learn about punishment (instrumental contingency knowledge), rather than differences in aversive valuation, reward valuation, general (impulsivity), or specific (habit) behavioral control. These differences in instrumental contingency knowledge are shared with and can be studied in other animals. Our approach has strong construct and predictive validity, providing a robust translational platform for studying how punishment learning and decision making may contribute to neuropsychiatric disorders. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Older adults' decision-making following bad advice.

There is minimal research investigating the influence of advice on decision-making in older age. The present study investigated the effect of different types of bad advice, relative to no advice, on young and older adults' decision-making in the Iowa Gambling Task (IGT). Fifty-four older adults and 59 young adults completed the IGT after receiving no advice, or advice to select from disadvantageous deck A (small, high-frequency losses), or disadvantageous deck B (larger, low-frequency losses). Corrugator EMG, memory and fluid intelligence were assessed. Averaged across advice conditions, older adults made more disadvantageous selections than young adults. There were no age-related differences in responding to bad advice, nor in corrugator activity in response to losses (i.e. frowning), or in learning to avoid deck A faster than deck B. Selecting from deck B was associated with reduced education among older adults, and reduced fluid intelligence among young adults. The data suggest that older adults make more disadvantageous decisions than young adults, and this is not exacerbated by bad advice. Both young and older adults are slower at learning to avoid choices resulting in low frequency relative to high-frequency losses, and this may be associated with individual differences in cognitive processing.

A neural network model of mathematics anxiety: The role of attention.

Anxiety about performing numerical calculations is becoming an increasingly important issue. Termed mathematics anxiety, this condition negatively impacts performance in numerical tasks which can affect education outcomes and future employment. The disruption account proposes poor performance is due to anxiety disrupting limited attentional and inhibitory resources leaving fewer cognitive resources for the current task. This study provides the first neural network model of math anxiety. The model simulates performance in two commonly-used tasks related to math anxiety: the numerical Stroop and symbolic number comparison. Different model modifications were used to simulate high and low math-anxious conditions by modifying attentional processes and learning; these model modifications address different theories of math anxiety. The model simulations suggest that math anxiety is associated with reduced attention to numerical stimuli. These results are consistent with the disruption account and the attentional control theory where anxiety decreases goal-directed attention and increases stimulus-driven attention.

A cognitive pathway to punishment insensitivity.

Individuals differ in their sensitivity to the adverse consequences of their actions, leading some to persist in maladaptive behaviors. Two pathways have been identified for this insensitivity: a motivational pathway based on excessive reward valuation and a behavioral pathway based on autonomous stimulus-response mechanisms. Here, we identify a third, cognitive pathway based on differences in punishment knowledge and use of that knowledge to suppress behavior. We show that distinct phenotypes of punishment sensitivity emerge from differences in what people learn about their actions. Exposed to identical punishment contingencies, some people (sensitive phenotype) form correct causal beliefs that they use to guide their behavior, successfully obtaining rewards and avoiding punishment, whereas others form incorrect but internally coherent causal beliefs that lead them to earn punishment they do not like. Incorrect causal beliefs were not inherently problematic because we show that many individuals benefit from information about why they are being punished, revaluing their actions and changing their behavior to avoid further punishment (unaware phenotype). However, one condition where incorrect causal beliefs were problematic was when punishment is infrequent. Under this condition, more individuals show punishment insensitivity and detrimental patterns of behavior that resist experience and information-driven updating, even when punishment is severe (compulsive phenotype). For these individuals, rare punishment acted as a "trap," inoculating maladaptive behavioral preferences against cognitive and behavioral updating.

Validating the interpersonal theory of suicide among older adultspre- and peri-COVID-19 pandemic.

OBJECTIVES: Global suicide rates are highest among older adults, and especially older men, yet proximal predictors of suicidal ideation in older age remain poorly understood. This study tested the Interpersonal Theory of Suicide in older men and women by investigating whether perceived burdensomeness and thwarted belongingness and/or their interaction are proximal predictors of suicidal ideation before versus during the global COVID-19 pandemic. METHODS: The sample (N = 208) included healthy community-dwelling older Australian persons surveyed face-to-face pre-pandemic (n = 102), or online peri-pandemic (n = 106). Depression, social interaction, social satisfaction, thwarted belongingness, and perceived burdensomeness were assessed as predictors of suicidal ideation. RESULTS: Perceived burdensomeness was a more proximal predictor of suicidal ideation among older adults than depression or thwarted belongingness. Suicidal ideation and perceived burdensomeness were higher in men than women, but sex did not moderate the influence of perceived burdensomeness, thwarted belongingness or social satisfaction on suicidal desire. The interaction between perceived burdensomeness and thwarted belongingness predicted more additional variance in suicidal ideation in the older persons surveyed during the COVID-19 pandemic relative to those surveyed before the pandemic. CONCLUSION: Suicidal ideation among older persons peri-pandemic is discussed, and recommendations are made for age-specific suicide prevention strategies.

Infants are sensitive to cultural differences in emotions at 11 months.

A myriad of emotion perception studies has shown infants' ability to discriminate different emotional categories, yet there has been little investigation of infants' perception of cultural differences in emotions. Hence little is known about the extent to which culture-specific emotion information is recognised in the beginning of life. Caucasian Australian infants of 10-12 months participated in a visual-paired comparison task where their preferential looking patterns to three types of infant-directed emotions (anger, happiness, surprise) from two different cultures (Australian, Japanese) were examined. Differences in racial appearances were controlled. Infants exhibited preferential looking to Japanese over Caucasian Australian mothers' angry and surprised expressions, whereas no difference was observed in trials involving East-Asian Australian mothers. In addition, infants preferred Caucasian Australian mothers' happy expressions. These findings suggest that 11-month-olds are sensitive to cultural differences in spontaneous infant-directed emotional expressions when they are combined with a difference in racial appearance.

Punishment insensitivity in humans is due to failures in instrumental contingency learning.

Punishment maximises the probability of our individual survival by reducing behaviours that cause us harm, and also sustains trust and fairness in groups essential for social cohesion. However, some individuals are more sensitive to punishment than others and these differences in punishment sensitivity have been linked to a variety of decision-making deficits and psychopathologies. The mechanisms for why individuals differ in punishment sensitivity are poorly understood, although recent studies of conditioned punishment in rodents highlight a key role for punishment contingency detection (Jean-Richard-Dit-Bressel et al., 2019). Here, we applied a novel 'Planets and Pirates' conditioned punishment task in humans, allowing us to identify the mechanisms for why individuals differ in their sensitivity to punishment. We show that punishment sensitivity is bimodally distributed in a large sample of normal participants. Sensitive and insensitive individuals equally liked reward and showed similar rates of reward-seeking. They also equally disliked punishment and did not differ in their valuation of cues that signalled punishment. However, sensitive and insensitive individuals differed profoundly in their capacity to detect and learn volitional control over aversive outcomes. Punishment insensitive individuals did not learn the instrumental contingencies, so they could not withhold behaviour that caused punishment and could not generate appropriately selective behaviours to prevent impending punishment. These differences in punishment sensitivity could not be explained by individual differences in behavioural inhibition, impulsivity, or anxiety. This bimodal punishment sensitivity and these deficits in instrumental contingency learning are identical to those dictating punishment sensitivity in non-human animals, suggesting that they are general properties of aversive learning and decision-making.

Human appetitive Pavlovian-to-instrumental transfer: a goal-directed account.

Pavlovian-to-instrumental transfer (PIT) tasks assess the impact of environmental stimuli on instrumental actions. Since their initial translation from animal to human experiments, PIT tasks have provided insight into the mechanisms that underlie reward-based behaviour. This review first examines the main types of PIT tasks used in humans. We then seek to contribute to the current debate as to whether human PIT effects reflect a controlled, goal-directed process, or a more automatic, non-goal-directed mechanism. We argue that the data favour a goal-directed process. The extent to which the major theories of PIT can account for these data is then explored. We discuss a number of associative accounts of PIT as well as dual-process versions of these theories. Ultimately, however, we favour a propositional account, in which human PIT effects are suggested to be driven by both perceived outcome availability and outcome value. In the final section of the review, we present the potential objections to the propositional approach that we anticipate from advocates of associative link theories and our response to them. We also identify areas for future research.

Perception of affect in unfamiliar musical chords.

This study investigates the role of extrinsic and intrinsic predictors in the perception of affect in mostly unfamiliar musical chords from the Bohlen-Pierce microtonal tuning system. Extrinsic predictors are derived, in part, from long-term statistical regularities in music; for example, the prevalence of a chord in a corpus of music that is relevant to a participant. Conversely, intrinsic predictors make no use of long-term statistical regularities in music; for example, psychoacoustic features inherent in the music, such as roughness. Two types of affect were measured for each chord: pleasantness/unpleasantness and happiness/sadness. We modelled the data with a number of novel and well-established intrinsic predictors, namely roughness, harmonicity, spectral entropy and average pitch height; and a single extrinsic predictor, 12-TET Dissimilarity, which was estimated by the chord's smallest distance to any 12-tone equally tempered chord. Musical sophistication was modelled as a potential moderator of the above predictors. Two experiments were conducted, each using slightly different tunings of the Bohlen-Pierce musical system: a just intonation version and an equal-tempered version. It was found that, across both tunings and across both affective responses, all the tested intrinsic features and 12-TET Dissimilarity have consistent influences in the expected direction. These results contrast with much current music perception research, which tends to assume the dominance of extrinsic over intrinsic predictors. This study highlights the importance of both intrinsic characteristics of the acoustic signal itself, as well as extrinsic factors, such as 12-TET Dissimilarity, on perception of affect in music.

Negative Mood Induction Increases Choice of Heroin Versus Food Pictures in Opiate-Dependent Individuals: Correlation With Self-Medication Coping Motives and Subjective Reactivity.

Acute growth in negative affect is thought to play a major role in triggering relapse in opiate-dependent individuals. Consistent with this view, three lab studies have demonstrated that negative mood induction increases opiate craving in opiate-dependent individuals. The current study sought to confirm these effects with a behavioral measure of heroin seeking, and test whether the effect is associated with self-reported opiate use to cope with negative affect and subjective reactivity to mood induction. Participants were heroin-dependent individuals engaged with treatment services (n = 47) and control participants (n = 25). Heroin users completed a questionnaire assessing reasons for using heroin: negative affect, social pressure, and cued craving. Baseline heroin choice was measured by preference to enlarge heroin versus food thumbnail pictures in two-alternative forced-choice trials. Negative mood was then induced by depressive statements and music before heroin choice was tested again. Subjective reactivity was indexed by negative and positive mood reported at the pre-induction to post-test timepoints. Heroin users chose heroin images more frequently than controls overall ( p = .001) and showed a negative mood-induced increase in heroin choice compared to control participants (interaction p < .05). Mood-induced heroin choice was associated with self-reported heroin use to cope with negative affect ( p < .05), but not social pressure ( p = .39) or cued craving ( p = .52), and with subjective mood reactivity ( p = .007). These data suggest that acute negative mood is a trigger for heroin seeking in heroin-dependent individuals, and this effect is pronounced in those who report using heroin to cope with negative affect, and those who show greater subjective reactivity to negative triggers. Interventions should seek to target negative coping motives to build resilience to affective triggers for relapse.

A cluster randomised controlled feasibility study of nurse-initiated behavioural strategies to manage interruptions during medication administration.

OBJECTIVES: To examine the feasibility of a behavioural e-learning intervention to support nurses to manage interruptions during medication administration. DESIGN: A cluster randomised feasibility trial. SETTING: The cluster trial included four intervention and four control wards randomly selected across four metropolitan hospitals in Sydney, Australia. PARTICIPANTS: We observed 806 (402 pre-intervention and 404 post-intervention) medication events, where nurses prepared and administered medications to patients within the cluster wards. MAIN OUTCOME MEASURES: The primary outcome measured was the observed number of interruptions occurring during administration, with secondary outcomes being the number of clinical errors and procedural failures. Changes in the use of behavioural strategies to manage interruptions, targeted by the e-learning intervention, were also assessed. RESULTS: No significant differences were found in the number of interruptions (P = 0.82), procedural failures (P = 0.19) or clinical errors per 100 medications (P = 0.32), between the intervention and control wards. Differences in the use of specific behavioural strategies (engagement and multitasking) were found in the intervention wards. CONCLUSION: This behavioural e-learning intervention has not been found to significantly reduce interruptions, however, changes in the use of strategies did occur. Careful selection of clinical settings where there is a high number of predictable interruptions is recommended for further research into the impact of the behavioural e-learning intervention. An increase in the intensity of this intervention is recommended with training undertaken away from the clinical setting. Further research on additional consumer-sensitive interventions is urgently needed.

A qualitative study of nurses' perceptions of a behavioural strategies e-learning program to reduce interruptions during medication administration.

OBJECTIVES: We sought to evaluate the perceptions of nurses of an e-learning educational program to encourage the use of behavioural strategies-blocking, engaging, mediating, multitasking, and preventing-to reduce the negative effects of interruptions during medication administration. DESIGN: A qualitative design was used to evaluate the impact of this e-learning educational intervention on nurses' behaviour. SETTINGS: Two wards (palliative care and aged care) from two different hospitals within a large local health service within Sydney Australia, were included in the study. These wards were also involved in a cluster randomised trial to test the effectiveness of the program. PARTICIPANTS: A purposive sample participated comprising nine registered and enrolled nurses certified to conduct medication administration, who had reviewed the educational modules. METHODS: Two focus groups were conducted and these sessions were digitally recorded and transcribed verbatim. Thematic analysis identified seven themes. RESULTS: The major themes identified included: perceptions of interruptions, accessing the program, content of the program, impact, maintaining good practice and facilitators and barriers to changing behaviour. CONCLUSIONS: The use of embedded authentic images of patient interruptions and management strategies increased some nurses' perceived use of strategies to manage interruptions. Nurses varied in their perception as to whether they could change their behaviour with some describing change at the individual and ward team levels, while others described patient caseload and other health professionals as a barrier. The use of this innovative educational intervention is recommended for staff orientation, student nurses, medical officers and allied health staff. Further research is required in how this e-learning program can be used in combination with other effective interventions to reduce interruptions.

Predictability of Interruptions During Medication Administration With Related Behavioral Management Strategies.

The aim of this qualitative study was to examine the nature of interruptions during medication administration. Focus groups were conducted with medical/surgical nurses (n = 15), critical care nurses (n = 13), and nurse managers/educators/specialists (n = 6). Most interruptions (78%) were predictable. Nurse-adopted strategies included blocking, engaging, mediating, multitasking, and preventing. Educational content was developed that relates behavioral strategies to respond to predictable and unpredictable interruptions.

Negative emotional appraisal selectively disrupts retrieval of expected outcome values required for goal-directed instrumental choice.

Stress induction reduces people's ability to modify their instrumental choices following changes in the value of outcomes, but the mechanisms underpinning this effect have not been specified because previous studies have lacked crucial control conditions. To address this, the current study had participants learn two instrumental responses for food and water, respectively, before water was devalued by specific satiety. Choice between these two responses was then measured in extinction, reacquisition and Pavlovian to instrumental transfer (PIT) tests. Concurrently during these tests, a negative emotional appraisal group evaluated aversive images (stress induction), whereas a control group evaluated neutral images, at the same time as choosing between the two instrumental responses. Negative emotional appraisal abolished the impact of water devaluation on instrumental choice in the extinction test, but did not affect instrumental choice in the reacquisition or PIT tests. These findings suggest that negative emotional appraisal selectively impaired participants' ability to retrieve the expected value of outcomes required to make goal-directed instrumental choices in the extinction test, and that this effect was not due to task disengagement, nullification of the devaluation treatment or impaired knowledge of response-outcome relationships.

Reward and punishment-based compound cue learning and generalization in opiate dependency.

Substance dependence is thought to be mediated by abnormalities in cognitive abilities, but how this impacts decision-making remains unclear. This study aimed to test whether people who are opiate dependent differed from never-dependent controls in learning from reward and punishment or in the generalization of learning to novel conditions. Participants with opiate dependency consisted of 21 people who were outpatients in a methadone maintenance program; the control group consisted of 21 healthy participants with no histories of substance abuse. Subjects completed a computer-based task that involved two phases: the training phase involved participants being presented with compound stimulus (a shape and color) in each trial, with the goal of learning which compounds to 'pick' for rewards or 'skip' to avoid punishment. The test phase involved a transfer test, where stimuli from the first phase were combined together to form novel compounds without feedback. The control group demonstrated fewer errors compared to opiate-dependent individuals during the training phase. In the test phase, controls used prior knowledge of both shapes and colors in responding; however, opiate-dependent individuals used shapes but did not use their knowledge of color to modulate responding. When performance during training was equated in the groups using a learning threshold, this difference between groups on the generalization test remained. A deficit in learning generalization might be indicative of group differences in learning strategies in operation during training; however, future work is necessary to uncover the specific neural substrates in action during transfer tasks, and to determine the effects of acute methadone dosage on decision-making.

The impact of interruptions on medication errors in hospitals: an observational study of nurses.

AIM: To explore interruptions during medication preparation and administration and their consequences. BACKGROUND: Although not all interruptions in nursing have a negative impact, interruptions during medication rounds have been associated with medication errors. METHOD: A non-participant observational study was undertaken of nurses conducting medication rounds. RESULTS: Fifty-six medication events (including 101 interruptions) were observed. Most medication events (99%) were interrupted, resulting in nurses stopping medication preparation or administration to address the interruption (mean 2.5 minutes). The mean number of interruptions was 1.79 (SD 1.04). Thirty-four percent of medication events had at least one procedural failure, while 3.6% resulted in a clinical error. CONCLUSIONS: Our study confirmed that interruptions occur frequently during medication preparation and administration, and these interruptions were associated with procedural failures and clinical errors. Nurses were the primary source of interruptions with interruptions often being unrelated to patient care. IMPLICATIONS FOR NURSING MANAGEMENT: This study has confirmed that interruptions are frequent and result in clinical errors and procedural failures, compromising patient safety. These interruptions contribute a substantial additional workload to medication tasks. Various interventions should be implemented to reduce non-patient-related interruptions. Medication systems and procedures are advocated, that reduce the need for joint double-checking of medications, indirectly avoiding interruptions.

I like it by mere association: Conditioning preferences in infants.

Preferences have a profound impact on our behavior; however, relatively little is known about how preference formation works early in life. Evaluative conditioning occurs when the valence of an initially neutral object changes when it is paired with a positively or negatively valenced stimulus. It is possible that evaluative conditioning may account for early preference learning; however, the extent to which this kind of learning operates during infancy has not been empirically tested. The aim of the current studies was to assess whether infants' preferences for neutral objects is influenced by pairing them with affective stimuli (Experiment 1: happy vs. angry faces, N=20; Experiment 2: mother vs. stranger faces, N=22). Infants' preferences were tested using both looking time and behavioral choice measures. The results showed that infants tended to choose the object that had been paired with the positive stimulus (Experiment 1: 13/20; Experiment 2: 14/22). Gaze behavior at test did not differentiate between the two objects; however, gaze behavior during conditioning predicted infants' behavioral preference. Only infants who looked longer at the affective stimulus than at the object during learning chose the object that had been paired with positive valence more often than chance. These results suggest that infants' preferences may be influenced by learned associations between objects and affective stimuli, a process akin to evaluative conditioning in adults.

Evidence for multiple processes contributing to the Perruchet effect: Response priming and associative learning.

The Perruchet effect constitutes a robust demonstration that it is possible to dissociate conditioned responding and expectancy in a random partial reinforcement design across a variety of human associative learning paradigms. This dissociation has been interpreted as providing evidence for multiple processes supporting learning, with expectancy driven by cognitive processes that lead to a Gambler's fallacy, and the pattern of conditioned responding (CRs) the result of an associative learning process. An alternative explanation is that the pattern of CRs is the result of exposure to the unconditioned stimulus (US). In 3 human eyeblink conditioning experiments we examined these competing explanations of the Perruchet effect by employing a differential conditioning design and varying the degree to which the 2 conditioned stimuli (CS) were discriminable. Across all of these experiments there was evidence for a component of the CRs being strongly influenced by recent reinforcement, in a way that was not demonstrably influenced by manipulations of CS discriminability, which suggests a response priming mechanism contributes to the Perruchet effect. However, the complete pattern of results and an analysis of the results from previously published studies are also consistent with there being an associative contribution to the effect. (PsycINFO Database Record