Thinking of learning phenomena as instances of relational behavior.

We explore the idea that some learning phenomena can be thought of as instances of relational behavior-more specifically, arbitrarily applicable relational responding (AARR). After explaining the nature of AARR, we discuss what it means to say that learning phenomena such as evaluative and fear conditioning are instances of AARR. We then list several implications of this perspective for empirical and theoretical research on learning, as well as for how learning phenomena relate to other psychological phenomena in human and nonhuman animals.

What is intuiting and deliberating? A functional-cognitive perspective.

We applaud De Neys for drawing attention to the interaction between intuiting and deliberating without committing to single- or dual process models. It remains unclear, however, how he conceptualizes the distinction between intuiting and deliberating. We propose several levels at which the distinction can be made and discuss the merits of defining intuiting and deliberating as different types of behavior.

Reconciling a phenomenological with a functional approach to memory: narrative coherence and its social function.

To date, the phenomenological and functional aspects of autobiographical memory have by and large been studied separately. This is quite remarkable, given that both can inform each other, and that investigating their interaction can add to the understanding of the (in)adaptivity of certain memory characteristics for our well-being. In other words, examining how particular features of autobiographical memory are adept or inept at serving specific functions, could help us to better comprehend and explain relations between memory and psychological well-being. We discuss previous attempts to integrate phenomenology with functionality and formulate three main directions for future research based on the current state of the art. The directions concern (1) focusing on functionality (adaptivity) and not merely on the use of memories in phenomenological work, (2) attention for the bidirectionality of the relation between phenomenology and functionality, and (3) the addition of narrative constructs like coherence to the traditional range of phenomenological features. We will illustrate our directions for the reintegration of phenomenology with functionality through the social function of coherent autobiographical memories. This framework could help to stimulate future empirical studies and pave the road for new clinical interventions to improve psychological well-being.

Learned helplessness and its relevance for psychological suffering: a new perspective illustrated with attachment problems, burn-out, and fatigue complaints.

We develop a new perspective on various forms of psychological suffering - including attachment issues, burn-out, and fatigue complaints - by drawing on the construct of learned helplessness. We conceptualise learned helplessness in operant terms as the behavioural effects of a lack of reinforcement and in goal-directed terms as the dysregulation of goal-directed behaviour. Our central claim is that if one fails to reach a goal (e.g. the goal to secure a job), then not only this goal but also other related goals (e.g. the goal to maintain social relationships) may lose their motivating effects. The similarity relation between goal stimuli can therefore shed light on how failure in one life domain can come to affect various other life domains. We detail the relation between our proposal and existing theories and discuss new research and clinical directions.

Sleep deprivation increases threat beliefs in human fear conditioning.

Sleep disturbances and anxiety disorders exhibit high comorbidity levels, but it remains unclear whether sleep problems are causes or consequences of increased anxiety. To experimentally probe the aetiological role of sleep disturbances in anxiety, we investigated in healthy participants how total sleep deprivation influences fear expression in a conditioning paradigm. In a fear conditioning procedure, one face stimulus (conditioned stimulus [CS+]) was paired with electric shock, whereas another face stimulus was not (unpaired stimulus [CS-]). Fear expression was tested the next morning using the two face stimuli from the training phase and a generalization stimulus (i.e. a morph between the CS+ and CS- stimuli). Between fear conditioning and test, participants were either kept awake in the laboratory for 12 hr (n = 20) or had a night of sleep at home (n = 20). Irrespective of stimulus type, subjective threat expectancies, but not skin conductance responses, were enhanced after sleep deprivation, relative to regular sleep. These results suggest that sleep disturbances may play a role in anxiety disorders by increasing perceived threat.

Lower Sleep Duration Is Associated With Reduced Autobiographical Memory Specificity.

Objective/Background: Sleep can have an important influence on memory. However, it is unclear whether there is any relation between sleep quality and the specificity with which autobiographical memories are retrieved, a key factor associated with vulnerability for, and the presence of, depression and other psychiatric diagnoses. The present study provides the first investigation of the association between sleep quality and autobiographical memory specificity. Participants and Method: Fifty-four unselected community participants completed the Autobiographical Memory Test (AMT) to assess memory specificity, while subjective and objective measures of total sleep time and sleep onset latency were provided through a daily diary and an actigraphy wristwatch worn for a week. Participants also completed questionnaires that measure known correlates of AMT specificity: the Ruminative Response Scale (RRS) and Beck Depression Inventory (BDI-II). Results: Shorter sleep duration, measured using actigraphy, was associated with reduced autobiographical memory specificity. There was no evidence of an association between total sleep time recorded by self-report diaries, or of sleep onset latency recorded using actigraphy or diaries and memory specificity. The relation between actigraphy-assessed total sleep time and memory specificity was independent of the effects of rumination or depressive symptoms on these variables. Conclusions: Shorter sleep duration is associated with reduced memory specificity. Future research examining memory specificity and its association with psychopathology should consider the role of sleep quality around the time of memory recall in specificity.

Social support from friends predicts changes in memory specificity following a stressful life event.

Exposure to negative life stress has been associated with difficulty retrieving memories for specific autobiographical events, with important consequences for the emergence of emotional disorders. We examined whether social support can protect against the effects of negative events on memory specificity. University students (N = 143) were assigned to groups based on whether or not they experienced a negative stressor, operationalised as whether or not their recent exam performance was in line with their expectations. After receiving their exam results (T1), and one month later (T2), participants completed measures of memory specificity, their attitudes towards themselves and the occurrence of other stress-related events. Participants also completed a general measure of perceived social support from friends, family, and significant others, and an equivalent measure for social support related to performance. For participants who experienced an exam-related stressor, reduced performance-specific social support from friends was associated with reduced memory specificity at T2, even when accounting for T1 memory specificity, individual differences in attitudes towards self, the experience of additional stressors, and gender. No such relation was present for participants who did not experience a stressor. These findings provide new understanding of the influence of social variables on autobiographical memory specificity.

Reduced autobiographical memory specificity affects general distress through poor social support.

Sharing specific autobiographical events is likely to influence the support people give us; a person who shares little detail of their lives may be unlikely to attract social support and this may in turn contribute towards anxious and depressive symptoms. Participants (N = 142) reported memories evoked by negative and positive cue words and these memories were coded for whether or not they referred to a specific event lasting less than 24 h. At this time (T1) and one year later (T2), participants also completed the UCLA Life Stress Interview (LSI), which includes a measure of social support, and measures of depression and anxiety comprising a general distress latent construct. The tendency to recall fewer specific memories was associated with lower social support given by friends and romantic partners and this was in turn associated with elevated general distress at T2, even when accounting for T1 social support and general distress. Our findings contribute to the literature regarding the social function of memory and suggest another route via which reduced specificity contributes to emotional disorders.

Bending rules: the shape of the perceptual generalisation gradient is sensitive to inference rules.

Generalising what is learned about one stimulus to other but perceptually related stimuli is a basic behavioural phenomenon. We evaluated whether a rule learning mechanism may serve to explain such generalisation. To this end, we assessed whether inference rules communicated through verbal instructions affect generalisation. Expectancy ratings, but not valence ratings, proved sensitive to this manipulation. In addition to revealing a role for inference rules in generalisation, our study has clinical implications as well. More specifically, we argue that targeting inference rules might prove to be an effective strategy to affect the excessive generalisation that is often observed in psychopathology.

Positive appraisal style: The mental immune system?

Instead of converging to one, all-embracing resilience mechanism - that is, positive appraisal style - we encourage complementary research strategies, exploring both vulnerabilities and resilience factors, much like the biomedical sciences combine insights from pathophysiology and immunology. Furthermore, we argue that research with a strong focus on one central resilience mechanism may overlook or undervalue other processes that can aid in maintaining mental health.

Relating different perspectives on how outcomes of behavior influence behavior.

Many researchers have tackled the question of how behavior is influenced by its outcomes. Some have adopted a nonmechanistic (functional) perspective that attempts to describe the influence of outcomes on behavior. Others have adopted a mechanistic (cognitive) perspective that attempts to explain the influence of outcomes on behavior. Orthogonal to this distinction, some have focused on the influence of outcomes that a behavior had in the past, whereas others also consider the influence of outcomes that a behavior might have in the future. In this article, we relate these different perspectives with the goal of reducing misunderstandings and fostering collaborations between researchers who adopt different perspectives on the common question of how behavior is influenced by its outcomes.

Let's play pretend: Towards effective modelling in experimental psycho(patho)logy.

BACKGROUND AND OBJECTIVES: Models are omnipresent in science. We introduce a novel framework to achieve more effective modelling practices in general psychology and experimental psychopathology. METHOD: We analyze three types of models that are common in psychology: laboratory models, computational models, and cognitive models. We then evaluate two common ways to assess the translational value of models (phenomenological similarity and deep similarity) as well as an arguably underappreciated way (functional similarity). Functional similarity is based on an assessment of whether variables (e.g., the administration of a pharmacological substance) have a similar effect (a) in the model (e.g., in a fear conditioning procedure) and (b) on the real-life target phenomenon (e.g., on real-life anxiety complaints). CONCLUSIONS: We argue that the assessment of functional similarity is a powerful tool to assess the translational value of models in the field of experimental psychopathology and beyond.

Reasons to Remain Critical About the Literature on Habits: A Commentary on Wood et al. (2022).

Wood et al. (2022) reviewed arguments in support of the idea that much of human behavior is habitual. In this commentary, we first point at ambiguities in the way Wood et al. referred to habits. This allows us to clarify the question that lies at the core of the debate on habits: To what extent is habitual behavior mediated by stimulus-response associations or by goal representations? We then argue that Wood et al. dismissed goal-directed explanations of habitual behavior too easily. Finally, we point out that Wood et al.'s reanalysis of our data is misleading in that a more fine-grained analysis supports rather than questions goal-directed accounts.

The role of goal-directed and habitual processes in food consumption under stress after outcome devaluation with taste aversion.

People are more likely to engage in various suboptimal behaviors such as overeating, addictive behaviors, and short-sighted financial decision-making when they are under stress. Traditional dual-process models propose that stress can impair the ability to engage in goal-directed behavior so that people have to rely on habitual behavior. Support for this idea comes from a study by Schwabe and Wolf (2010), in which stressed participants continued to perform a learned instrumental behavior leading to a liquid after the liquid was devalued with a satiation procedure. Based on these findings, suboptimal behavior under stress is often seen as habitual. In the present study, we conducted a conceptual replication of the study by Schwabe and Wolf (2010). Instead of using a satiation procedure to achieve the outcome devaluation, we devalued outcomes through taste aversion. We did not replicate the pattern of findings by Schwabe and Wolf (2010). Our results indicate instead that stressed participants were sensitive to outcome values when the outcomes became truly aversive and hence that their behavior was goal-directed. This suggests either that (a) habitual processes are subject to boundary conditions or (b) the processes responsible for the findings of Schwabe and Wolf (2010) were never habitual to begin with. This may have far-reaching implications for explaining suboptimal behavior under stress in general. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Reinstatement of thought conditioning following extinction and counterconditioning.

Pairing a cue (e.g., an image of a geometrical figure) with an outcome (e.g., an image with aversive content) can result in the cue eliciting thoughts of that outcome (i.e., thought conditioning). Previous research suggests an advantage of counterconditioning over extinction in reducing thoughts of (aversive) outcomes. However, it is unclear how robust this effect is. This study aimed to (1) replicate the previously observed advantage of counterconditioning over extinction and (2) test whether counterconditioning leads to less reinstatement of thoughts of an aversive outcome relative to extinction. Participants (N = 118) underwent a differential conditioning procedure and were then assigned to one of three conditions: extinction (i.e., the aversive outcome was no longer presented), no extinction (i.e., the aversive outcome continued to be presented) and counterconditioning (i.e., the aversive outcome was replaced with positive images). After three unsignaled outcome presentations, participants indicated in a return of fear test the extent to which they thought of the aversive outcome. As predicted, counterconditioning was more successful in reducing thinking of the aversive outcome than extinction. Yet, there were no differences in return of thoughts of the aversive outcome between the two conditions. Future research should consider other return of fear procedures.

A goal-directed account of action slips: The reliance on old contingencies.

People often keep engaging in behaviors that used to be successful in the past but which are knowingly no longer effective in the current situation, so-called "action slips." Such action slips are often explained with stimulus-driven processes in which behavior is caused by a stimulus-response association and without information about the outcome of the behavior. This process is contrasted with a goal-directed process in which behavior is selected because it is expected to lead to a desired outcome. Failing to act in line with changes in the outcome is taken as evidence for stimulus-driven processes. Stimulus-driven processes are assumed to get installed after overtraining and to be deployed under poor operating conditions. In line with this, previous research has found that action slips are more likely to occur after extensive training and when under time pressure. We propose an alternative goal-directed explanation according to which action slips are caused by a goal-directed process that relies on old, no longer accurate, outcome information. In the current study, participants learned four stimulus-response-outcome contingencies during a single (i.e., moderate training) or a 4-day training schedule (i.e., extensive training). Afterward, two contingencies were reversed and performance was assessed under time pressure. Results show that after extensive training, participants not only committed more action slips but also reported more old response-outcome contingencies in line with these action slips. This is consistent with the goal-directed explanation that action slips result from a reliance on old, no longer accurate outcome information. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Nudging societally relevant behavior by promoting cognitive inferences.

Effective behavioral interventions are essential to address urgent societal challenges. Over the past decade, nudging interventions (i.e., arranging the environment to promote adaptive behavioral choices) have surged in popularity. Importantly, effective application of the nudging approach requires clear guiding principles with a firm basis in behavioral science. We present a framework for nudging interventions that builds on evidence about the goal-directed inferential processes underlying behavior (i.e., processes that involve context-dependent inferences about goals and the actions available to achieve these goals). We used this framework to develop nudging interventions that target context-relevant cognitive inferences. We examined the effectiveness of these inference nudging interventions for promoting two important types of societal behavior: pro-environmental actions and adherence to COVID-19 guidelines. As predicted, two online studies revealed that inference nudging interventions successfully increased energy conservation (Study 1) as well as social distancing during the COVID-19 crisis (Study 2). A field experiment found that inference nudging interventions increased hand disinfection in a real-life store during the COVID-19 crisis (Study 3). Our findings highlight the importance of applying state-of-the-art insights about the (inferential) determinants of behavior in behavior change interventions.

Extinction learning as pretrauma vulnerability factor of posttraumatic stress: a replication study.

Background: Learning tasks have been used to predict why some, and not others, develop posttraumatic stress disorder (PTSD) after exposure to a traumatic event. There is some evidence from prospective studies in high risk profession samples that reduced extinction learning might represent a marker or even a vulnerability factor for PTSD development. Objective: Since the evidence is scarce, the aim of this study was to perform a conceptual replication of an earlier prospective study, testing whether pretrauma extinction learning predicts later PTSD symptom severity. Method: A sample of 529 fire fighters performed a conditioning task at baseline and filled out questionnaires to assess PTSD symptom severity and neuroticism. At six and 12 months follow-up, exposure to stressful events and PTSD symptom severity were measured. Results: Results indicate that previous findings were not replicated: although reduced extinction learning was associated with higher PTSD symptom severity at baseline, extinction learning did not predict PTSD symptom severity at follow-up. Only PTSD symptom severity at baseline and stressor severity predicted PTSD symptom severity at follow-up. Conclusions: Since earlier findings on the predictive value of pre-trauma extinction learning on PTSD symptom severity were not replicated, extinction learning might not be a general risk factor PTSD for all individuals. More prospective studies including multiple factors seem needed to unravel the complex relationships of these factors influencing PTSD development. HIGHLIGHTS: Reduced extinction learning correlated with higher PTSD symptom severity at baseline.Reduced extinction learning did not predict PTSD symptom severity at follow-up.The predictive effect of pre-trauma extinction learning on PTSD was not replicated.

Antecedentes: Las tareas del aprendizaje se han utilizado para predecir por qué algunos, y no otros, desarrollan trastorno de estrés postraumático (TEPT) después de la exposición a un evento traumático. Existe cierta evidencia de estudios prospectivos en muestras de profesiones de alto riesgo de que el aprendizaje de extinción diminuido podría representar un marcador o incluso un factor de vulnerabilidad para el desarrollo del TEPT. Objetivo: Dado que la evidencia es escasa, el objetivo de este estudio fue realizar una replicación conceptual de un estudio prospectivo anterior, probando si el aprendizaje de extinción pretraumático predice la gravedad posterior de los síntomas de TEPT. Método: Una muestra de 529 bomberos realizó una tarea de condicionamiento al inicio del estudio y llenó cuestionarios para evaluar la gravedad de los síntomas del TEPT y neuroticismo. A los 6 y 12 meses de seguimiento, se midió la exposición a eventos estresantes y la gravedad de los síntomas de TEPT. Resultados: Los resultados indican que los hallazgos anteriores no se replicaron. Aunque el aprendizaje de extinción disminuido se asoció con una mayor gravedad de los síntomas de TEPT al inicio del estudio, el aprendizaje de extinción no predijo la gravedad de los síntomas de TEPT en el seguimiento. Solo la gravedad de los síntomas de TEPT al inicio y la gravedad del factor estresante predijeron la gravedad de los síntomas de TEPT en el seguimiento. Conclusiones: Dado que los hallazgos anteriores sobre el valor predictivo del aprendizaje de extinción pretraumático sobre la gravedad de los síntomas de TEPT no se replicaron, el aprendizaje de extinción podría no ser un factor de riesgo general de TEPT para todos los individuos. Parece que se necesitan más estudios prospectivos que incluyan múltiples factores para desentrañar las complejas relaciones de estos factores que influyen en el desarrollo del TEPT.

The goal-directed model as an alternative to reductionist and network approaches of psychopathology.

As an alternative to biological reductionist and network approaches to psychopathology, we propose a nonreductionist mental-mechanistic approach. To illustrate this approach, we work out the implications of the goal-directed framework of Moors et al., which has the potential to explain the heterogeneous manifestations of psychopathology with a restricted set of broad theoretical principles.

The (shared) features of fear: Toward the source of human fear responding.

Little is known about why people behave the way they do in threatening situations. Some theories invoke a transfer of responses from unconditioned stimuli (US) to conditioned stimuli (CS), but this principle goes astray because responses to the US and CS can differ substantially. The idea that we introduce here is that the pattern of responses to a newly established CS does not come from the US but (at least partly) transfers from how one (learned to) respond(s) to previously encountered stimuli with threat value. So, we conceptualize threat value as a stimulus feature that allows responses to transfer between stimuli that share this feature (in the same way as, for example, overlap in color or shape can support transfer). In contrast to prevailing views, this new perspective focuses on the relation between the CS and already established threat signals rather than on the relation between the CS and the US. We discuss how this shared features perspective on human fear responding can inspire future directions in both the laboratory and clinical practice.