The contextual malleability of approach-avoidance training effects : approaching or avoiding fear conditioned stimuli modulates effects of approach-avoidance training

Previous research showed that the repeated approaching of one stimulus and avoiding of another stimulus typically leads to more positive evaluations of the former stimuli. In the current study, we examined whether approach and avoidance training (AAT) effects on evaluations of neutral stimuli can be modulated by introducing a regularity between the approach-avoidance actions and a positive or negative (feared) stimulus. In an AAT task, participants repeatedly approached one neutral non-word and avoided another neutral non-word. Half of the participants also approached a negative fear-conditioned stimulus (CS+) and avoided a conditioned safe stimulus (CS−). The other half of the participants avoided the CS+ and approached the CS−. Whereas participants in the avoid CS+ condition exhibited a typical AAT effect, participants in the approach CS+ condition exhibited a reversed AAT effect (i.e. they evaluated the approached neutral non-word as more negative than the avoided non-word). These findings provide evidence for the malleability of the AAT effect when strongly valenced stimuli are approached or avoided. We discuss the practical and theoretical implications of our findings.© 2017 Informa UK Limited, trading as Taylor & Francis Grou

Islandinium pacificum sp. nov., a new dinoflagellate cyst from the upper Quaternary of the northeast Pacific

Round brown process-bearing cysts (RBPC) produced by dinoflagellates (Dinophyceae) occur as an important part of assemblage diversities in seafloor sediments worldwide. Here a new species, Islandinium pacificum, is described from surface sediment samples from coastal waters of British Columbia (Canada). Additional observations are made on material from the Holocene of Kyuquot Sound (Vancouver Island, Canada) and the Eemian of the Voring Plateau (North Atlantic). The cysts have a smooth wall and bear acuminate processes with barbs. Incubation experiments reveal an affinity with the motile stage Protoperidinium mutsuense. The ecology of the new species is specified

Hiddenocysta matsuokae gen. nov. et sp. nov. from the Holocene of Vancouver Island, British Columbia, Canada

A new dinoflagellate cyst genus and species are described here as Hiddenocysta gen. nov. and Hiddenocysta matsuokae sp. nov. from Holocene sediments in a core from the west coast of Vancouver Island (British Columbia, Canada). The genus Hiddenocysta encompasses spherical to ovoid skolochorate cysts, characterized by a gonyaulacoid plate pattern and a 2P precingular archeopyle. The species H. matsuokae is characterized by a granular wall and slender trifurcate processes with heavily perforated process bases. Two end members are described here based on process morphology and number of processes (formas 1 and 2). Cyst wall chemistry is analyzed using micro-Fourier transform infrared (FTIR) spectroscopy and reveals a unique dinosporin composition consistent with a gonyaulacoid autotrophic feeding strategy

Mere exposure effects on implicit stimulus evaluation : the moderating role of evaluation task, number of stimulus presentations, and memory for presentation frequency

The mere exposure (ME) effect refers to the well-established finding that people evaluate a stimulus more positively after repeated exposure to it. So far, the vast majority of studies on ME effects have examined changes in explicit stimulus evaluation. We describe the results of three large-scale studies (combined N = 3,623) that examined ME effects on implicit stimulus evaluation. We looked at three moderators of these effects: the implicit evaluation measure, the number of stimulus presentations, and memory for presentation frequency. We observed ME effects on implicit stimulus evaluations as measured with an Implicit Association Test (IAT) and Affect Misattribution Procedure (AMP), but not an Evaluative Priming Task (EPT). ME effects were more robust when there were relatively few stimulus presentations and when participants had accurate memory for the presentation frequencies. We discuss how these findings relate to ME effects on explicit evaluations as well as theoretical and practical implications