A short educational intervention diminishes causal illusions and specific paranormal beliefs in undergraduates

Cognitive biases such as causal illusions have been related to paranormal and pseudoscientific beliefs and, thus, pose a real threat to the development of adequate critical thinking abilities. We aimed to reduce causal illusions in undergraduates by means of an educational intervention combining training-in-bias and training-in-rules techniques. First, participants directly experienced situations that tend to induce the Barnum effect and the confirmation bias. Thereafter, these effects were explained and examples of their influence over everyday life were provided. Compared to a control group, participants who received the intervention showed diminished causal illusions in a contingency learning task and a decrease in the precognition dimension of a paranormal belief scale. Overall, results suggest that evidence-based educational interventions like the one presented here could be used to significantly improve critical thinking skills in our students

Dysphoric mood states are related to sensitivity to temporal changes in contingency

A controversial finding in the field of causal learning is that mood contributes to the accuracy of perceptions of uncorrelated relationships. When asked to report the degree of control between an action and its outcome, people with dysphoria or depression are claimed to be more realistic in reporting non-contingency (e.g., Alloy and Abramson, 1979). The strongest evidence for this depressive realism (DR) effect is derived from data collected with experimental procedures in which the dependent variables are verbal or written ratings of contingency or cause, and, perhaps more importantly, the independent variable in these procedures may be ambiguous and difficult to define. In order to address these possible confounds, we used a two-response free-operant causal learning task in which the dependent measures were performance based. Participants were required to respond to maximize the occurrence of a temporally contiguous outcome that was programmed with different probabilities, which also varied temporally across two responses. Dysphoric participants were more sensitive to the changing outcome contingencies than controls even though they responded at a similar rate. During probe trials, in which the outcome was masked, their performance recovered more quickly than that of the control group. These data provide unexpected support for the DR hypothesis suggesting that dysphoria is associated with heightened sensitivity to temporal shifts in contingency

Individual differences in associative learning

Editorial Articl

Individual differences in associative learning

Theories of associative learning have a long history in advancing the psychological account of behavior via cognitive representation. There are many components and variations of associative theory but at the core is the idea that links or connections between stimuli or responses describe important aspects of our psychological experience. This Frontiers Topic considers how variations in association formation can be used to account for differences between people, elaborating the differences between males and females, differences over the life span, understanding of psychopathologies or even across cultural contexts. A recent volume on the application of learning theory to clinical psychology is one example of this emerging application (e.g., Hazelgrove and Hogarth, 2012). The task for students of learning has been the development, often with mathematically defined explanations, of the parameters and operators that determine the formation and strengths of associations. The ultimate goal is to explain how the acquired representations influence future behavior. This approach has recently been influential in the field of neuroscience where one such learning operator, the error correction principle, has unified the understanding of the conditions which facilitate neuron activation with the computational goals of the brain with properties of learning algorithms (e.g., Rescorla and Wagner, 1972). In this Frontiers Research Topic, we are interested in a similar but currently developing aspect to learning theory, which is the application of the associative model to our understanding of individual differences, including psychopathology. In general, learning theories are monolithic, the same theory applies to the rat and the human, and within people the same algorithm is applied to all individuals. If so this might be thought to suggest that there is little that learning theory can tell us about the how males and females differ, how we change over time or why someone develops schizophrenia for instance. However, these theories have wide scope for developing our understanding of when learning occurs and when it is interfered with, along with a variety of methods of predicting these differences. We received contributions from researchers studying individual differences, including sex differences, age related changes and those using analog or clinical samples of personality and psychopathological disorders where the outcomes of the research bear directly on theories of associative learning. This Research Topic brings together researchers studying basic learning and conditioning processes but in which the basic emotional, attentional, pathological or more general physiological differences between groups of people are modeled using associative theory. This work involves varying stimulus properties and temporal relations or modeling the differences between groups

The problem with explaining symptoms: The origin of biases in causal processing

Understanding causation is complex, especially where it involves ‘the person’. Advances in physiological, psycho-social understanding, and associated health interventions have nevertheless been made despite this complexity but often in the face of weak comprehension of the actual causal framework of any particular disorder. One of the problems highlighted by CauseHealth and the European Society for Person Centered Healthcare is that our tools (e.g., the Scientific Method, Evidence Based Medicine, Random Control Trials) are disappointingly weak in comparison with the model of understanding to which we aspire. Research from experimental psychology highlights a further constraint to our understanding; all animals have evolved neural mechanisms that solve natural causation in a manner that is similar to the scientific method. Our behaviour and thinking suffers from the same weaknesses as our methods. We will discuss experiments that have been conducted to test causal perceptions and mental representations. We address 1) a primary route for how causes are extracted from experience the 2) single cause bias and 3) representational complexity. These experiments have implications for both patient and practitioner as well as how they interact

Letter from Josiah Gorgas to Amelia (Minnie) Gayle Gorgas, circa April 22, 1854

This item is from the Josiah and Amelia Gorgas Family papers that contain correspondence, diaries, journals, speeches, scrapbooks, and other papers of Josiah Gorgas, chief of the Confederate Bureau of Ordnance and president of the University of Alabama, and his wife Amelia Gayle Gorgas, librarian at the University of Alabama and daughter of Alabama governor John Gayle

Traits for depression related to agentic and external control

Depression has been linked to weakened perceptions of control. The experimental evidence derives from tasks with exposure to stable action-outcome contingencies. One assumption has been that performance represents a general cognitive bias that might manifest itself by a global performance difference. Another view is that people have specific situational perceptions of control reflecting their recent actions and the contingencies to which they are currently experiencing. In an experiment with N = 179, participants acquired one of four action-outcome sequences (Constant or Variable). We measured how learning was reflected in ratings of control and probability of responding in relation to mood. In three experimental treatments, the overall contingency across training involved an average moderate degree of control (ΔP = 0.25), but differed in how control varied (Constant or one of two Variable treatments). A fourth, control treatment involved a Constant zero degree of control (ΔP = 0.00). Participants rated their control before, during and after each sequence, providing measures of pre-existing bias, ratings of control in specific situations and generalised control perceptions. Specific control ratings were only influenced by the contingency experience and not pre-existing bias. Higher scores on the Beck's depression inventory were associated with weakened association between action and context ratings. Overall, these data suggest that human agency is related to rates of responding and that mood is related to a difference in sensitivity to the ratings of and responding to the context

5-HT modulation by acute tryptophan depletion of human instrumental contingency judgements

INTRODUCTION: The concept of 'depressive realism', that depression leads to more accurate perception of causal control, has been influential in the field of depression research, but remains controversial. Recent work testing contingency learning has suggested that contextual processing might determine realism-like effects. Serotonin (5-hydroxytryptamine, (5-HT)), which is implicated in the pathophysiology of depression, might also influence contextual processing. Using acute tryptophan depletion (ATD), we tested the hypothesis that dysfunctional serotoninergic neurotransmission influences contingency judgements in dysphoric subjects via an effect on contextual processing. MATERIALS AND METHODS: We employed a novel contingency learning task to obtain separate measures (ratings) of the causal effect of participants' responses and efficacy of the background context over an outcome. Participants, without a history of depression, completed this task on and off ATD in a double-blind, placebo-controlled, within-subjects design. RESULTS: As with other work on contingency learning, the effects of ATD were related to baseline mood levels. Although no overall effects of ATD were observed, the subgroup of participants with low Beck depression inventory (BDI) scores showed reduced ratings of contextual control and improved accuracy of contingency judgements under positive contingencies following ATD, compared to placebo. High BDI participants demonstrated low accuracy in contingency judgements, regardless of serotoninergic status. CONCLUSIONS: No effect of ATD on contingency judgements was observed in the group as a whole, but effects were observed in a subgroup of participants with low BDI scores. We discuss these data in light of the context processing hypothesis, and prior research on 5-HT and depressive realism