Voluntary control of skin temperature: Unilateral changes using hypnosis and feedback.

Used hypnosis and auditory feedback to train a select group of 6 hypnotically talented university students to produce a difference in skin temperature in 1 hand relative to the other in a direction specified by the E. Large and reliable effects were shown, demonstrating that some individuals are capable of achieving a high degree of voluntary control over the autonomic processes involved in peripheral skin temperature regulation. Individual differences between Ss were noted, and variables that might account for these are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Simple versus complex feedback displays in the training of digital temperature.

Trained 15 male volunteers for 2 days to increase their hand temperature; 8 Ss received analog meter feedback and 7 received analog meter feedback plus binary feedback by both lights and tones. All Ss were paid $.25/.1Deg.C change from baseline on each day. As previously reported, it appeared difficult to train digital temperature increases above baseline using feedback and reward. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategy training and attributional feedback with learning disabled students.

Investigated the effects of verbalization of subtraction with regrouping operations and effort-attributional feedback on the self-efficacy and skillful performance of 90 Ss (aged 11 yrs 2 mo to 16 yrs 2 mo) in Grades 6–8 who were classified as learning disabled in mathematics. Ss received training and solved problems over sessions. Ss in the 1st condition verbalized aloud while solving problems (continuous verbalization), those in the 2nd condition verbalized only during the 1st half of training (discontinued verbalization), and those in the 3rd condition did not verbalize (no verbalization). All Ss were periodically monitored and received effort feedback during the 1st half of training, effort feedback during the 2nd half of training, or no effort feedback. Findings show that continuous verbalization led to higher self-efficacy and skillful performance than did discontinued and no verbalization; providing effort feedback promoted these achievement behaviors more than not providing feedback did. Effort feedback during the 1st half of training enhanced effort attributions. The process by which verbalization promotes achievement outcomes is discussed. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tracking with a differential brightness display: I. Acquisition and transfer.

An experiment was conducted that investigated the comparative tracking performances using a differential brightness display (DBD) and a conventional positional display. The results indicated superior tracking performance with the positional display. When the percentage reduction of system error at the completion of training was computed, the differences between display groups was minimal. The inability of S to maintain precisely the same level of performance with the brightness display as with the positional display was attributed to an "area-of-uncertainty" around the reference brightness. Distinctions were made regarding performance between "early learning" and "late learning" for both displays. It was suggested that, during early learning, S established control-display relationships and learned the nature of the forcing function. During late learning, S's performance consisted of finer control adjustments. These adjustments were much finer for the positional display than for the DBD because of the area-of-uncertainty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goals, feedback, and self-regulation: Control theory as a natural framework for executive coaching.

The popularity of coaching continues to grow at a rate faster than research can validate coaching practices. Although strong research and theory on coaching have been emerging over the past few years, we believe that this body of literature would benefit from more integration of theory and application of organizing frameworks. The current paper seeks to contribute to the coaching literature by applying a Control Theory (CT) framework to elements of executive coaching. The two core elements of CT—goals and feedback—are also critical components of executive coaching. By applying a CT framework, we hope to provide both structure and new ideas regarding the roles of goals and feedback in executive coaching. We also suggest that one role of executive coaches is to help coaches become more effective self-regulators and effectively engage in goal setting and feedback seeking, among other things, in order to facilitate development. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Independent biofeedback self-regulation of EEG alpha and skin resistance

Skin resistance and EEG alpha were recorded concurrently during alpha biofeedback, in which the participant attempted to control alpha, and during skin resistance biofeedback, in which the participant attempted to control skin resistance. Alpha production changed significantly (p less than .001) during alpha biofeedback, indicating successful self-regulation of alpha, but did not change significantly during skin resistance biofeedback. Similarly, skin resistance changed significantly (p less than .001) during skin resistance biofeedback but did not change significantly during alpha biofeedback. The results show independent control of alpha and skin resistance, and may reflect independent self-regulation of cognitive and somatic tension-relaxation systems.     

Discrimination reversal in the goldfish as a function of training conditions.

Performed 3 experiments on goldfish (n = 11, 24, and 10, respectively) and found that Ss showed progressive improvement in red-green discrimination reversal under a variety of training conditions, the amount of improvement varying with conditions. Exposing the animals to S+ during reinforcement had the greatest facilitating effect on performance of the several modifications introduced. The use of a center key, response to which was required for presentation of the discriminanda, also produced substantial facilitation. However, feeding Ss at the locus of response was of relatively minor importance, and increasing the duration of unreinforced exposure to S- had no effect. Some questions about the relation between improvement in goldfish and improvement in more advanced animals are considered. (20 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of temperature on ultraviolet-induced erythema of human skin. I. Convective cooling

Convective cooling of human skin to 20 degrees C or less for 1 h immediately after ultraviolet-B irradiation (UV-B, 290-320 nm) results in a significant increase in erythemal threshold when erythema was observed at 4-6 h postirradiation. Cooling the skin immediately before UV-B irradiation showed no consistent influence on the erythema response. In neither case was an effect of cooling on erythemal threshold apparent when erythema was evaluated at 24 h postirradiation. These effects may be due to alterations in the diffusion kinetics of chemical mediators of inflammation, modification of vascular responsiveness, or reflect changes in temperature-dependent cellular repair or expression of UV-induced damage.     

Acquisition and reversal in four subcultural groups generated by caste and class.

Tested whether belonging to a high caste in a traditional Hindu social system may offset the ill effects of cultural deprivation associated with poverty. 116 8-10 yr. old poor and rich boys, who belonged to either the highest or the lowest caste, were compared in 2 verbal conditioning experiments and on word reading speed. High-caste Ss, irrespective of economic class, were superior to low-caste Ss in acquisition and reversal of verbal response. In reading speed, both caste and economic class were relevant: high caste or rich Ss, or both, were superior. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Treatment of childhood migraine using autogenic feedback training.

Assigned 28 7–16 yr olds who suffered from migraine headaches to 1 of 2 conditions (treatment group or waiting-list control group). All Ss recorded at breakfast, lunch, dinner, and bedtime whether they had a headache and its intensity. The records of headache index, frequency, duration, intensity, average intensity, and medication generated weekly scores. Analysis showed that Ss in the treatment condition were significantly improved at the end of treatment (7 wks) and at 1-mo follow-up. No improvement was found for control Ss. 93% of Ss in the autogenic feedback condition were clinically improved, using a criterion of 50% reduction of headache activity. Six months after treatment, Ss were asked to complete headache recordings. 13 Ss responded (8 Ss from the treatment groups and 5 from the control group). Treated Ss maintained significant improvement. Findings are important in light of the need for effective nonpharmacological treatment procedures for childhood migraine. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The locus of control construct in EEG alpha rhythm feedback.

Investigated locus of control and performance in a biofeedback situation where the goal was to increase EEG alpha rhythms using 24 female Ss. Ss with an internal locus of control were better able to use feedback to increase alpha activity than external Ss. Data indicate that definitions of environment should not stop at a person's skin but should also include internal processes and functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral self-regulation in adolescents with Type I diabetes: Negative affectivity and blood glucose symptom perception.

The hypothesis that negative affectivity (NA) is associated with accuracy of blood glucose (BG) symptom perceptions and diabetes control was assessed. After completing measures of BG symptom beliefs and NA-related constructs (i.e., attentional focus and trait anxiety), 35 adolescents with insulin-dependent diabetes monitored their physical symptoms and their actual BG levels 3 times daily for 2 weeks. Each subject's actual BG symptoms were determined by correlating symptom ratings with BG levels and were then compared with symptom beliefs. Those who were more internally focused were more able to discern which symptoms actually covaried with BG fluctuations; those with higher trait anxiety tended to misattribute non-diabetes-related symptoms to BG levels. Finally, interactions suggested that those who both attend to internal physical sensations and experience-heightened anxiety display poorer metabolic control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential outcome from automated assertion training as a function of locus of control.

72 low-assertive (Conflict Resolution Inventory) college students, classified as either internal or external in locus of control (Rotter's Internal–External Locus of Control Scale), participated in an analog therapy outcome study that assessed whether Ss' locus of control orientations would differentially affect their reactions to an automated assertiveness training procedure. Results indicate that as a group, treatment Ss improved more on all self-report and behavioral measures than either placebo or no-treatment control Ss. As predicted, however, externals in the treatment condition showed significantly greater generalization of the treatment effects to untrained social-skills assessment items than did their internal counterparts. Internals in the treatment condition actually failed to improve on these items relative to the performance of internals in the placebo and no-treatment control conditions. Data also support the predictions that internals in the treatment condition would perceive treatment as taking too much control away from them and would feel more uncomfortable in treatment sessions than externals. Data are interpreted as generally confirming the importance of accounting for the role of patient variables in therapy outcome research. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A matching-to-sample feedback technique for training self-control of tinnitus.

Treated 30 individuals (aged 24–82 yrs) with subjective tinnitus aurium with a matching-to-sample feedback procedure. Ss' tinnitus sounds were reproduced audiometrically on all characteristics and were presented to them in the noninvolved ear or in both ears when the tinnitus was binaural. This experimental sound was then reduced in 5-db steps within sessions, and Ss had the task of concentrating on reducing the loudness of their tinnitus until a match was achieved between it and the experimental sound at each new db level. Results show a significant difference in db levels from baseline to final training session. Nearly all Ss demonstrated a marked reduction in tinnitus loudness, with several eliminating it completely. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of temperature upon technical training.

Two equated groups of 404 men each received identical classroom training, one group in air-conditioned spaces, the other in rooms equipped with exhaust fans, at a Southern U. S. Navy training center. The Ss working under the higher temperatures thought their learning was impaired, but no significant difference in achievement between the two groups was found. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Excuses in waiting: External locus of control and reactions to success-failure feedback.

We tested the hypothesis that persons with an external locus of control (externals) are more disposed than persons with an internal locus of control (internals) to use the excuse strategies of consensus-raising, distinctiveness-raising, and consistency-lowering attributions when confronted with a threat to self-esteem. We also tested the hypothesis that excuses serve to diminish the negative emotional impact of failure. In regard to the use of excuses, externals, compared with internals, appeared to react more negatively to the failure feedback and, thereafter, evidenced more use of consistency-lowering and distinctiveness-raising, but not consensus-raising, excuses. Levels of negative affect did not differ significantly for subjects who engaged in excuse making and those who did not. The reactivity of externals to negative feedback is discussed as being a major cause for their need to make excuses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Facilitative training: Acquisition, retention, and modes of assessment.

Examined 10 hr. of didactic-experiential training in facilitative functioning for acquisition, retention, and equivalence of modes of assessing levels of facilitative functioning. 20 prerated moderate-level and 20 low-level functioning counselors-in-training were assigned to treatment and control groups according to a randomized block design. Results confirm previous research indicating that levels of facilitation can be increased, whether assessed from written or oral modes of responding. Prerated moderate Ss appeared more able to use the training for formulating higher facilitative oral responses in a counseling interview than low-level Ss. Posttraining levels of functioning were maintained throughout the 4-wk latency period by both prerated moderate- and low-level Ss. Equivalence in levels of facilitative functioning between written and oral modes of responding was not found for any of the prerated subgroups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Independence training practices and locus of control orientation in children and adolescents.

Gave 168 male and female 2nd and 7th graders the Preschool and Primary Locus of Control Scale or the Nowicki-Strickland Children's Locus of Control Scale and asked them to complete the Children's Report of Parental Behavior Inventory. 96 of their mothers filled out the Children's Independence Training, Independence-Allowing Questionnaire. Three 2?×?2?×?2 ANOVAs revealed that mothers of "internals" reported significantly earlier ages for independence training and for allowing independence. Seventh- but not 2nd-grade internals perceived their mothers as less firm in their control than did "externals." (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of coping skills training on generalized self-efficacy and locus of control.

A number of studies have shown that mastery experiences strengthen self-efficacy expectancies that are specific to the mastery situation. In this study I assessed the effects of cognitive–behavioral coping skills training on generalized expectancies concerning self-efficacy and locus of control in test-anxious college students. Compared with a waiting-list control group, the trained subjects exhibited significant decreases on trait and state measures of test anxiety and a higher level of academic performance on classroom tests, as well as changes in specific self-efficacy expectancies relating to test-anxiety management and academic performance. Consistent with generalization predictions derived from self-efficacy theory, the coping skills group also exhibited decreases in general trait anxiety and increased scores on a trait measure of generalized self-efficacy. Locus of control was unaffected by the program, and changes in general self-efficacy were unrelated to changes in locus of control, suggesting the possibility that different parameters of experience are related to changes in the two types of generalized expectancies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)