Cue interactions in flavor preference learning: A configural analysis.

[Correction Notice: An erratum for this article was reported in Vol 37(2) of Journal of Experimental Psychology: Animal Behavior Processes (see record 2011-08162-003). There was an error in Figure 3, which is described in the correction.] Four experiments showed that the preference normally established to a neutral flavor cue that was paired with maltodextrin was attenuated when that cue was conditioned in compound with another flavor—overshadowing. Furthermore, two experiments showed that the preference for a neutral flavor conditioned as part of a compound was further attenuated if the other element in that compound was separately paired with the reinforcer—blocking. These results stand in contrast to a number of previous compound flavor preference conditioning experiments, which have not revealed reliable cue competition effects. These discrepant findings are discussed in terms of the effects of within-compound associations and a configural perspective on potentiation. Modeling of this configural perspective predicts that a compound of two separately trained cues will elicit a similar response to the individual cues themselves—absence of summation. Two experiments confirmed this prediction. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Mayrath et al. (2011).

Reports an error in Varying tutorial modality and interface restriction to maximize transfer in a complex simulation environment by Michael C. Mayrath, Priya K. Nihalani and Daniel H. Robinson (Journal of Educational Psychology, , , np). The name of the author Laura G. Torres was omitted. (The following abstract of the original article appeared in record 2011-01107-001.) In 2 experiments, 241 undergraduates with low domain knowledge viewed a tutorial on how to use Packet Tracer (PT), a computer-networking training simulation developed by the Cisco Networking Academy. Participants were then tested on retention of tutorial content and transfer using PT. Tutorial modality (text, narration, or narration plus text) was varied betweens subjects in both experiments, and simulation interface restriction (restricted or unrestricted) was varied between subjects only in Experiment 1. When PT's interface was unrestricted, students who received the narration tutorial performed better on the transfer task compared with students who received the text tutorial (statistically significant in Experiment 1 but not in Experiment 2). These findings extend the cognitive theory of multimedia learning (Mayer, 2005) by testing modality effects in new contexts and further specifying conditions of its applicability. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Darredeau et al. (2009).

Reports an error in "Competition between multiple causes of a single outcome in causal reasoning" by Christine Darredeau, Irina Baetu, Andrew G. Baker and Robin A. Murphy (Journal of Experimental Psychology: Animal Behavior Processes, 2009[Jan], Vol 35[1], 1-14). The URL provided for the supplemental material was incomplete. The complete URL is http://dx.doi.org/10.1037/a0012699.supp (The following abstract of the original article appeared in record 2009-00257-001.) A strong positive predictor of an outcome modulates the causal judgments of a moderate predictor. To study the empirical basis of this modulation, we compared treatments with one and with two strong competing (i.e., modulating) causes. This allowed us to vary the frequency of outcome occurrences or effects paired with the predictors. We investigated causal competition between positive predictors (those signaling the occurrence of the outcome), between negative predictors (those signaling the absence of the outcome) and between predictors of opposite polarity (positive and negative). The results are consistent with a contrast rather than a reduced associative strength or conditional contingency account, because a strong predictor of opposite polarity enhances rather than reduces causal estimates of moderate predictors. In addition, we found competition effects when the strong predictor predicted fewer outcome occurrences than the moderate predictor, thus implying that cue competition is, at least sometimes, a consequence of contingency rather than total cue-outcome pairings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Perfect et al. (2011).

Reports an error in Eye closure reduces the cross-modal memory impairment caused by auditory distraction by Timothy J. Perfect, Jackie Andrade and Irene Eagan (Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011[Jul], Vol 37[4], 1008-1013). There is an error reported in the Results section on p. 1010. This error is addressed in the correction. (The following abstract of the original article appeared in record 2011-05332-001.) Eyewitnesses instructed to close their eyes during retrieval recall more correct and fewer incorrect visual and auditory details. This study tested whether eye closure causes these effects through a reduction in environmental distraction. Sixty participants watched a staged event before verbally answering questions about it in the presence of auditory distraction or in a quiet control condition. Participants were instructed to close or not close their eyes during recall. Auditory distraction did not affect correct recall, but it increased erroneous recall of visual and auditory details. Instructed eye closure reduced this effect equally for both modalities. The findings support the view that eye closure removes the general resource load of monitoring the environment rather than reducing competition for modality-specific resources. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Gloster et al. (2011).

Reports an error in "Psychological treatment for panic disorder with agoraphobia: A randomized controlled trial to examine the role of therapist-guided exposure in situ in CBT" by Andrew T. Gloster, Hans-Ulrich Wittchen, Franziska Einsle, Thomas Lang, Sylvia Helbig-Lang, Thomas Fydrich, Lydia Fehm, Alfons O. Hamm, Jan Richter, George W. Alpers, Alexander L. Gerlach, Andreas Str?hle, Tilo Kircher, Jürgen Deckert, Peter Zwanzger, Michael H?fler and Volker Arolt (Journal of Consulting and Clinical Psychology, 2011[Jun], Vol 79[3], 406-420). In the article, the name of author Georg W. Alpers was misspelled as George W. Alpers. In Table 2, in the footnote, line two, the criteria should read “MI≤1.8”. The online versions of this article have been corrected. (The following abstract of the original article appeared in record 2011-08726-001.) Objective: Cognitive–behavioral therapy (CBT) is a first-line treatment for panic disorder with agoraphobia (PD/AG). Nevertheless, an understanding of its mechanisms and particularly the role of therapist-guided exposure is lacking. This study was aimed to evaluate whether therapist-guided exposure in situ is associated with more pervasive and long-lasting effects than therapist-prescribed exposure in situ. Method: A multicenter randomized controlled trial, in which 369 PD/AG patients were treated and followed up for 6 months. Patients were randomized to 2 manual-based variants of CBT (T+/T?) or a wait-list control group (WL; n = 68) and were treated twice weekly for 12 sessions. CBT variants were identical in content, structure, and length, except for implementation of exposure in situ: In the T+ variant (n = 163), therapists planned and supervised exposure in situ exercises outside the therapy room; in the T? group (n = 138), therapists planned and discussed patients' in situ exposure exercises but did not accompany them. Primary outcome measures were (a) Hamilton Anxiety Scale, (b) Clinical Global Impression, (c) number of panic attacks, and (d) agoraphobic avoidance (Mobility Inventory). Results: For T+ and T? compared with WL, all outcome measures improved significantly with large effect sizes from baseline to post (range = ?0.5 to ?2.5) and from post to follow-up (range = ?0.02 to ?1.0). T+ improved more than T? on the Clinical Global Impression and Mobility Inventory at post and follow-up and had greater reduction in panic attacks during the follow-up period. Reduction in agoraphobic avoidance accelerated after exposure was introduced. A dose–response relation was found for Time × Frequency of Exposure and reduction in agoraphobic avoidance. Conclusions: Therapist-guided exposure is more effective for agoraphobic avoidance, overall functioning, and panic attacks in the follow-up period than is CBT without therapist-guided exposure. Therapist-guided exposure promotes additional therapeutic improvement—possibly mediated by increased physical engagement in feared situations—beyond the effects of a CBT treatment in which exposure is simply instructed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Bernstein et al. (2011).

Reports an error in Hindsight bias from 3 to 95 years of age by Daniel M. Bernstein, Edgar Erdfelder, Andrew N. Meltzoff, William Peria and Geoffrey R. Loftus (Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011[Mar], Vol 37[2], 378-391). On page 381, the notation in Figure 1 is incorrect. The corrected notations are discussed in the correction. (The following abstract of the original article appeared in record 2011-02006-001.) Upon learning the outcome to a problem, people tend to believe that they knew it all along (hindsight bias). Here, we report the first study to trace the development of hindsight bias across the life span. One hundred ninety-four participants aged 3 to 95 years completed 3 tasks designed to measure visual and verbal hindsight bias. All age groups demonstrated hindsight bias on all 3 tasks; however, preschoolers and older adults exhibited more bias than older children and younger adults. Multinomial processing tree analyses of these data revealed that preschoolers' enhanced hindsight bias resulted from them substituting the correct answer for their original answer in their recall (a qualitative error). Conversely, older adults' enhanced hindsight bias resulted from them forgetting their original answer and recalling an answer closer to, but not equal to, the correct answer (a quantitative error). We discuss these findings in relation to mechanisms of memory, perspective taking, theory of mind, and executive function. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Jarrold et al. (2011).

Reports an error in "How does processing affect storage in working memory tasks? Evidence for both domain-general and domain-specific effects" by Christopher Jarrold, Helen Tam, Alan D. Baddeley and Caroline E. Harvey (Journal of Experimental Psychology: Learning, Memory, and Cognition, , , np). Chen and Cowan (2009) is correctly cited in the body of the article but the reference at the end of the article is incorrect. The correct reference is in the correction. (The following abstract of the original article appeared in record 2011-02787-001.) Two studies that examine whether the forgetting caused by the processing demands of working memory tasks is domain-general or domain-specific are presented. In each, separate groups of adult participants were asked to carry out either verbal or nonverbal operations on exactly the same processing materials while maintaining verbal storage items. The imposition of verbal processing tended to produce greater forgetting even though verbal processing operations took no longer to complete than did nonverbal processing operations. However, nonverbal processing did cause forgetting relative to baseline control conditions, and evidence from the timing of individuals' processing responses suggests that individuals in both processing groups slowed their responses in order to “refresh” the memoranda. Taken together the data suggest that processing has a domain-general effect on working memory performance by impeding refreshment of memoranda but can also cause effects that appear domain-specific and that result from either blocking of rehearsal or interference. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Michael et al. (2011).

Reports an error in "Rebuttal re: "Confirmatory bias and the persistent influence of discredited data in interpreting the stress-cancer link: Commentary on Michael et al. (2009)"" by Yvonne L. Michael, Nichole E. Carlson, Deborah J. Bowen and Cheryl Ritenbaugh (Health Psychology, 2011[May], Vol 30[3], 375-376). The letter was missing the doi. The correct doi is 10.1037/a0022737. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2011-09497-017.) Responds to the comments by J. C. Coyne and C. Johansen (see record 2011-09497-016) on the current author's original article, "Influence of stressors on breast cancer incidence in the Women's Health Initiative" (see record 2009-03297-001). Coyne and Johansen (2011) took issue with the study conducted by the current authors' group (Michael et al., 2009), which analyzed the interaction between stressful life events and social support on breast cancer risk among 83,334 postmenopausal women enrolled in the Women’s Health Initiative (WHI). While the current authors agree with the Coyne and Johansen that too often null results are difficult to publish due to confirmatory bias that privileges results that support an alternative hypothesis, they strongly disagree with the assertion that their group selectively reported findings, inaccurately reported findings, or provided selective and uncritical reference to the existing literature. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Barkley et al. (2011).

Reports an error in Correspondence and disparity in the self- and other ratings of current and childhood ADHD symptoms and impairment in adults with ADHD by Russell A. Barkley, Laura E. Knouse and Kevin R. Murphy (Psychological Assessment, , , np). There was an omission in the author note. The author note should have included a disclosure as follows, “Russell A. Barkley receives royalties for books, videos, and rating scales from Guilford Publications, and is the author of Barkley Adult ADHD Rating Scale-IV (BAARS-IV), Barkley Deficits in Executive Functioning Scale (BDEFS), and Barkley Functional Impairment Scale (BFIS), all published by Guilford Press.” (The following abstract of the original article appeared in record 2011-04636-001.) Experts recommend that clinicians evaluating adults for attention-deficit/hyperactivity disorder (ADHD) obtain information from others who know the patient well. The authors examined correspondence between the self- and other-ratings of ADHD symptoms and impairment using 3 groups of adults recruited on the basis of their severity of ADHD: ADHD diagnosis (n = 146), clinical controls self-referring for ADHD but not diagnosed (n = 97), and community controls (n = 109). The influences of diagnostic group, informant relationship, sex of participant, IQ, and comorbid anxiety and depression on self-informant disparities were also examined. Results indicated moderate to high agreement (.59–.80) between self and others on current functioning and slightly lower levels (.53–.75) between self- and parent ratings of childhood functioning. Examination of difference scores between self- and other ratings revealed small mean disparities (?0.1 to +5.0 points) but substantial variation (SDs = –2.4 to 8.9 points) for both current and childhood ratings. Clinic referrals not diagnosed with ADHD, particularly women, had higher disparities than was evident in the ADHD and community groups. Age, IQ, and education were not associated with disparities in most ratings. Higher anxiety, in contrast, was associated with greater disparities on all current and childhood measures of both ADHD and impairment. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Sher et al. (2011).

Reports an error in Alcohol use trajectories and the ubiquitous cat's cradle: Cause for concern by Kenneth J. Sher, Kristina M. Jackson and Douglas Steinley (Journal of Abnormal Psychology, np). Due to formatting problems, some of the data and graphic information in the original Figure 7 are not correctly displayed. Although not all data in the original Figure 7 are visible, nothing displayed in that figure was in error. (The following abstract of the original article appeared in record 2011-02783-001.) In recent years, trajectory approaches to characterizing individual differences in the onset and course of substance involvement have gained popularity. Previous studies have sometimes reported 4 prototypic courses: (a) a consistently “low” group, (b) an “increase” group, (c) a “decrease” group, and (d) a consistently “high” group. Although not always recovered, these trajectories are often found, despite these studies varying in the ages of the samples studied and the duration of the observation periods employed. Here, the authors examined the consistency with which these longitudinal patterns of heavy drinking were recovered in a series of latent class growth analyses that systematically varied the age of the sample at baseline, the duration of observation, and the number and frequency of measurement occasions. Data were drawn from a 4-year, 8-wave panel study of college student drinking (N = 3,720). Despite some variability across analyses, there was a strong tendency for these prototypes to emerge regardless of the participants' age at baseline and the duration of observation. These findings highlight potential problems with commonly employed trajectory-based approaches and the need to not over-reify these constructs. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Crum et al. (2011).

Reports an error in Mind over milkshakes: Mindsets, not just nutrients, determine ghrelin response by Alia J. Crum, William R. Corbin, Kelly D. Brownell and Peter Salovey (Health Psychology, np). In the second paragraph on the first page, the Allison & Uhl 1964 citation is incorrect. The corrected sentence and full citation is provided in the erratum. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2011-09907-001.) Objective: To test whether physiological satiation as measured by the gut peptide ghrelin may vary depending on the mindset in which one approaches consumption of food. Methods: On 2 separate occasions, participants (n = 46) consumed a 380-calorie milkshake under the pretense that it was either a 620-calorie “indulgent” shake or a 140-calorie “sensible” shake. Ghrelin was measured via intravenous blood samples at 3 time points: baseline (20 min), anticipatory (60 min), and postconsumption (90 min). During the first interval (between 20 and 60 min) participants were asked to view and rate the (misleading) label of the shake. During the second interval (between 60 and 90 min) participants were asked to drink and rate the milkshake. Results: The mindset of indulgence produced a dramatically steeper decline in ghrelin after consuming the shake, whereas the mindset of sensibility produced a relatively flat ghrelin response. Participants' satiety was consistent with what they believed they were consuming rather than the actual nutritional value of what they consumed. Conclusions: The effect of food consumption on ghrelin may be psychologically mediated, and mindset meaningfully affects physiological responses to food. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Markon et al. (2011).

Reports an error in The reliability and validity of discrete and continuous measures of psychopathology: A quantitative review by Kristian E. Markon, Michael Chmielewski and Christopher J. Miller (Psychological Bulletin, 2011[Sep], Vol 137[5], 856-879). In the Samples section of Meta-Analysis 1: Reliability, third paragraph, the number of studies reporting data on clinical samples is incorrect. The sentence “Four studies included clinical samples, and eight studies included nonclinical samples” should read “Twenty-four studies included clinical samples, and eight studies included nonclinical samples.” (The following abstract of the original article appeared in record 2011-09705-001.) In 2 meta-analyses involving 58 studies and 59,575 participants, we quantitatively summarized the relative reliability and validity of continuous (i.e., dimensional) and discrete (i.e., categorical) measures of psychopathology. Overall, results suggest an expected 15% increase in reliability and 37% increase in validity through adoption of a continuous over discrete measure of psychopathology alone. This increase occurs across all types of samples and forms of psychopathology, with little evidence for exceptions. For typical observed effect sizes, the increase in validity is sufficient to almost halve sample sizes necessary to achieve standard power levels. With important caveats, the current results, considered with previous research, provide sufficient empirical and theoretical basis to assume a priori that continuous measurement of psychopathology is more reliable and valid. Use of continuous measures in psychopathology assessment has widespread theoretical and practical benefits in research and clinical settings. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Vogt et al. (2011).

Reports an error in Predeployment, deployment, and postdeployment risk factors for Posttraumatic Stress symptomatology in female and male OEF/OIF veterans by Dawne Vogt, Brian Smith, Rani Elwy, James Martin, Mark Schultz, Mari-Lynn Drainoni and Susan Eisen (Journal of Abnormal Psychology, Advanced Online Publication, Jun 27, 2011, np). In the article there was an error in the affiliation bylines for Rani Elwy and Susan Eisen. Their affiliations should have been listed as Edith Nourse Rogers Memorial Veterans Hospital and Department of Health Policy and Management, Boston University School of Public Health. (The following abstract of the original article appeared in record 2011-13218-001). Prior research on risk factors for posttraumatic stress symptomatology (PTSS) in war-exposed Veterans has revealed both direct and indirect mechanisms of risk that span predeployment, deployment, and postdeployment timeframes. The aims of the present study were to identify the mechanisms through which previously documented risk factors contribute to PTSS in a national sample of 579 female and male Veterans deployed to Afghanistan for Operation Enduring Freedom (OEF) or to Iraq for Operation Iraqi Freedom (OIF), as well as to examine the extent to which results mirror associations observed among Vietnam Veterans (King, King, Foy, Keane, & Fairbank, 1999). Consistent with conservation of resources (COR) theory (Hobfoll, 1989, 2001), findings indicated that PTSS is accounted for by multiple chains of risk, many originating in predeployment experiences that place Veterans at risk for additional stress exposure, and foretell difficulty accessing resources in the face of subsequent stressors. Importantly, the majority of previously documented mechanisms were replicated in this study, suggesting key pathways through which risk factors may contribute to PTSS across different Veteran populations. Results also revealed a number of novel risk mechanisms for OEF/OIF female Veterans, particularly with respect to the role of deployment family relationships in risk for PTSS. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Frazier et al. (2011).

Reports an error in Perceived past, present, and future control and adjustment to stressful life events by Patricia Frazier, Nora Keenan, Samantha Anders, Sulani Perera, Sandra Shallcross and Samuel Hintz (Journal of Personality and Social Psychology, Vol 100[4], 749-765). There is an error on page 758. In the sentence “Present control predicted later event-specific distress in Sample 1(β = .17, p 2011-02001-001.) Perceived control is a central construct in psychology and is key to understanding individual differences in poststress outcomes (Frazier, Berman, & Steward, 2001). The goals of the current studies (using 4 samples of undergraduate students, total N = 1,421) were to examine the relations between different aspects of perceived control and poststress outcomes and to differentiate perceived control over specific events from related constructs (i.e., general control beliefs, coping strategies). To accomplish these goals, we first developed a new measure of perceived past, present, and future control over stressful life events. The data supported the content validity, factor structure, internal consistency and test–retest reliability, and convergent and discriminant validity of the new measure. Consistent with the temporal model of control (Frazier et al., 2001), these 3 forms of control had very different relations with adjustment. Present control was consistently related to lower distress levels in cross-sectional, longitudinal, and prospective analyses. Present control also predicted outcomes beyond the effects of general control beliefs and coping strategies. Past and future control had nonsignificant or positive relations with distress, although future control was associated with better outcomes (i.e., course grades) when the stressor was controllable. Thus, our measure can be used to assess the relations between perceived past, present, and future control and outcomes across a range of stressors. Because the relations between these 3 forms of control and outcomes differ markedly, measures that combine these aspects of control hinder the understanding of the important role of perceived control in adjustment to stress. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Zhao et al. (2011).

Reports an error in National survey of ethical practices among Chinese psychotherapists by Jing-Bo Zhao, Jian-Lin Ji, Xue-Ling Yang, Zhen-Zhi Yang, Yan-Fei Hou and Xiao-Yuan Zhang (Professional Psychology: Research and Practice, Advanced Online Publication, Aug 15, 2011, np). The following sentence is incorrect: “The APA has long recognized that harm and exploitation could result from dual relationships between patient and therapist (Staykova, 2010).” The correct citation for this statement should be: (APA, 1981, 1990, 1992, 2010; Sturm, 1998). Additionally, the following entry should not be listed in the References: Staykova, J. D. (2010). “On wings as swift as meditation”: A devotional allusion in Hamlet. Notes and Queries, 57, 380–384. doi:10.1093/notesj/gjq109. The correct references are included in the erratum. The authors regret these errors. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2011-17863-001.) The present study is a cross-sectional national survey that investigated the ethical practices in a large representative sample of Chinese psychotherapists (N = 690). The results revealed that 76.4% of therapists had experienced feelings of incompetence, more than 80% of therapists had performed the basic principles of informed consent and confidentiality, 1.9% of the sample had engaged in sexual contact with a client, 1.8% had engaged in dual business relationships with their clients, and 34.2% had provided therapy for acquaintances in their practice. The role of the principles of Confucianism as a major influence on the ethical practices in Chinese psychotherapists is discussed. The results suggested that the Chinese Psychological Society should concentrate efforts on educating trainees on how best to maintain therapeutic boundaries when there was a preexisting relationship between therapist and client. The current Chinese Code of Ethics for Clinical and Counseling Practice (Chinese Psychological Society, 2007) could be modified to better incorporate the characteristics of traditional Chinese culture, for example, considering the value of “face” when stipulating the guidelines of dual relationships. Cross-cultural psychotherapy could benefit the clients by examining the influence of traditional Chinese culture, for example, by paying more attention to the important others of the clients. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Shin et al. (2010).

Reports an error in A review of contemporary ideomotor theory by Yun Kyoung Shin, Robert W. Proctor and E. J. Capaldi (Psychological Bulletin, 943-974). In the Online First Publication of the article “A Review of Contemporary Ideomotor Theory” by Yun Kyoung Shin, Robert W. Proctor, and E. J. Capaldi (Psychological Bulletin, posted September 6, 2010, doi: 10.1037/a0020541), the title of the article was incorrectly listed as “A Review of Contemporary Idiomatic Theory.” All versions of this article have been corrected. (The following abstract of the original article appeared in record 2010-18185-001.) A framework for action planning, called ideomotor theory, suggests that actions are represented by their perceivable effects. Thus, any activation of the effect image, either endogenously or exogenously, will trigger the corresponding action. We review contemporary studies relating to ideomotor theory in which researchers have investigated various manipulations of action effects and how those effects acquire discriminative control over the actions. Evidence indicates that the knowledge about the relation between response and effect is still a critical component even when other factors, such as stimulus–response or response–response relations, are controlled. When consistent tone effects are provided after responses are made, performance in serial-reaction tasks is better than when the effects are random. Methodology in which acquisition and test stages are used with choice–reaction tasks shows that an action is automatically associated with its effect bilaterally and that anticipation of the effect facilitates action. Ideomotor phenomena include stimulus–response compatibility, in which the perceptual feature of the stimulus activates its corresponding action code when the stimulus itself resembles the effect codes. For this reason, other stimulus-driven action facilitation such as ideomotor action and imitation are treated as ideomotor phenomena and are reviewed. Ideomotor theory also implies that ongoing action affects perception of concurrent events, a topic which we review briefly. Issues concerning ideomotor theory are identified and evaluated. We categorize the range of ideomotor explanations into several groups by whether intermediate steps are assumed to complete sensorimotor transformation or not and by whether a general theoretical framework or a more restricted one is provided by the account. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Foerde et al. (2008).

Reports an error in "Selective corticostriatal dysfunction in schizophrenia: Examination of motor and cognitive skill learning" by Karin Foerde, Russell A. Poldrack, Barbara J. Knowlton, Fred W. Sabb, Susan Y. Bookheimer, Robert M. Bilder, Don Guthrie, Eric Granholm, Keith H. Nuechterlein, Stephen R. Marder and Robert F. Asarnow (Neuropsychology, 2008[Jan], Vol 22[1], 100-109). Table 1 on page 102 should have included the BPRS Depression-Anxiety subscale score 9.00 (3.99) under the column heading Schiz pts. Table displays means with standard deviations in parentheses. (The following abstract of the original article appeared in record 2008-00382-011.) [Correction Notice: An erratum for this article was reported in Vol 22(2) of Neuropsychology (see record 2008-02526-002). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0894-4105.22.1.100.supp.] It has been suggested that patients with schizophrenia have corticostriatal circuit dysfunction (Carlsson & Carlsson, 1990). Skill learning is thought to rely on corticostriatal circuitry and different types of skill learning may be related to separable corticostriatal loops (Grafton, Hazeltine, & Ivry, 1995; Poldrack, Prabhakaran, Seger, & Gabrieli, 1999). The authors examined motor (Serial Reaction Time task, SRT) and cognitive (Probabilistic Classification task, PCT) skill learning in patients with schizophrenia and normal controls. Development of automaticity was examined, using a dual task paradigm, across three training sessions. Patients with schizophrenia were impaired at learning on the PCT compared to controls. Performance gains of controls occurred within the first session, whereas patients only improved gradually and never reached the performance level of controls. In contrast, patients were not impaired at learning on the SRT relative to controls, suggesting that patients with schizophrenia may have dysfunction in a specific corticostriatal subcircuit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Perruchet et al. (2006).

Reports an error in "Do We Need Algebraic-Like Computations? A Reply to Bonatti, Pena, Nespor, and Mehler (2004)" by Pierre Perruchet, Ronald Peereman, and Michael D. Tyler (Journal of Experimental Psychology: General, 2006[May], 135(2), 322-326). The page numbers that Dr. Perruchet cited from Dr. Bonatti et al.'s article were printed incorrectly. These page numbers should appear as follows in the correction. (The following abstract of this article originally appeared in record 2006-06642-011.) L. L. Bonatti, M. Pena, M. Nespor, and J. Mehler (see record 2006-06642-010) argued that P. Perruchet, M. D. Tyler, N. Galland, and R. Peereman (see record 2004-21166-008) confused the notions of segmentation and generalization by ignoring the evidence for generalization in M. Pena, L. L. Bonatti, M. Nespor, and J. Mehler (see record 2002-06215-001). In this reply, the authors reformulate and complement their initial arguments, showing that their way of dealing with segmentation and generalization is not due to confusion or ignorance but rather to the fact that the tests used in Pena et al. make it likely that neither segmentation nor generalization were captured in their experiments. Finally, the authors address the challenge posed by Pena et al. of accounting for the whole pattern of their results without invoking rule-based, algebraic-like computations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Rydell et al. (2010).

Reports an error in "The effect of negative performance stereotypes on learning" by Robert J. Rydell, Michael T. Rydell and Kathryn L. Boucher (Journal of Personality and Social Psychology, 2010[Dec], Vol 99[6], 883-896). There is an error in the first paragraph of the Results section on page 886. The third sentence in this paragraph reads “As predicted, the stereotype threat manipulation did not affect women's learning of mathematical rules presented before the instructions, F (1, 57) = 0.68, p = .41, ηp2 = .01; however, women in the stereotype threat condition learned fewer mathematical rules presented after the instructions than did women in the control condition, F (1, 57) = 3.96, p = .05, ηp2 = .07.” Given the data, the second part of the sentence should have read “however, women in the stereotype threat condition showed a non-significant trend towards learning fewer mathematical rules presented after the instructions than did women in the control condition, F (1, 57) = 3.56, p = .064, ηp2 = .06.” (The following abstract of the original article appeared in record 2010-20715-001.) Stereotype threat (ST) research has focused exclusively on how negative group stereotypes reduce performance. The present work examines if pejorative stereotypes about women in math inhibit their ability to learn the mathematical rules and operations necessary to solve math problems. In Experiment 1, women experiencing ST had difficulty encoding math-related information into memory and, therefore, learned fewer mathematical rules and showed poorer math performance than did controls. In Experiment 2, women experiencing ST while learning modular arithmetic (MA) performed more poorly than did controls on easy MA problems; this effect was due to reduced learning of the mathematical operations underlying MA. In Experiment 3, ST reduced women's, but not men's, ability to learn abstract mathematical rules and to transfer these rules to a second, isomorphic task. This work provides the first evidence that negative stereotypes about women in math reduce their level of mathematical learning and demonstrates that reduced learning due to stereotype threat can lead to poorer performance in negatively stereotyped domains. (PsycINFO Database Record (c) 2011 APA, all rights reserved)