Attention vs. emotion: Affective learning and the startle reflex

The eye-blink startle reflex can be modulated by attentional and emotional processes. The reflex is facilitated during stimuli that engage attention. A linear pattern of emotional modulation has also been consistently demonstrated: the reflex is facilitated during unpleasant stimuli and attenuated during pleasant stimuli. However, during anticipation of pleasant or unpleasant stimuli it is unclear whether emotion or attention drives startle reflex modulation. This study used a differential learning procedure to investigate whether startle modulation during anticipation of a salient stimulus reflected emotional or attentional processes. In acquisition, a CS+ was paired with a pleasant or unpleasant US and a CS- was presented alone. In extinction, blink startle magnitude was measured during CS+ and CS-. Post-acquisition valence ratings and affective priming showed that CS+ had acquired the same affective value as the pleasant or unpleasant US with which it was paired. No differences in modulation of blink startle reflexes during pleasant CS+ and unpleasant CS+ were found throughout extinction. Blink startle facilitation occurred during CS+ but not CS- across the first third of extinction. Thus, attentional rather than emotional processes appeared to facilitate blink startle during anticipation of salient stimuli.

The Learning Tourism Destination: The potential of a learning organisation approach for improving the sustainability of tourism destinations

Globalisation, increasing complexity, and the need to address triple-bottom line sustainability has seen the proliferation of Learning Organisations (LO) who, by definition, have the capacity to anticipate environmental changes and economic opportunities and adapt accordingly. Such organisations use system dynamics modelling (SDM) for both strategic planning and the promotion of organisational learning. Although SDM has been applied in the context of tourism destination management for predictive reasons, the current literature does not analyse or recognise how this could be used as a foundation for an LO. This study introduces the concept of the Learning Tourism Destinations (LTD) and discusses, on the basis of a review of 6 case studies, the potential of SDM as a tool for the implementation and enhancement of collective learning processes. The results reveal that SDM is capable of promoting communication between stakeholders and stimulating organisational learning. It is suggested that the LTD approach be further utilised and explored.

The nurse lecturer role in clinical practice conceptualized: helping clinical teachers provide optimal student learning

Despite the fairly wide reporting in the literature of the ma ny roles of clinical supervision by the nursing teacher, little attention has been given to conceptualizing the relative priorities these roles take during the process of supervising nursing students in clinical practice. The purpose of this paper is to consider the manifestations and implications of conflicting roles when nurse lecturers undertake clinical supervision. Previously published research will provide working examples of issues in a conceptual framework for clinical teaching.

Why fear snakes and spiders? Evidence for a learning-based account of fear-relevant stimulus-processing

Fear-relevant stimuli, such as snakes, spiders and heights, preferentially capture attention as compared to nonfear-relevant stimuli. This is said to reflect an encapsulated mechanism whereby attention is captured by the simple perceptual features of stimuli that have evolutionary significance. Research, using pictures of snakes and spiders, has found some support for this account; however, participants may have had prior fear of snakes and spiders that influenced results. The current research compared responses of snake and spider experts who had little fear of snakes and spiders, and control participants across a series of affective priming and visual search tasks. Experts discriminated between dangerous and nondangerous snakes and spiders, and expert responses to pictures of nondangerous snakes and spiders differed from those of control participants. The current results dispute that stimulus fear relevance is based purely on perceptual features, and provides support for the role of learning and experience.

Extending Learning Opportunities through a virtual faculty

This paper presents the notion of a virtual faculty as a viable alternative to extending and maintaining learner opportunities for students in regional universities or at universities where specialisations in which they are interested may not be offered. Staff from a number of Australian Universities participated in a CUTSD project to explore the viability of establishing a virtual faculty using videoconferencing as the medium of delivery. The success of this project was the result of close collaboration at a number of levels within the participating institutions and a willingness to explore effective approaches to teaching and learning for a videoconference environment.

Emergence of joint attention: Relationships between gaze following, social referencing, imitation, and naming in infancy

The authors investigated the extent to which the joint-attention behaviors of gaze following, social referencing, and object-directed imitation were related to each other and to infants vocabulary development in a sample of 60 infants between the ages of 8 and 14 months. Joint-attention skills and vocabulary development were assessed in a laboratory setting. Split-half reliability analyses on the joint-attention measures indicated that the tasks reliably assessed infants' capabilities. In the main analysis, no significant correlations were found among the joint-attention behaviors except for a significant relationship between gaze following and the number of names in infants' productive vocabularies. The overall pattern of results did not replicate results of previous studies (e.g., M. Carpenter, K. Nagell, & M. Tomasello, 1998) that found relationships between various emerging joint-attention behaviors.

Selective attention for threatening information in anxious mood states

Attention for threatening information was investigated using a computerised version of the emotional Stroop. The study examined the influence of state and trait anxiety in an unselected student sample assigned to high trait anxious (HTA) or low trait anxious (LTA) groups on the basis questionnaire scores. State anxiety was manipulated within participants through the threat of electric shock. Threatening words that were either unrelated (e.g., cancer, danger) or related to the source of the threat (e.g., electrocute, shock) were presented to participants both within and outside of awareness. In the latter condition, a backward masking procedure was used to prevent awareness of the stimulus material. In the masked condition, despite chance performance in identification of the lexical status of stimulus items, HTA participants showed facilitated colour naming for all threat words relative to control items under threat of shock, but this effect was not evident in the shock safe condition. For unmasked trials the HTA group showed significant interference in colour naming for all threat words relative to controls under the threat of shock, but not in the shock safe condition. Neither valence of the items nor the threat of shock influenced colour naming latencies for the LTA group. [ABSTRACT FROM AUTHOR]

The independent effects of attention and lead stimulus properties on the acoustic blink reflex

The effects of attention to a lead stimulus and of its sensory properties on modulation of the acoustic blink reflex were investigated. Participants performed a reaction time task cued by an acoustic or a visual lead stimulus. In Experiment 1, half the participants were presented with sustained lead stimuli. For the remainder, the lead stimulus was discrete and consisted of two brief presentations that marked the onset and offset of a stimulus-free interval. In Experiment 2, sustained lead stimuli were presented at a low or high intensity. The attentional demands of the task enhanced blink latency and magnitude modulation during acoustic and visual lead stimuli, with blink modulation being largest at a late point during the lead stimulus. Independent of the attentional effects, blink latency and magnitude modulation were larger during sustained than during discrete acoustic lead stimuli, whereas there was no difference for visual lead stimuli. Increases in the intensity of the lead stimulus enhanced blink modulation regardless of lead stimulus modality. Attention to a lead stimulus and the properties of the lead stimulus appear to have independent effects on blink reflex modulation.