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\"We lash out in anger. We cry and retreat. We find ourselves paralyzed. Our bodies respond powerfully to triggers, often before our minds catch up to make sense of a situation. This book helps us learn to manage our immediate reactions in these difficult moments. It also goes much deeper to help us understand why we are affected by certain things and the powerful lessons we can learn from these instinctive responses to move towards healing. Bestselling author and psychologist David Richo explains the brain science behind our immediate reactions and discusses fear, anger, sadness, and relationship triggers in depth. When we are triggered, he writes that \"we are being bullied by our own unfinished business.\" By looking deeply at the roots of what provokes us, Richo invites readers to cultivate our inner resources and develop practices to find more peace\"-- Provided by publisher.

Previously, we developed a procedure which showed that longer histories of reinforced alternative behavior decrease the risk of relapse caused by a range of stimuli which had previously occasioned drinking. The decrease in relapse risk was likely due to a decrease in attention to the stimuli over the course of repeated engagement in the alternative behavior. However, this previous procedure was time consuming and did not mirror the procedure we used to observe changes in relapse risk. This study aimed at replicating the previous relationship between the duration of engaging in an alternative behavior and shift in stimulus generalization for drinking using a procedure that allows longitudinal analysis over time and is consistent with other procedures we have developed. Rats were trained to respond for ethanol in the presence of one stimulus (16 kHz tone; food Fixed Ratio (FR)150 and ethanol FR5), and for food in the under another stimulus (8 kHz tone; food and ethanol FR5). Then, recovery-like sessions with food predominant responding occurred in the presence of only the low-cost food stimulus. During these sessions, rats were exposed to non-reinforced graded stimuli alternation from 8 to 16 kHz alternating with the reinforced low-cost food stimulus. The number of responses on each (food and ethanol) lever before completing 5 responses on either lever was the main measure. Consistent with the earlier procedure, the current procedure showed that graded variation of tone from 8 to 16 kHz produced a graded increase in responding for ethanol compared to responding for food. In addition, longer periods of engaging in recovery-like responding shift the generalization function downwards. This procedure confirms the earlier pattern of stimulus generalization over longer periods of behavior consistent with recovery. This strengthens our hypothesis that shifts in attention to alcohol-related stimuli are important to the development of relapse resistance during recovery. •Longer histories of reinforced alternative behavior decrease the risk of relapse caused by a range of alcohol stimuli.•This pattern of behavior is referred to as stimulus generalization.•The previous procedure developed to study this relationship was time consuming and inefficient.•The current procedure allows longitudinal analysis over time and is more efficient than earlier procedures.•Shifts in attention to alcohol-related stimuli are important to the development of relapse resistance during recovery.

Nonhuman animals show evidence for three types of concept learning: perceptual or similarity‐based in which objects/stimuli are categorized based on physical similarity; relational in which one object/stimulus is categorized relative to another (e.g., same/different); and associative in which arbitrary stimuli become interchangeable with one another by virtue of a common association with another stimulus, outcome, or response. In this article, we focus on various methods for establishing associative concepts in nonhuman animals and evaluate data documenting the development of associative classes of stimuli. We also examine the nature of the common within‐class representation of samples that have been associated with the same reinforced comparison response (i.e., many‐to‐one matching) by describing manipulations for distinguishing possible representations. Associative concepts provide one foundation for human language such that spoken and written words and the objects they represent become members of a class of interchangeable stimuli. The mechanisms of associative concept learning and the behavioral flexibility it allows, however, are also evident in the adaptive behaviors of animals lacking language.

The penile response profiles of homosexual and heterosexual pedophiles, hebephiles, and teleiophiles to laboratory stimuli depicting male and female children and adults may be conceptualized as a series of overlapping stimulus generalization gradients . This study used such profile data to compare two models of alloerotic responding (sexual responding to other people) in men. The first model was based on the notion that men respond to a potential sexual object as a compound stimulus made up of an age component and a gender component. The second model was based on the notion that men respond to a potential sexual object as a gestalt, which they evaluate in terms of global similarity to other potential sexual objects. The analytic strategy was to compare the accuracy of these models in predicting a man’s penile response to each of his less arousing (nonpreferred) stimulus categories from his response to his most arousing (preferred) stimulus category. Both models based their predictions on the degree of dissimilarity between the preferred stimulus category and a given nonpreferred stimulus category, but each model used its own measure of dissimilarity. According to the first model (“summation model”), penile response should vary inversely as the sum of stimulus differences on separate dimensions of age and gender. According to the second model (“bipolar model”), penile response should vary inversely as the distance between stimulus categories on a single, bipolar dimension of morphological similarity—a dimension on which children are located near the middle, and adult men and women are located at opposite ends. The subjects were 2,278 male patients referred to a specialty clinic for phallometric assessment of their erotic preferences. Comparisons of goodness of fit to the observed data favored the unidimensional bipolar model.

In three experiments, match‐to‐sample procedures were used with undergraduates to establish arbitrary relational functions for three visual stimuli. In the presence of samples A, B, and C, participants were trained to select the smallest, middle, and largest member, respectively, of a series of three‐comparison arrays. In Experiment 1, the B (choose middle) stimulus was then used to train a steady rate of keyboard pressing before the A (choose smallest) and the C (choose largest) stimuli were presented. Participants pressed slower to A and faster to C than to B. Then B was paired with mild shock in a Pavlovian procedure with skin conductance change as the dependent variable. When presented with A and C, 6 of 8 experimental participants showed smaller skin conductance changes to A and larger skin conductance changes to C than to B. In Experiment 2, A was then used as a sample in a match‐to‐sample procedure to establish an arbitrary size ranking among four same‐sized colored circle comparisons. One of the middle circles was then used to establish a steady rate of pressing before the other circles were presented. Five of 6 participants responded slower to the “smaller” circle and faster to the “larger” circle than they did to the “middle” circle. In Experiment 3, A, B, and C were then presented on a series of test trials requiring participants to pick the comparison that was less than, greater than, or equal to the sample. Novel stimuli were included on some trials. Results indicated that the relational training procedures produced derived relations among the stimuli used in training and that these allowed correct inferences of relative size ranking among novel stimuli.

The generalization decrement between element A and compound AX has shown both symmetrical (Thorwart & Lachnit, 2009 ) and asymmetrical (Glautier, 2004 ) patterns in human contingency learning. In a series of experiments we examined the hypothesis that prior beliefs about the relationship between a distinctive element X and an outcome are important for determining the different generalization patterns. Participants learned which given enterobacteria caused a negative or a positive effect on gastrointestinal conditions. Subsequently, they were asked to evaluate learned cues and novel cues in which distinctive elements were added to or removed from the enterobacteria. The results generally demonstrated that relatedness between the elements and outcomes, such as negative features combined with a negative outcome or positive features combined with a positive outcome, resulted in asymmetrical generalization patterns. By contrast, unrelated combinations, such as positive features and a negative outcome, produced symmetrical patterns of generalization. Configural and elemental models of stimulus generalization are discussed.

Impossible figures are striking examples of inconsistencies between global and local perceptual structures, in which the overall spatial configuration of the depicted image does not yield a coherent three-dimensional object. In order to investigate whether structural “impossibility” is an important perceptual property of depicted objects, we used a category formation task in which subjects were asked to divide pictures of shapes into groups that seemed most natural to them. Category formation is usually unidimensional, such that sorting is dominated by a single perceptual property, so this task can serve as a measure of which dimensions are most salient. In Experiment 1 , subjects received sets of 12 line drawings consisting of six possible and six impossible objects. Very few subjects grouped the figures by impossibility on the first try, and only half did so after multiple attempts at sorting. In Experiment 2 , we investigated other global properties of figures: symmetry and complexity. Subjects readily sorted objects by complexity, but seldom by symmetry. In Experiment 3 , subjects were asked to draw each of the figures before sorting them, which had only a minimal effect on categorization. Finally, in Experiment 4 , subjects were explicitly instructed to divide the shapes by symmetry or impossibility. Performance on this task was perfect for symmetry, but not for impossibility. Although global properties of figures seem extremely important to our perception, the results suggest that some of these cues are not immediately obvious or salient for most observers.

A brief visual stimulus distorts the perceived shape of a subsequent visual stimulus as being dissimilar to the shape of a previous stimulus (shape-contrast effect). In this study, we presented a visual stimulus after a to-be-estimated target stimulus and found that the perceived shape of the target stimulus appeared to be similar to the shape of the following stimulus (shape-assimilation effect). The assimilation effect occurred even when the following stimulus was presented at positions different from that of the target stimulus, indicating that the shape-assimilation effect is a nonretinotopic distortion. The results suggest that the preceding and succeeding stimuli differentially modulate the perceived shape of a briefly presented stimulus.

When subjects learn to associate two sample durations with two comparison keys, do they learn to associate the keys with the short and long samples (relational hypothesis), or with the specific sample durations (absolute hypothesis)? We exposed 16 pigeons to an ABA design in which phases A and B corresponded to tasks using samples of 1 s and 4 s, or 4 s and 16 s. Across phases, we varied the mapping between the samples and the keys. For group Relative, short and long samples were always associated with the same keys (e.g., Phase A: ‘1s→ Left, 4s→ Right’; Phase B: ‘4s→ Left, 16s→ Right’); for group Absolute, the 4‐s sample was associated always with the same key (e.g., Phase A: ‘1s→ Left, 4s→ Right’; Phase B: ‘16s→ Left, 4s→ Right’). If temporal control is relational, group Relative should learn the new task faster than group Absolute, but if temporal control is absolute, the opposite should occur. We compared the results with the predictions of the Learning‐to‐Time (LeT) model, which accounts for temporal discrimination in terms of absolute stimulus control and stimulus generalization. The acquisition curves of the two groups were generally consistent with LeT and therefore more consistent with the absolute than the relative hypothesis.

The present study aimed to investigate whether children could acquire the oddity concept using olfactory stimuli. To this end, three children aged 3 to 6 years were concurrently trained on multiple odor oddity problems and tested with novel ones. The findings showed that the 6-year-old participant mastered the acquisition training and transferred this experience to the novel oddity problems in the transfer test, suggesting that the child had acquired a relational understanding of the difference between odd and identical odor stimuli. Factors influencing the acquisition of the oddity concept were discussed.