http://apsychoserver.psych.arizona.edu/JJBAReprints/PSYC501A/Readings/PorgesBioPsychology_2007.pdf

The polyvagal perspective

The problem of which cues, internal or external, permit a person to label and identify his own emotional state has been with us since the days that James (1890) first tendered his doctrine that \"the bodily changes follow directly the perception of the exciting fact, and that our feeling of the same changes as they occur is the emotion\" (p. 449). Since we are aware of a variety of feeling and emotion states, it should follow from James' proposition that the various emotions will be accompanied by a variety of differentiable bodily states. Following James' pronouncement, a formidable number of studies were undertaken in search of the physiological differentiators of the emotions. The results, in these early days, were almost uniformly negative. All of the emotional states experi-

"Cognitive, social, and physiological determinants of emotional state": Erratum

The traditional control procedures for Pavlovian conditioning are examined and each is found wanting. Some procedures introduce nonassociative factors not present in the experimental procedure while others transform the excitatory, experimental CS-US contingency into an inhibitory contingency. An alternative control procedure is suggested in which there is no contingency whatsoever between CS and US. This \"truly random\" control procedure leads to a new conception of Pavlovian conditioning postulating that the contingency between CS and US, rather than the pairing of CS and US, is the important event in conditioning. The fruitfulness of this new conception of Pavlovian conditioning is illustrated by 2 experimental results.

Pavlovian Conditioning and Its Proper Control Procedures

A major problem in the field of emotion has been the wide variety of definitions that have been proposed. In an attempt to resolve the resulting terminological confusion, 92 definitions and 9 skeptical statements were compiled from a variety of sources in the literature of emotion. These definitions and statements were classified into an outline of 11 categories, on the basis of the emotional phenomena or theoretical issues emphasized. There are two traditional experiential categories of affect and cognition; three physical categories of external emotional stimuli, physiological mechanisms, and emotional/expressive behavior; definitions that emphasize disruptive or adaptive effects; definitions that emphasize the multiaspect nature of emotional phenomena, those that distinguish emotion from other processes, and those that emphasize the overlap between emotion and motivation; and skeptical or disparaging statements about the usefulness of the concept of emotion. The definitions are evaluated, trends are identified, and a model definition is proposed.

http://148.202.18.157/sitios/catedrasnacionales/material/2010b/sanz/kleinginna1981.pdf

A categorized list of emotion definitions, with suggestions for a consensual definition

Experimental Psychology Its Scope and Method. IV. Learning and Memory. By Jean-Francois Le Ny, G. De Montpellier, G. Oleron and Cesar Flores. Translated by Louise Elkington. Edited by P. Fraisse and Jean Piaget. Pp. viii + 376. (Routledge and Kegan Paul: London, April 1970.) 80s.

Learning and Memory

Classical conditioning in the planarian, Dugesia dorotocephala.

The effects of regeneration upon retention of a conditioned response in the planarian.

Subliminal stimulation: An overview.

Using reference lists from 24 introductory psychology textbooks, we generated two tables: The first contains a list of the most frequently cited journal articles in the introductory texts; the second contains a list of the most frequently cited authors. The usefulness of citation indexes is discussed as well as why the two tables included in this article turned out as they did.

The Most Frequently Cited Journal Articles and Authors in Introductory Psychology Textbooks

Katz (1978) has suggested that mild, fluctuating conductive hearing loss due to middle-ear anomalies may account for the language and attention problems of learning-disabled children. His position was extended here to include autism. Normal, learning-disabled, and autistic children received repeated impedance measures over 5 weeks. A repeated-measures ANOVA of central tendency and variability values led to the conclusions that (1) fluctuating, negative middle-ear pressure greater than normal characterizes both autistic and learning-disabled children, (2) the negative pressure is greater in autistic than in learning-disabled children, and (3) the condition is typically bilateral for autistic children.

https://deepblue.lib.umich.edu/bitstream/handle/2027.42/44600/10803_2005_Article_BF02211818.pdf;sequence=1

James V. McConnell

Papers

Classical conditioning in the planarian, Dugesia dorotocephala.

The effects of regeneration upon retention of a conditioned response in the planarian.

Subliminal stimulation: An overview.

The Most Frequently Cited Journal Articles and Authors in Introductory Psychology Textbooks

Conductive hearing loss in autistic, learning-disabled, and normal children