Prior work has found that religious individuals experience greater concerns about mortality when thinking about Jesus taking human form (Arrowood & Cox, 2018). Building on this, the present research examined how intrinsic religiosity (i.e., a more “mature” form of religion with a development for a deeper, more meaningful relationship with God) would moderate these effects. Christian individuals were asked to complete the Religious Orientation Scale, followed by reading an essay that either described Jesus as being fully human or a description of His lost years (i.e., neutral condition). The dependent variable consisted of people’s fear of mortality. The results revealed that low intrinsic individuals experienced a heightened fear of death following a creaturely Jesus prime. High intrinsic individuals, however, did not differ from neutral conditions. This study suggests that intrinsically valuing religion can serve as a buffer against existential anxieties stemming from humanistic concerns.

Anxiety disorders are a widespread and serious health concern currently affecting approximately 18% of the adult population per year (Kessler, et al., 2005); thus, there is a strong need to develop and improve therapeutic treatments for anxiety. Moreover, because sex differences in the prevalence of affective disorders in humans are well documented, this study involves both male and female rats. Vocalizations allow for a dynamic assessment of an animal’s emotional state. The ultrasonic vocalizations (USVs) of rats are produced at frequencies above the level of human hearing. USVs are often used as a tool to assess the emotional state of rats. Previous research has identified two main call types for rats: 22 kHz (related to strongly negative emotion) and 50 kHz. 50 kHz calls can then be further broken down into constant frequency (CF) and frequency modulated (FM) subtypes. FM calls are produced with a bandwidth greater than 15 kHz; these calls are related to positive emotional states. Whereas, CF calls are produced with a constant frequency and a bandwidth less than 10 kHz. Our lab hypothesizes that CF 50 kHz calls are expressions of anxiety in rats. Our lab has previously explored the vocalizations of rats across a continuum of negative affective state (i.e., from anxiety to fear) within a single testing session using a sequence of temporally consistent mild footshocks. The current experiment explores USV production in male and female rats when the temporal predictability was reduced by randomizing the time between footshocks. We utilized an unpredictable footshock paradigm with the goal of increasing or prolonging a state of anxiety as compared to our previous procedure. In this paradigm, shocks were administered across three successive days: on Day 1, mild footshocks were administered in a pseudo-randomized pattern, on Day 2, subjects were returned to the same context but did not receive footshocks, and on Day 3, a single reinstatement shock was administered. Differences in USV calling behavior across test days will be explored in male and female rats. In addition to USVs, rearing and freezing behavior were also recorded and used to assess anxiety and fear. These results will enhance our understanding of vocal expression of emotional states in rats, which improves the dominant animal model used to study anxiety disorders and potential therapeutic interventions.

Discrimination learning involves responses (e.g., cheering for TCU) that are rewarded under some conditions (e.g., at a TCU football game) but not others (e.g., in the library). Occasion setting involves a higher-order discrimination in which one stimulus (i.e., the occasion setter) signals whether response to a second stimulus (i.e., a discriminative stimulus) will be rewarded (e.g., followed by food) or not. In the current experiments, pigeons were trained in a spatial occasion setting task in which an occasion setter (i.e., a colored background) provided information about if and where to respond relative to a discriminative stimulus that served as a landmark (i.e., a colored box embedded within the occasion setter). These experiments examined the effect of spatial ambiguity on occasion setting. In Experiment 1, pigeons were trained on a task in which spatially stable occasion setters gave information about where to respond relative to spatially unstable landmarks (←YB, ZB→, ←WA, XA→, ←C→). In Experiment 2, a different set of pigeons were trained with both a spatially unstable and two spatially stable occasion setters paired with landmarks that were spatially unstable (←WA, WB→, ←XA, YB→, ←C→). Transfer tests showed that the stable occasion setters were able to control responding to spatially unstable landmarks that they had not been paired with in training.

In a delayed serial same-different discrimination procedure, one stimulus is followed by either the same or a different stimulus after a brief delay. To receive reinforcement (e.g., food), the subject must respond “same” when the two stimuli match and a “different” response when they differ. The individual stimuli change across trials, so it is the relation between stimuli that signals the correct response. A differential outcomes procedure has been shown to facilitate learning of some discriminations but had not been tested with rats in a relational discrimination. In a differential outcomes procedure, one reinforcer (e.g., pellets) follows one response (e.g., a correct “same” response) and a different reinforcer (e.g., sucrose) follows another correct response (e.g., a correct “different” response). In the control condition, the same reinforcer follows a correct “same” and “different” response. In the current experiment, half of the rats were trained on a serial same-different discrimination using a differential outcomes procedure and the other half were in the control group. Stimuli were presented and responses recorded on an iPad mounted at the rear of an operant box. After the rat touched the sample stimulus (i.e., the first stimulus) it was removed for a delay of 500, 1500, 3000, or 6000 ms before the rats were presented with the comparison stimulus (i.e., the second stimulus). After touching the comparison stimulus, a response button appeared on each side of it. One button represented a “same” response and the button on the other side a “different” response. After training, rats were tested to determine if learning of the same-different relation would transfer to novel stimuli. The results showed no transfer of learning, and a decrement in performance on trials with the original training stimuli.

Individuals with Autism Spectrum Disorder (ASD) tend to have difficulties with emotional and social interactions (e.g., Stone & Caro-Martinez, 1990). It is possible that they also have deficits in their ability to monitor their learning of social and emotional information. If so, this could have negative downstream effects on their later memory. In the present experiment, we investigated the influence of social and emotional pictures on adolescents’ (with and without ASD) monitoring of learning and memory performance. To do so, participants studied 60 pictures that were positive or neutral and that either had a social component (e.g., a couple at their wedding, a child reading a book) or did not (e.g., ice cream, screwdriver). After studying each image, participants made a judgment of learning (JOL) predicting the likelihood that they would remember that picture on a later test. Finally, participants took a free-recall test. Overall, adolescents with ASD provided lower JOLs and demonstrated lower memory performance than did adolescents without ASD. In addition, all participants gave higher JOLs to positive pictures than to neutral pictures, and recall was also superior for positive relative to neutral pictures. Finally, participants gave higher JOLs to pictures with a social component than to pictures without a social component, although this dimension did not influence their memory. These results suggest that monitoring of learning is not impaired in adolescents with ASD. Thus, although adolescents with ASD tend to remember less than adolescents without ASD, this finding does not appear to be caused by monitoring deficits.