The article first summarizes the assumptions of Luce (2004, 2008) for inherently binary (2-D) stimuli (e.g., the ears and eyes) that lead to a "p-additive," order-preserving psychophysical representation. Next, a somewhat parallel theory for unary (1-D) signals is developed for intensity attributes such as linear extent, vibration to finger, and…

The neurobiology of borderline personality disorder (BPD) remains unclear. Dysfunctions of several neurobiological systems, including serotoninergic, dopaminergic, and other neurotransmitter systems, have been discussed. Here we present a theory that alterations in the sensitivity of opioid receptors or the availability of endogenous opioids…

This article reviews evidence and theories concerning the nature of stimulus representations in Pavlovian conditioning. It focuses on the elemental approach developed in stimulus sampling theory (R. C. Atkinson & W. K. Estes, 1963; R. R. Bush & F. Mosteller, 1951b) and extended by I. P. L. McLaren and N. J. Mackintosh (2000, 2002) and contrasts…

Analysis of binary choice behavior in iterated tasks with immediate feedback reveals robust deviations from maximization that can be described as indications of 3 effects: (a) a payoff variability effect, in which high payoff variability seems to move choice behavior toward random choice; (b) underweighting of rare events, in which alternatives…

A model that describes conditions influencing the display of gender-related behavior is presented as a supplement to existent models of sex differences. The model emphasizes the degree to which gender-related behavior is variable, proximally caused, and context dependent. (Author/LMO)

This article critically examines the evidence for interpersonal complementarity according to four recent theories. The only prediction found to be regularly supported is that friendly-dominant and friendly-submissive behaviors are complementary. A repeated finding is that hostile-dominant acts are frequently responded to with further…

This article reviews self-fulfilling prophecies in three sequential stages: (1) teachers develop expectations, (2) teachers treat students differently depending on expectations, and (3) students react to treatment in expectancy-confirming ways. The focus is on social and psychological events at each stage, causal processes linking stages, and…