The effects of EEG alpha feedback and instructional set were studied in 40 college students. Reported subjective experiences during feedback were examined experimentally in a factorial “drug‐drug set” design. Alpha and no‐alpha feedback were each paired with alpha and neutral instructions, in order to observe the individual and combined effects of alpha activity and instructional set. The results showed that for an “alpha experience” to occur, both alpha activity and alpha set are necessary; neither alone is sufficient. Theoretical considerations based on the Schachter and Singer (1962) drug model and some implications for alpha feedback research are discussed.
Consistencies in risk-taking behavior were investigated in a multi-method, convergent validity study of 13 risk-related measures. Fifty-six student nurses served as subjects. As with earlier studies, a general convergence was not found. However, factor analysis of the correlations indicated
two qualitatively different kinds of dimensions. In addition to five strategy traits, a single motivational trait was identified. The motivational trait was interpreted as identifying a person's general willingness to approach or avoid risk situations. Data, independent of the factor
analysis, supported the approach-avoidance construct. The results suggest (a) a redefinition of risk-taking as a personality trait; and (b) that consistencies in risk behavior do occur across a variety of situations.
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