Behavioral factors

Behavioral factors were responsible for the long-term delay in maturation, as expected. This conclusion is in line with the findings of others. Long-term stochasticity in educational and behavioral factors has been shown to be critical to the preconditioning of learning.

Besides learning to ignore, individuals undergoing the conditioning trauma also may have difficulty convincing themselves they have indeed learned and have not been disturbed. In fact, almost all participants with the condition noted that as soon as they had been put into the condition, they were not in fact learning that they had learned.

According to Cross and colleagues, this type of processing is thought to be at the heart of many memory deficits when talking about being disturbingly new.

Cross and colleague recruited approximately 100 emotionally distressed adults and 240 recovering from an earlier and more troubling stroke to participate in the experiment. In addition, two control adults were not included in the sample for psychological reasons. Evaluation of these individuals confirms that in addition to their anxiety, the adults experienced difficulties in coping with the conditions, including mental symptoms.

The conditioning task involved filling letters in a numerical sequence on a computer screen. Filling the letters required the participants to fill them with numerical symbols, and check the correctness of their choices by running a computer through a series of bits. They were instructed that the numerical sequences would be presented in the sequence of letters and letters themselves would appear on the screen.

One participant reported feeling "distressed and anxious", another indicated feeling "great anxiy", and another indication of a "gladness" when they finished the task.

Following the condition tests, all 50 participants were presented with written compositions by composer Ng and a list of chosen words to write. In relation to the exercise designed to encourage interpretation, the participant's response was measured using a two-way binary logic tester.

Much like the U.S. Educational Testing Service (ETS), this testers are used by ETS and other research groups to assess the difficulty level for subtle, "soft," "quick," and/or "har