Motor affordance and its role for visual working memory: evidence from fMRI studies

We examined the role of motor affordances of objects for working memory retention processes. Three experiments are reported in which participants passively viewed pictures of real world objects or had to retain the objects in working memory for a comparison with an S2 stimulus. Brain activation was recorded by means of functional magnetic resonance imaging (fMRI). Retaining information about objects for which hand actions could easily be retrieved (manipulable objects) in working memory activated the hand region of the ventral premotor cortex (PMC) contralateral to the dominant hand. Conversely, nonmanipulable objects activated the left inferior frontal gyrus. This suggests that working memory for objects with motor affordance is based on motor programs associated with their use. An additional study revealed that motor program activation can be modulated by task demands: Holding manipulable objects in working memory for an upcoming motor comparison task was associated with left ventral PMC activation. However, retaining the same objects for a subsequent size comparison task led to activation in posterior brain regions. This suggests that the activation of hand motor programs are under top down control. By this they can flexibly be adapted to various task demands. It is argued that hand motor programs may serve a similar working memory function as speech motor programs for verbalizable working memory contents, and that the premotor system mediates the temporal integration of motor representations with other task-relevant representations in support of goal oriented behavior.     

Perceptions of Ethical Behaviour among Business Faculty in Canada

Faculty members at Canadian business schools were surveyed regarding their ethical perceptions of behaviours related to undergraduate instruction. Fifty-five behavioural statements were listed and respondents were asked to rate the extent to which they felt each behaviour was ethical or unethical. The only item that respondents endorsed as unequivocally unethical (90% indicated it was definitely unethical) was Becoming sexually involved with an undergraduate in one of your classes. We also compared the results of our sample to those of an American sample. Overall, an interesting pattern of differences emerged between the responses obtained in Canada and the U.S. In general, the direction of the significant differences was such that Canadian professors viewed the behaviours in question as less ethical than did their American counterparts.     

On defining words, some scenarios and vectors in the 'autobiography' of C. G. Jung

Having first considered recent research into the circumstances surrounding the production and publication of the 'autobiography' of Jung, the author concludes that in spite of its being the work of several authors, it nevertheless constitutes a whole. Taken from whichever angle, they all point to Jung's particular inquiry into the unconscious, as it emerges through Jung's own words. The author goes on to suggest both a lateral and a structural reading of MDR (Memories, Dreams, Reflections) which in turn reveals, on the basis of the several dreams reported, the central 'fantasy' which inspired Jung's research and his oeuvre. Finally, he discusses the idea of the collective or impersonal unconscious and highlights the emphasis Jung places on processes which unfold according to rhythms which are associated with distinct scales, depending on whether they are those of the individual, the clan or the culture.     

Secure and defensive high self-esteem

Long-standing theories have suggested high self-esteem (SE) can assume qualitatively different forms that are related to defensiveness. The authors explored whether some high-SE individuals are particularly defensive because they harbor negative self-feelings at less conscious levels, indicated by low implicit SE. In Study 1, participants high in explicit SE but low in implicit SE showed the highest levels of narcissism--an indicator of defensiveness. In Studies 2 and 3, the correspondence between implicit and explicit SE predicted defensive behavior (in-group bias in Study 2 and dissonance reduction in Study 3), such that for high explicit-SE participants, those with relatively low implicit SE behaved more defensively. These results are consistent with the idea that high SE can be relatively secure or defensive.     

Sensory mediation of stimulus-driven attentional capture in multiple-cue displays

Three location-cuing experiments were conducted in order to examine the stimulus-driven control of attentional capture in multiple-cue displays. These displays consisted of one to four simultaneously presented direct location cues. The results indicated that direct location cuing can produce cue effects that are mediated, in part, by nonattentional processing that occurs simultaneously at multiple locations. When single cues were presented in isolation, however, the resulting cue effect appeared to be due to a combination of sensory processing and attentional capture by the cue. This suggests that the faster responses produced by direct cues may be associated with two different components: an attention-related component that can be modulated by goal-driven factors and a nonattentional component that occurs in parallel at multiple direct-cue locations and is minimally affected by goal-driven factors.     

Visual perspective taking for avatars in a Simon task

In modern digital applications, users often interact with virtual representations of themselves or others, called avatars. We examined how these avatars and their perspectives influence stimulus–response compatibility in a Simon task. Participants responded to light/dark blue stimuli with left/right key presses in the presence of a task-irrelevant avatar. Changes in stimulus–response compatibility were used to quantify changes in the mental representation of the task and perspective taking toward this avatar. Experiments 1 and 2 showed that perspective taking for an avatar occurred in orthogonal stimulus–response mappings, causing a compatibility effect from the avatar’s point of view. In the following two experiments we introduced a larger variety of angular disparities between the participant and avatar. In Experiment 3, the Simon effect with lateralized stimulus positions remained largely unaffected by the avatar, pointing toward an absence of perspective taking. In Experiment 4, after avatar hand movements were added in order to strengthen the participants’ sense of agency over the avatar, a spatial compatibility effect from the avatar’s perspective was observed again, and hints of the selective use of perspective taking on a trial-by-trial basis were found. Overall, the results indicate that users can incorporate the perspective of an avatar into their mental representation of a situation, even when this perspective is unnecessary to complete a task, but that certain contextual requirements have to be met.     

Parents' Attitudes and Expectations About Children's Cross-Gender Behavior

The goals of the present study were to assessparents' attitudes toward crossgender boys and girls, aswell as to explore possible reasons for differentialevaluations. A total of 224 White parents of five-year old children completed questionnaires probingtheir attitudes toward cross-gender behavior inchildren, and their expectations regarding the futureadult behavior of typical boys, typical girls,cross-gender boys and cross-gender girls. The resultsrevealed that cross-gender boys were more negativelyregarded than crossgender girls and thatmen perceivedmore societal acceptance of cross-gender boys thanwomen. Cross-gender children were predicted tocontinue to show cross-gender behavior in adulthood andto be less psychologically welladjusted as adults thantypical boys and girls. Cross-gender boyswere expected to be less psychologicallywell-adjusted than cross-gender girls. When predictingfuture sexual orientation, cross-gender boys were deemedto have a greater likelihood of being gay thancross-gender girls of being lesbian. Men expectedcross-gender boys to be more likely to show male-malesexual behavior than typical boys inadulthood while women predicted typicalgirls to be more likely to show female-female sexual behavior in adulthoodthan cross-gender girls.     

Knowledge level learning and the power law: A soar model of skill acquisition in scheduling

Zusammenfassung. Das hier vorgestellte Modell lernt graduell, Planungsaufgaben aus der Klasse der Maschinenbelegungsprobleme (job-shop-scheduling problems) zu lösen. Mit Hilfe des Chunking-Mechanismus von Soar wird episodisches Wissen über die Belegungsreihenfolge von Aufträgen auf Maschinen memoriert. Bei der Entwicklung des Modells wurden zahlreiche qualitative (z. B. Transfereffekte) und quantitative Befunde (z. B. Bearbeitungszeiten) aus einer früheren empirischen Untersuchung berücksichtigt. In einer Validierungsstudie wurden dieselben Aufgaben von 14 Probanden und dem Modell bearbeitet. Die Passung von Simulationsdaten und empirischen Ergebnissen fiel insgesamt gut aus. Allerdings löst das Modell die Aufgaben schneller und zeigt auch einen etwas besseren Lernverlauf als die Probanden. Das Modell liefert eine Erklärung für das Rauschen, das typischerweise bei Bearbeitungszeiten zu beobachten ist: es handelt sich um erworbenes Wissen, das mehr oder weniger gut und auch unterschiedlich häufig auf neue Situationen übertragen wird. Der Lernverlauf der Probanden entspricht nur für aggregierte Daten einer Potenzfunktion (power law). Der vorgestellte Mechanismus zeigt, wie ein symbolisches Modell der Informationsverarbeitung graduelle Verhaltensänderungen generiert und wie der offensichtliche Erwerb allgemeiner Prozeduren ohne explizites Lernen von deklarativen Regeln erfolgen kann. Es wird nahegelegt, daß es sich hier um die Modellierung einer Form impliziten Lernens handelt. Summary. The model presented here gradually learns how to perform a job-shop scheduling task. It uses Soar's chunking mechanism to acquire episodic memories about the order to schedule jobs. The model was based on many qualitative (e.g., transfer effects) and quantitative (e.g., solution time) regularities found in previously collected data. The model was tested with new data where scheduling tasks were given to the model and to 14 subjects. The model generally fit these data with the restrictions that the model performs the task (in simulated time) faster than the subjects, and its performance improves somewhat more quickly than the subjects' performance. The model provides an explanation of the noise typically found in problem solving times - it is the result of learning actual pieces of knowledge that transfer more or less to new situations but rarely by an average amount. Only when the data are averaged (i.e., over subjects) does the smooth power law appear. This mechanism demonstrates how symbolic models can exhibit a gradual change in behavior and how the apparent acquisition of general procedures can be performed without resorting to explicit declarative rule generation. We suggest that this may represent a type of implicit learning.