Temporal factors in visual perception as related to aging

Older Ss, in the age range 30–55 years, were compared on certain temporal characteristics of visual perception. Experiment I confirmed a previous finding that older adults required an appreciably longer exposure duration to identify forms, even when equated with younger adults on standard measures of visual acuity. Experiment 2 found that older adults have a longer critical duration over which time-intensity reciprocity holds for form identification. The results were discussed in terms of such concepts of psychological time as the psychological moment.     

Personal values and relational models

In this study, the comprehensive value research by Schwartz (e.g. 1992) was linked to Fiske's relational models theory (RMT, e.g. Fiske, 1991). A sample of 297 people answered the personal values questionnaire (PVQ), the modes of relationship questionnaire (MORQ) and the relationship profile scale (RPS) in a web‐based online survey. As hypothesized, the set of 10 values correlated in a systematic manner—according to the circular structure of personal value systems—with both trait‐like construal of and motivational investment in the relational models communal sharing (CS), authority ranking (AR) and market pricing (MP). Further research concerning a person–environment value congruency approach to predict well‐being is suggested combining the two research traditions. Copyright © 2008 John Wiley & Sons, Ltd.     

Personal values and academic achievement

Using data from two studies, we investigate the role of basic values in predicting academic achievement. We focus on self-direction and conformity, two-value domains that have been neglected or understudied in earlier research on academic success. In line with the refined value theory, we split self-direction into independence of thought and of action, and conformity into compliance with rules and formal obligations (Rules), and avoidance of upsetting others (Interpersonal). We obtained grades as measures of academic achievement in two samples of Italian high-school students. In Study 1 (n = 234), we measured values with the PVQ-40 and academic motivation. In Study 2 (n = 215), we measured values with the PVQ-RR and both attendance rates and classroom conduct. Results: Both self-direction–thought and conformity–rules correlated with higher grades. These two values related to grades through a different path. Self-direction thought promoted grades through autonomous forms of academic motivation. Conformity rules promoted grades through better teachers’ evaluations of students’ classroom behaviour. Self-direction–action and conformity–interpersonal were unrelated to grades. Regarding the other values, hedonism and stimulation related negatively to grades. Theoretical and practical implications of results are discussed.     

Personal and family factors as predictors of pupils' mathematics achievement

This study examined personal and family factors in prediction of mathematics achievement by Kuwaiti fourth graders (395 boys, 501 girls; M age=10.0 yr., SD=8.0 mo.). Personal variables included sex, total achievement, perception of parental involvement, pupil's attitude towards school, and mathematics achievement. Family variables included parental education and parental involvement, views of school, and income. The data had good fit with the suggested model. Analysis showed variables which had significant direct association with mathematics achievement were total achievement and sex. Parental education, pupil's sex, and attitude towards school had significant indirect associations with mathematical achievement. Associations were direct for boys and indirect for girls on mathematics achievement, so sex had minimal total effects on mathematics achievement.     

Personal values as a mediator between parent and peer expectations and adolescent behaviors.

The current study examined the mediating role of adolescents' personal values on the relation between maternal and peer expectations for prosocial behaviors and adolescents' self-reported prosocial and antisocial behaviors. One hundred thirty-four adolescents (mean age = 16.22 years, 54% girls) completed measures of their own values and behaviors, as well as their perceptions of the positive expectations that their mother and their best friend(s) had for their (the adolescents') prosocial behaviors. Stepwise regression analyses suggested that adolescents' personal prosocial values mediated the relation between adolescents' perceptions of both maternal and peer expectations and adolescents' prosocial behaviors. In addition, for boys, perceptions of positive peer expectations were directly and negatively related to antisocial behaviors. The current study has important implications for parents, educators, and practitioners who are concerned about promoting adolescents' positive behaviors and discouraging negative behaviors.     

Emotions,values, and aesthetic perception

Philosophical naturalism is a suitable background for an account of aesthetic perception as an alternative to traditional aesthetic theory. Pragmatist notion of habits as meanings gives a basis for a conception of emotions and values in the framework of organism environment interaction. Any object of perception may be a carrier of meanings if some habits are involved. This holds for linguistic expressions as well as for tones of color, doors and windows, museums, galleries and other non-linguistic sign-vehicles. The outcome is a multilayered system of meanings with which aesthetic perception is interpreted.     

Visual factors in word perception

An experiment is reported confirming the existence of the “word-letter phenomenon” (WLP): At tachistoscopic exposure durations, each letter of a four-letter word is perceived more accurately than a single letter. Data obtained rule out several artifactual interpretations, including the possibility that perception of letters in a word is facilitated merely by the presence of adjacent contours. The WLP is shown to depend critically on what type of display is used as a preand postexposure field. While a masking field of high-contrast random contours produced a large and reliable WLP, a plain white field eliminated the phenomenon entirely. This pattern of results suggests several ways in which perception at the word level may differ from perception at the letter level.     

Structural factors in figure perception

In this report, we examine tachistoscopic perception of lines in structured figures. Previous research has shown that perception of lines is facilitated when the lines occur as parts of coherent three-dimensional figures. Experiment 1 demonstrates that it is not necessary for the figure to be three-dimensional to obtain facilitation. Experiments 2 and 3 show that three-dimensionality is not sufficient either. What is important is that the target lines be structurally relevant to the figure. However, structural relevance of a target segment to the figure as perceived with unlimited viewing time is not perfectly correlated with perceptibility under tachistoscopic conditions; it appears that the targets which fall on the external contour of a figure may be facilitated even without a high degree of structural relevance. In view of this, we suggest a model in which perceivers use processing heuristics to direct processing to aspects of the input that are potentially important for determining the structure of the final figure, working primarily from the outside in.     

Intensity and reverberation as factors in the auditory perception of egocentric distance

Both auditory intensity and reverberation have previously been shown to be sufficient to produce systematically varying judgments of perceived distance when several values of the variable are presented repeatedly to the same observer. Such studies do not, however, indicate clearly whether these cues are functioning in an absolute or in a relative manner. An absolute cue to auditory distance would require that two groups presented with different values of the variable in question should report different values of perceived distance. Two experiments are reported in which intensity variation and reverberation are examined. The results showed that auditory intensity differences over a range of 20 dB did not serve as an absolute cue to auditory distance, but could serve as a strong cue to changes in such distance. A comparison of data obtained in a normally reverberatory setting (Experiment 1) and an anechoic chamber (Experiment 2) indicated that the state of reverberation could serve as an absolute cue, with greater reverberation being associated with greater perceived distances. Some of the results were discussed in terms of the possibility that the specific distance tendency (a concept developed to handle some phenomena in visual space perception) might have applicability to the study of auditory perceived distance as well.