Attention to Emotion and Non-Western Faces: Revisiting the Facial Feedback Hypothesis

In a modified replication of Strack, Martin, and Stepper's demonstration of the Facial Feedback Hypothesis (1988), we investigated the effect of attention to emotion on the facial feedback process in a non-western cultural setting. Participants, recruited from two universities in Ghana, West Africa, gave self-reports of their perceived levels of attention to emotion, and then completed cartoon-rating tasks while randomly assigned to smiling, frowning, or neutral conditions. While participants with low Attention to Emotion scores displayed the usual facial feedback effect (rating cartoons as funnier when in the smiling compared to the frowning condition), the effect was not present in individuals with high Attention to Emotion. The findings indicate that (1) the facial feedback process can occur in contexts beyond those in which the phenomenon has previously been studied, and (2) aspects of emotion regulation, such as Attention to Emotion can interfere with the facial feedback process.     

Trait Mindfulness Predicts Efficient Top‐Down Attention to and Discrimination of Facial Expressions

In social situations, skillful regulation of emotion and behavior depends on efficiently discerning others' emotions. Identifying factors that promote timely and accurate discernment of facial expressions can therefore advance understanding of social emotion regulation and behavior. The present research examined whether trait mindfulness predicts neural and behavioral markers of early top‐down attention to, and efficient discrimination of, socioemotional stimuli. Attention‐based event‐related potentials (ERPs) and behavioral responses were recorded while participants (N = 62; White; 67% female; M_age = 19.09 years, SD = 2.14 years) completed an emotional go/no‐go task involving happy, neutral, and fearful facial expressions. Mindfulness predicted larger (more negative) N100 and N200 ERP amplitudes to both go and no‐go stimuli. Mindfulness also predicted faster response time that was not attributable to a speed‐accuracy trade‐off. Significant relations held after accounting for attentional control or social anxiety. This study adds neurophysiological support for foundational accounts that mindfulness entails moment‐to‐moment attention with lower tendencies toward habitual patterns of responding. Mindfulness may enhance the quality of social behavior in socioemotional contexts by promoting efficient top‐down attention to and discrimination of others' emotions, alongside greater monitoring and inhibition of automatic response tendencies.     

Metaimagining and Embodied Conceptions of Spacetime

Though we live in a 4-dimensional universe, our minds and bodies are not particularly good at perceiving and depicting 4 dimensions. This study contributes to our understanding of collaboration with abstract concepts by examining particular activities where bodily and experiential understandings may conflict with the conceptual domain. Specifically, upper secondary physics classrooms studying Einstein’s general theory of relativity are taken as a setting to identify the representational practices and conceptual challenges that arise when learners attempt to make meaning with, and express conflicting notions of, space and time. To unpack these challenges, we draw on the concept of imagination and on theoretical perspectives that treat imagining as a social activity. We also present the concept of metaimagining to characterize layered processes in which learners attend to and manage shifts between their own imaginative activities. This concept is illustrated through a detailed analysis of an extended conversation between 2 upper secondary physics students working with general relativity and spacetime. The students perform a diverse set of imaginative activities that are strongly tied to communicative, cognitive, and bodily action. We also show how the unique domain of general relativity presents particular challenges to student meaning making of abstract concepts which in turn prompt metaimagining. Based on our analysis, we offer recommendations to improve instructional practices in general relativity and argue for the consideration of imagining as a transdisciplinary competency in math and science education.     

Spacetime the one substance

What is the relation between material objects and spacetime regions? Supposing that spacetime regions are one sort of substance, there remains the question of whether or not material objects are a second sort of substance. This is the question of dualistic versus monistic substantivalism. I will defend the monistic view. In particular, I will maintain that material objects should be identified with spacetime regions. There is the spacetime manifold, and the fundamental properties are pinned directly to it.     

The Relationship Between Attention,Interpretation, and Memory Bias During Facial Perception in Social Anxiety

Although cognitive theories suggest the interactive nature of information processing biases in contributing to social anxiety, most studies to date have investigated these biases in isolation. This study aimed at (a) testing the association between social anxiety and each of the threat-related cognitive biases: attention, interpretation, and memory bias; and (b) examining the relationship between these cognitive biases in facial perception. We recruited an unselected sample of 188 adult participants and measured their level of social anxiety and cognitive biases using faces displaying angry, disgusted, happy, and ambiguous versions of these expressions. All bias tasks were assessed with the same set of facial stimuli. Regression analyses showed that social anxiety symptoms significantly predicted attention avoidance and poorer sensitivity in recognizing threatening faces. Social anxiety was, however, unrelated to interpretation bias in our sample. Results of path analysis suggested that attention bias influenced memory bias indirectly through interpretation bias for angry but not disgusted faces. Our findings suggest that, regardless of social anxiety level, when individuals selectively oriented to faces displaying anger, the faces were interpreted to be more negative. This, in turn, predicted better memory for the angry faces. The results provided further empirical support for the combined cognitive bias hypothesis.     

Spacetime and the abstract/concrete distinction

Earlier versions of this paper were read at seminars at The University of North Carolina at Chapel Hill, at the North Carolina Philosophical Society meeting in February 1986, and at the Eastern Division meeting of the American Philosophical Association in December 1986. I am grateful for the comments I received on those, and other less formal, occasions. My greatest debts are to Catherine Elgin, David Lewis, William Lycan, Michael Resnik, Jay Rosenberg, and George Schlesinger.     

Spacetime theory as physical geometry

Discussions of the metaphysical status of spacetime assume that a spacetime theory offers a causal explanation of phenomena of relative motion, and that the fundamental philosophical question is whether the inference to that explanation is warranted. I argue that those assumptions are mistaken, because they ignore the essential character of spacetime theory as a kind of physical geometry. As such, a spacetime theory does notcausally explain phenomena of motion, but uses them to construct physicaldefinitions of basic geometrical structures by coordinating them with dynamical laws. I suggest that this view of spacetime theories leads to a clearer view of the philosophical foundations of general relativity and its place in the historical evolution of spacetime theory. I also argue that this view provides a much clearer and more defensible account of what is entailed by realism concerning spacetime.I would like to thank William Demopoulos and Michael Friedman for their comments on earlier drafts. I also thank the anonymous referees forErkenntnis for their suggestions. Work on this paper was supported by the Social Sciences and Humanities Research Council of Canada.     

Spacetime,Ontology, and Structural Realism

This essay explores the possibility of constructing a structural realist interpretation of spacetime theories that can resolve the ontological debate between substantivalists and relationists. Drawing on various structuralist approaches in the philosophy of mathematics, as well as on the theoretical complexities of general relativity, our investigation will reveal that a structuralist approach can be beneficial to the spacetime theorist as a means of deflating some of the ontological disputes regarding similarly structured spacetimes.     

疼痛面孔注意加工中共情的作用——来自眼动的证据

疼痛的威胁警示与趋近救助冲突近来受到研究者的关注。本研究结合点探测范式与眼动技术,以疼痛面孔和中性面孔为实验材料,探讨共情在疼痛功能冲突中所扮演的角色。我们收集了33名被试的有效眼动数据,结果发现,与中性面孔相比,被试对疼痛面孔图片的早期注意定向更快（首次注视到达时间更短）、晚期注意维持更长（注视次数更多、总注视持续时间更长）;与低共情组相比,高共情组被试对面孔的总注视持续时间更长,分组分析显示只有髙共情组对疼痛面孔的总注视持续时间比中性面孔长。结果表明,被试存在疼痛面孔注意偏向,被试的共情水平可能作为一个调节变量影响其在注意维持阶段对疼痛威胁的知觉。     

A System of Axioms for Minkowski Spacetime

Journal of Philosophical Logic - We present an elementary system of axioms for the geometry of Minkowski spacetime. It strikes a balance between a simple and streamlined set of axioms and the...     

Fragments of R-Mingle

The logic RM and its basic fragments (always with implication) are considered here as entire consequence relations, rather than as sets of theorems. A new observation made here is that the disjunction of RM is definable in terms of its other positive propositional connectives, unlike that of R. The basic fragments of RM therefore fall naturally into two classes, according to whether disjunction is or is not definable. In the equivalent quasivariety semantics of these fragments, which consist of subreducts of Sugihara algebras, this corresponds to a distinction between strong and weak congruence properties. The distinction is explored here. A result of Avron is used to provide a local deduction-detachment theorem for the fragments without disjunction. Together with results of Sobociski, Parks and Meyer (which concern theorems only), this leads to axiomatizations of these entire fragments — not merely their theorems. These axiomatizations then form the basis of a proof that all of the basic fragments of RM with implication are finitely axiomatized consequence relations.Special issue of Studia Logica: Algebraic Theory of Quasivarieties Presented by M. E. Adams, K. V. Adaricheva, W. Dziobiak, and A. V. Kravchenko     

Attention, Joint Attention, and Social Cognition

ABSTRACT— Before social cognition there is joint processing of information about the attention of self and others. This joint attention requires the integrated activation of a distributed cortical network involving the anterior and posterior attention systems. In infancy, practice with the integrated activation of this distributed attention network is a major contributor to the development of social cognition. Thus, the functional neuroanatomies of social cognition and the anterior–posterior attention systems have much in common. These propositions have implications for understanding joint attention, social cognition, and autism.     

What Produces Television Attention and Attention Style?

Individual looks at television vary enormously in length, and this has previously indicated differences in ongoing cognitive processes. Furthermore, the relative frequency of looks of different lengths may indicate styles of attention to television. This article compares visual attention of 152 subjects across a variety of genres and examines differences located by situation, person, and media perception variables. Attention style was not consistent for individuals but varied for different types of programming and between‐program breaks. Situational, person, and media belief variables did not predict the proportions of four types of looks. They did, however, predict differences in the proportion of moderately short (orienting) looks across types of content, but not the previously more important very short (monitoring) or moderately long (engaged) looks. The overall importance of type of content in these results suggests that further research should examine within‐program differences in message construction and assess attentional style as patterns or sequences of looks.     

Interpolation and Definability in Guarded Fragments

The guarded fragment (GF) was introduced by Andréka, van Benthem and Németi as a fragment of first order logic which combines a great expressive power with nice, modal behavior. It consists of relational first order formulas whose quantifiers are relativized by atoms in a certain way. Slightly generalizing the admissible relativizations yields the packed fragment (PF). In this paper we investigate interpolation and definability in these fragments. We first show that the interpolation property of first order logic fails in restriction to GF and PF. However, each of these fragments turns out to have an alternative interpolation property that closely resembles the interpolation property usually studied in modal logic. These results are strong enough to entail the Beth definability property for GF and PF. Even better, every guarded or packed finite variable fragment has the Beth property. For interpolation, we characterize exactly which finite variable fragments of GF and PF enjoy this property.     

面部特征空间关系、肤色亮度对卡通面孔吸引力的影响

选取88名大班儿童（43名女童和45名男童）及90名在校大学生（42名男生和48名女生）为实验被试,通过心理量表评分,探讨面部特征空间关系、肤色和亮度对儿童卡通面孔吸引力影响。结果显示：（1）幼儿与成人对卡通面孔最佳面部特征空间关系评价存在差异;（2）幼儿评价女童卡通面孔眼嘴间距离占面长24%时吸引力最优,两眼间距离占面宽41%时吸引力最优,但未达显著。成人评价女童卡通面孔也存在纵向“黄金比例（19%）”现象;（3）男童卡通面孔不存在最佳比例;（4）幼儿偏爱偏白肤色,而成人偏好白里透红;（5）受众性别与卡通形象性别均对肤色偏好有影响;（6）亮度高的儿童卡通面孔更具吸引力。结论：卡通面孔吸引力受面部特征空间关系、肤色与亮度等因素显著影响,卡通设计需针对不同年龄、性别受众来设定面部特征空间关系与肤色等要素。     

Attention and cognition

Forty 4-year-old children were subjects in an experimental designed to determine whether learning to attend to relevant cues is a sufficient condition for acquisition of length and number conservation. Three groups of non-conservers were trained by means of an oddity-problem procedure to attend to the cues specifying either length, number, or both length and number. They were subsequently tested along with an untrained control group on tasks of length, number, mass and continuous quantity conservation. Some improvement in conservation was found, but it was neither impressive in magnitude nor specific to the cues of training. For example, the group trained to attend to length cues conserved length about 25% of the time, the same rate at which this group also conserved number, mass, and liquid quantity. This non-specificity is contrary to an attention hypothesis and suggests instead that training, to the extent it was effective, induced a general, abstract quantitative knowledge.