Development of time concepts: differentiating clock and calendar from apparent durations

To investigate the role of perception and stress on time concepts, the real-time and apparent durations of common events varying in length from 30 s to 4 years were rated by kindergarten through 12th-grade pupils, college students, professors, and stress-impaired adults (N = 1,788). The events were pleasant, neutral or unpleasant; either directly perceptible and of specific duration or perceptually vague; and happened either to oneself or to someone else. Second graders differentiated apparent from real-time durations and, therefore, already had an abstract concept of time. As predicted from differentiation theory (Gibson, E. J., 1969; Gibson, J. J., 1966, 1983), longer durations were acquired later than shorter ones; perceptually-vague durations were acquired later than clearly perceptible ones of similar length; and, as Neisser (1976) also suggested, stress did not lead to regression, nor did the personal-impersonal dimension make a difference during childhood.     

What are the objects of perceptual consciousness?

Four answers to the title question are critically reviewed. (a) The first answer proposes that we perceive our brain events, certain occurrences in our brain that appear to us as parts of the environment. (b) Gestalt psychology distinguishes the phenomenal from the physical and proposes that we always perceive some aspect of our own phenomenal world--which is isomorphic but not identical to certain of our brain events. (c) J. J. Gibson held that our perceptual experiences are registrations of properties of the external environment--which is, therefore, perceived directly (i.e., without experiencing anything else). (d) The fourth answer comprehends perceptual experience to be a qualitative form of noninferential awareness of the apparent properties of specific environmental things. It differs from Gibson's answer in several respects, including the claim that some aspect of the external world appears to us whenever we have perceptual experience.     

Effects of context on eye movements when reading about possible and impossible events

Plausibility violations resulting in impossible scenarios lead to earlier and longer lasting eye movement disruption than violations resulting in highly unlikely scenarios (K. Rayner, T. Warren, B. J. Juhasz, & S. P. Liversedge, 2004; T. Warren & K. McConnell, 2007). This could reflect either differences in the timing of availability of different kinds of information (e.g., selectional restrictions, world knowledge, and context) or differences in their relative power to guide semantic interpretation. The authors investigated eye movements to possible and impossible events in real-world and fantasy contexts to determine when contextual information influences detection of impossibility cued by a semantic mismatch between a verb and an argument. Gaze durations on a target word were longer to impossible events independent of context. However, a measure of the time elapsed from first fixating the target word to moving past it showed disruption only in the real-world context. These results suggest that contextual information did not eliminate initial disruption but moderated it quickly thereafter.     

The role of vowel formant frequencies and duration in the perception of foreign accent

ABSTRACT

This study used synthesis to manipulate vowel formant frequencies and durations to evaluate their role on foreign accent perception. Formant frequencies and durations for the vowels /æ/, /?/, and /a/ were manipulated with changes toward and away from the mean native English and Spanish-accented values from Sidaras, S. K., Alexander, J. E. D., & Nygaard, L. C. (2009. Perceptual learning of systematic variation in Spanish-accented speech. The Journal of the Acoustical Society of America, 125, 3306–3316). Native listeners rated these stimuli on degree of accentedness and comprehensibility. Gradual changes in formant frequencies from native to non-native values impacted /a/ negatively, /?/ positively, and /æ/ minimally. Effects of vowel duration on either type of ratings were small and restricted to vowel-specific interactions. The current findings suggest that vowel formant frequencies are primary cues to foreign accent. Their influence depends upon whether or not frequencies could reflect alternative vowel categories.     

Spirituality and Psychosocial Development in Middle-Age and Older Adults with Vision Loss

The purpose of this study was to examine the buffering effects of spirituality on stress resulting from vision status, health status, and from other significant life events as related to psychosocial development according to Erikson's 8-stage theory. Participants were middle-aged and older adults with recent vision loss who had applied for vision rehabilitation services (n = 195). The regression model included independent factors of sociodemographic variables, life stress measures (i.e., vision status, health status, and life experience ratings), mediating variables (i.e., spirituality, religiousness, and social support), and the outcome of psychosocial development. Spirituality was found to play a buffering role on the effects of negative life experience impact and control ratings. Vision impairment status did not appear to either promote or hinder psychosocial development.     

Lateral interception I: operative optical variables, attunement, and calibration

J. J. Gibson (1966, 1979) suggested that improvement in perception and action can be attributed in part to changes in which variable is attended to. Such reattunement has been demonstrated with observers making judgments in response to simulations. The present study sought attunement changes in the perception of real events and in visually guided action. In 3 experiments, adults judged the passing distance of or attempted to catch balls. Discrete measures and the predictions of a modified required velocity model (e.g., R. J. Bootsma, V. Fayt, F. T. J. M. Zaal, & M. Laurent, 1997) were used to reveal which variables were exploited. Participants differed from each other and, to some extent, changed in the optical variables used, in catching as well as judging. Nevertheless, the changes were much smaller than in previous simulation-judgment studies; calibration was also found to underlie the improvements in performance.     

Effects of similarity and experience on discrimination learning: a nonassociative connectionist model of perceptual learning.

This article describes a novel connectionist model of perceptual learning (PL) that provides a mechanism for nonassociative differentiation (J. J. Gibson & E. J. Gibson, 1955). The model begins with the assumption that 2 processes--1 that decreases associability and 1 that increases discriminability--operate during preexposure (S. Channell & G. Hall, 1981). In contrast to other models (e.g., I. P. L. McLaren, H. Kaye, & N. J. Mackintosh, 1989), in the current model the mechanisms for these processes are compatible with a configural model of associative learning. A set of simulations demonstrates that the present model can account for critical PL phenomena such as exposure learning and effects of similarity on discrimination. It is also shown that the model can explain the paradoxical result that preexposure to stimuli can either facilitate or impair subsequent discrimination learning. Predictions made by the model are discussed in relation to extant theories of PL.     

The flexibility of source‐monitoring training: Reducing young children's source confusions

The effect of source‐monitoring training on the ability of 3‐ to 4‐year‐old children to discriminate between events seen live and those described in a story was examined. All children saw a live presentation of a target event and heard about a similar target event from a storybook. Three to 4 days later, the children received either source‐monitoring or control training involving a different set of events. Within each training condition, the children were taught to discriminate events (source training) or identify features of events (control training) acquired from sources that were either analogous (live–story events) or partially analogous (live—video events) to the target‐event sources. Immediately after training, all children were asked to monitor the source of the target events seen a few days earlier. The children in both the analogous and partially analogous source‐monitoring training groups more accurately distinguished between the target live and story events than did children in the control training groups. Copyright © 2009 John Wiley & Sons, Ltd.     

What Is an Affordance?

What should and should not be considered an affordance is still an open issue. At the 2002 North American meeting of the International Society for Ecological Psychology, a symposium was held concerning this topic. The articles in this special issue are expanded versions of the papers presented at that symposium. To set the stage for those discussions, this article presents an analysis of the evolution of J. J. Gibson's thinking on this issue, from some of his earliest writings (i.e., J. J. Gibson & Crooks, 1938) through his most recent writings (i.e., J. J. Gibson, 1979/1986). It is hoped that this forum will stimulate thinking concerning this important ecological concept.     

THE INFLUENCE OF AUDITORY STIMULUS INTENSITY ON APPARENT DURATION

B erglund , B., B erglund , U., E kman , G. & F rankenhaeuser , M. The influence of auditory stimulus intensity on apparent duration. Scand J. Psychol ., 1969, 10 21–26.— apparent duration of an auditory signal of 1000 C/S was measured by the method of magnitude estimation. Ten different stimulus intensities ranging from 57 to 104 dB were used in combination with three different durations: 50, 250, and 500 msec. The results showed that the apparent duration of the signal grew as a logarithmic function of stimulus intensity. These results are consistent with the hypothesis relating apparent duration to activation level as well as with results of similar experiments involving electrical and vibrotactile stimulation.     

Temporal memory of emotional experience

The few studies that have investigated judgments of time have suggested that the memory of duration is distorted more for emotional events than for neutral events, while in contrast there is abundant evidence that other aspects of memories of emotional events are more accurate. To reconcile this apparent discrepancy, we used a procedure in which the participants learned a standard duration over several trials under three emotional conditions: a threatening, a nonthreatening, and a neutral control condition. They were then tested either immediately or 24 h after learning. In this test phase, they had to indicate whether presented comparison durations were or were not the same as the previously learned standard duration. We found that durations were recalled better in the emotional than in the neutral condition, and that this occurred to a greater extent in the threatening than in the nonthreatening condition. Arousing emotions thus enhanced temporal memory, just as they enhance memory for other aspects of emotional events.     

Accuracy and Confidence of Duration Estimates Following Questions Containing Marked and Unmarked Modifiers1

Eighty-five subjects were engaged in a two-person discussion for 20 minutes or for 40 minutes. Half of each group was tested immediately and the remainder one week later for their estimate of the duration of the discussion. Postevent questions were phrased with either a marked modifier (“How short was our discussion?”) or an unmarked modifier (“How long was our discussion?”), or subjects were tested using a non-leading noun-form statement (“What was the duration of our discussion?”). Sixty-seven percent of all subjects underestimated and 31% overestimated their respective durations. Accuracy of time estimation was unrelated to the length of the discussion or to the time of test. The adverb short on average produced overestimations, whereas the adverb long and the noun duration on average produced underestimations. No relationship was found between accuracy of estimation and certainty of estimation.     

Mismatch negativity and P300 to behaviorally perceptible and imperceptible frequency and intensity contrasts

Mismatch negativity and the P300 have been investigated as electrophysiological indices of behavioral auditory discrimination of duration. Using an oddball paradigm, responses were evoked to stimuli that had been behaviorally demonstrated to be either perceptible or imperceptible. The results indicated P300 events were present with the perceptible contrast but absent for the imperceptible contrast with all participants, while mismatch negativities were present in approximately 80 and 20% of participants to the perceptible and imperceptible contrasts, respectively. The present study extended the findings by applying the same paradigm to the discrimination of spectral and amplitude contrasts. 10 young adults with normal hearing were participants. Assuming that auditory assessment should involve representation and processing in all acoustic domains (i.e., temporal/duration, spectral/frequency, and amplitude/intensity), the effects seen with temporal contrasts were predicted to be similar for spectral and amplitude contrasts. The findings generally illustrated that the P300 was more accurate than the mismatch negativity in reflecting behavioral discrimination. Together, these studies challenge the use of mismatch negativity as an electrophysiological correlate for behavioral discrimination of auditory perceptible contrasts.     

Displaywide visual features associated with a search display’s appearance can mediate attentional capture

Whether or not the capture of visual attention is driven solely by the salience of an attention-capturing stimulus or mediated by top-down control has been a point of contention since Folk, Remington, and Johnston (1992) introduced their contingent involuntary orienting hypothesis, which states that the capture of attention by a salient stimulus depends on its relevance to a feature distinguishing the target from nontargets. Gibson and Kelsey (1998) extended Folk et al.’s (1992) hypothesis by demonstrating that features associated with the appearance of the target display also mediate capture. Although similar to Folk et al. (1992), Gibson and Kelsey’s displaywide contingent orienting hypothesis makes it difficult to demonstrate stimulus-driven capture, because an observer must always use some perceptible feature as a signal of the target display’s appearance; hence, such features could always be mediating capture. The present article reviews and applies the logic of Gibson and Kelsey’s and Folk et al.’s (1992) hypotheses to experiments from the attentional capture literature, and assesses whether previously reported capture effects were mediated by top-down attentional control. It concludes that these capture effects were not stimulus-driven.     

Short-term memory for auditory and visual durations: evidence for selective interference effects

The present study sought to determine the format in which visual, auditory and auditory-visual durations ranging from 400 to 600 ms are encoded and maintained in short-term memory, using suppression conditions. Participants compared two stimulus durations separated by an interval of 8 s. During this time, they performed either an articulatory suppression task, a visuospatial tracking task or no specific task at all (control condition). The results showed that the articulatory suppression task decreased recognition performance for auditory durations but not for visual or bimodal ones, whereas the visuospatial task decreased recognition performance for visual durations but not for auditory or bimodal ones. These findings support the modality-specific account of short-term memory for durations.     

Negative life events and symptoms of depression and anxiety: stress causation and/or stress generation

Background and Objectives: Stressful life events are known to contribute to development of depression; however, it is possible this link is bidirectional. The present study examined whether such stress generation effects are greater than the effects of stressful life events on depression, and whether stress generation is also evident with anxiety. Design: Participants were two large age cohorts (N = 732 aged 44 years; N = 705 aged 63 years) from the West of Scotland Twenty-07 study. Methods: Stressful life events, depression, and anxiety symptoms were measured twice five years apart. Cross-lagged panel analysis examined the mutual influences of stressful life events on depression and on anxiety over time. Results: Life events predicted later depressive symptomatology (p = .01), but the depression predicting life events relationship was less strong (p = .06), whereas earlier anxiety predicted life events five years later (p = .001). There was evidence of sex differences in the extent to which life events predicted later anxiety. Conclusions: This study provides evidence of stress causation for depression and weaker evidence for stress generation. In contrast, there was strong evidence of stress generation for anxiety but weaker evidence for stress causation, and that differed for men and women.     

Discriminability and central intermittency in same-different judgements

Four sets of paired visual stimuli (OO, XX, XO, or OX) were judged by 48 subjects to be either “same” or “different.” Decision latencies of the same and different judgement were studied as a function of the inter-stimulus interval (ISI). In Experiments I and II, in which stimulus durations were 70 millisec., decision latencies showed marked increases when the ISI was reduced to 100 millisec., but in Experiments III and IV, in which the stimulus durations were only 40 millisec., comparable increases did not occur until the ISI was reduced to 50 millisec. These increases were more marked for “same” than for “different” judgements, although overall decision latencies were generally shorter for “same” judgements. The effects of varying ISIs and stimulus durations are interpreted in terms of masking; they fail to support an hypothesis of central intermittency.