Elementary school children’s attentional biases in physical and numerical space

Numbers are conceptualized spatially along a horizontal mental line. This view is supported by mounting evidence from healthy adults and patients with unilateral spatial neglect. Little is known about children's representation of numbers with respect to space. This study investigated elementary school children's directional biases in physical and numerical space to better understand the relation between space and number. We also examined the nature of spatial organization in numerical space. In two separate tasks, children (n = 57) were asked to bisect a physical line and verbally estimate the midpoint of number pairs. In general, results indicated leftward biases in both tasks, but the degree of deviation did not correlate between the tasks. In the number bisection task, leftward bias (underestimating the midpoint) increased as a function of numerical magnitude and interval between number pairs. In contrast, a rightward deviation was found for smaller number pairs. These findings suggest that different underlying spatial attentional mechanisms might be directed in physical and numerical space in young school children, which would be integrated in adulthood.     

Is perceptual space inherently non-Euclidean?

It is often assumed that the space we perceive is Euclidean, although this idea has been challenged by many authors. Here we show that if spatial cues are combined as described by Maximum Likelihood Estimation, Bayesian, or equivalent models, as appears to be the case, then Euclidean geometry cannot describe our perceptual experience. Rather, our perceptual spatial structure would be better described as belonging to an arbitrarily curved Riemannian space.     

Is egocentric space automatically encoded?

Using the criteria defined by Hasher and Zacks [Hasher, L., & Zacks, R. T. (1979). Automatic and effortful processes in memory. Journal of Experimental Psychology: General, 108(3), 356-388], three studies examined the effects of intent of memorization, dual task interference, old age, practice and individual differences on memory for egocentric positions. Results showed that dual task interference and old age slightly influenced memory for egocentric positions. Small but significant individual differences were also observed. However, intent of memorization and practice had no influence on accuracy. The findings demonstrate that encoding of egocentric space works rather automatically but nevertheless requires minimal attentional resources.     

Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety

When retrieval practice is applied in classroom settings, do K-12 students experience changes in test anxiety? To answer this question frequently asked by educators, we surveyed 1408 middle school and high school students about their study strategy preferences and their reactions to a classroom-based program of retrieval practice. For classes in which retrieval practice occurred, 92% of students reported that retrieval practice helped them learn and 72% reported that retrieval practice made them less nervous for unit tests and exams. This study is the first to examine the relationship between retrieval practice and classroom test anxiety, and self-reported study strategy use in pre-college students. In light of our results, we encourage K-12 teachers to use retrieval practice in their classrooms to reduce test anxiety and improve learning.     

Does monocular visual space contain planes?

The issue of the existence of planes—understood as the carriers of a nexus of straight lines—in the monocular visual space of a stationary human observer has never been addressed. The most recent empirical data apply to binocular visual space and date from the 1960s (Foley, 1964). This appears to be both the first and the last time this basic issue was addressed empirically. Yet the question is of considerable conceptual interest. Here we report on a direct empirical test of the existence of planes in monocular visual space for a group of sixteen experienced observers. For the majority of these observers monocular visual space lacks a projective structure, albeit in qualitatively different ways. This greatly reduces the set of viable geometrical models. For example, it rules out all the classical homogeneous spaces (the Cayley-Klein geometries) such as the familiar Luneburg model. The qualitatively different behavior of experienced observers implies that the generic population might well be inhomogeneous with respect to the structure of visual space.     

Students’ self-evaluation bias of school competence and its link to teacher judgment in elementary school

Social Psychology of Education - Research on the self-evaluation bias of students' school competence has focused mainly on its correlates for students' school adaptation. This study focused...     

Why did freud choose medical school?

Abstract

After demonstrating the unsatisfactory nature of the reasons Freud gave us for his choice of medical school, the author shows how it is possible to throw new light on it on the basis of his letters to his adolescent friend Emil Fluss. This relationship played a crucial role in forcing Freud to come out of his isolation and the defensive dissection of his feelings that he used to practice, and thus experience an intimate relationship as a better source of self-knowledge and growth. This is the context in which his choice of medical school took place, which can consequently be conceptualized in terms of his unconscious—and self-concealed—pursuit of a growth-promoting and self-healing agency and experience. It thus was an interpersonal event which compelled him to deviate from his original purpose, i.e. the study of law or the humanities, and take up the “unconscious plan” to soften his defensive apparatus. This is consequently the new meaning we can attach to the experience of “rest and full satisfaction” he made in Brücke's laboratory between 1876 and 1882. What he defines as the “triumph” of his life thus also acquires a new meaning: the possibility to take up again his original interest in psychology not on an exclusively defensive basis any more, but eventually in a constructive way. Such a personal itinerary also represented one of Freud's most convincing experiences of the power of the unconscious, as he formulated it in his book on dreams—and as he articulated it in the new field of psychoanalysis. Since, in the author's opinion, the attempt at self-cure lies at the root of our own choice of our profession, this must have been also Freud's case, at a much earlier time than what is traditionally referred to as his self-analysis. At variance with what Freud himself used to claim, the study of his life remains one of the best keys to the understanding of his intellectual legacy.     

What is space? A media ecology approach

We will explore the nature of space from a media ecology/Marshall McLuhan point of view. We will examine both space and time as the origin or etymology of the term ‘space’ includes both the notion of 3-space and time. We show how various media of communication influence how we perceive space and time from the origin of language to today’s digital revolution.     

Infants lost in (peripersonal) space?

A significant challenge in developing spatial representations for the control of action is one of multisensory integration. Specifically, we require an ability to efficiently integrate sensory information arriving from multiple modalities pertaining to the relationships between the acting limbs and the nearby external world (i.e. peripersonal space), across changes in body posture and limb position. Evidence concerning the early development of such spatial representations points towards the independent emergence of two distinct mechanisms of multisensory integration. The earlier-developing mechanism achieves spatial correspondence by representing body parts in their typical or default locations, and the later-developing mechanism does so by dynamically remapping the representation of the position of the limbs with respect to external space in response to changes in postural information arriving from proprioception and vision.     

Cultural modulations of space–time compatibility effects

The representation of elapsing time may require spatial attention. In certain circumstances, this spatial representation develops from left to right. This is suggested by a performance advantage in responding short with the left hand and long with the right hand (spatial–temporal association between response codes [STEARC]). The present study tests whether one possible determinant of the directionality of the STEARC effect is cultural. In particular, we investigated whether reading/writing habits can affect STEARC direction by administering a visual time judgment task to Italian participants, who were exposed to a left-to-right reading/writing system, and Israeli participants, who mainly used a right-to-left system. The Italian participants showed a left-to-right STEARC effect, while this effect was not present in the Israeli group. The study demonstrates that cultural habits can influence the way in which spatial attention supports the representation of time, similar to the pattern found in other nonspatial domains such as numbers.     

Shared space: Different age groups’ perspectives

BackgroundShared spaces, in the context of road transport, often refer to areas shared by unprotected and protected road users and intended to facilitate a living city space for every-one. A basic idea behind shared spaces is to create traffic safety by inducing some uncertainty. This study investigates how young, middle-aged, and elderly pedestrians experience shared space, as well as whether and, if so, how two shared space designs (without and with large flowerpots) affect this experience.MethodThirty-seven participants, divided into three age groups, participated in the study, conducted in Fisherman’s Square, Västervik, Sweden. An adjacent non-signal-regulated pedestrian crossing was used as a control. Two studies – visual scanning and Q studies – were combined. In the visual scanning study, eye-tracking examined how the two designs affected the participants’ visual scanning behaviour (i.e., what participants looked at) as pedestrians. In the Q-study, Q-methodology was used to examine how the two designs affected the participants’ experiences as pedestrians.ResultsThe visual scanning study showed that different age groups were affected in different ways by designs without and with large flowerpots in the shared space. While the middle-aged participants always glanced more often at traffic-relevant objects, and young participants always glanced equally often at traffic-relevant and non-traffic-relevant objects, the elderly participants changed their visual scanning behaviour depending on the design. Without large flowerpots deployed, the elderly participants glanced more often at traffic-relevant than non-traffic-relevant objects. No such difference was obtained when large flowerpots were deployed. The Q-study showed that participants, regardless of age, experienced no great uncertainty in this shared space. The perceived uncertainty, which nevertheless existed, was reduced with large flowerpots deployed to recreate the traditional division with clear zones where pedestrians could stay in relatively car-free areas while motor vehicles had clear paths to travel along.ConclusionThe results suggest that shared space, without large flowerpots, succeeded in inducing some uncertainty, especially among middle-aged and elderly pedestrians. However, deploying large flowerpots seemed to decrease this uncertainty, especially among elderly pedestrians. The major concern prompted by these results is how this decreased uncertainty affects traffic safety. Shared space also needs to be studied from the car driver’s perspective to understand the interaction between different road user groups.     

How much can the school house control?

Conflict between school systems and their communities is part of American history. Much of the conflict is symbolic, the school being the stage for the acting out of deeper clashes. Several hundred teachers in the north Florida area were polled in 1977 and 1978 to identify areas of conflict between schools and community. The issue which evoked the greatest dissension was the question of responsibility for the children of the new American underclass. Data were tabulated and analyzed in the light of historical patterns developed by the author, and the conclusion drawn that school-community conflict will persist with regard to the teaching of underclass children because the public has no clear perception about who is responsible.     

Informal situated counselling in a school context†

The institutional regulation of counselling conversations does not always provide optimal conditions for counselling. Many teachers experience that some “normal” conversations develop into conversations which are of a counselling nature. Conversations which resemble counselling can be optimal counselling opportunities. In this paper we describe and develop these counselling conversations, which we call Informal Situated Counselling.     

Primary school teachers’ perceptions of school children coping with changing family situations – a hybrid Hong Kong experience

The personal beliefs of teachers and the cultural traditions of society can have significant effects on the adjustment of children in changing family situations. This paper explores primary school teachers’ perception of children coping with difficult family situations and family changes in the hybrid context of Hong Kong, where Westernization meets with Chinese culture. A qualitative case study methodology was used. Thirty one teachers of different ages, experience, and roles at school were interviewed. The finding shows that teachers were on the whole quite traditional in their perception of children in difficult family situations despite the co-existence of modern ideas of marriage with traditional family values. Implications of the study for teacher education are discussed.     

Is school bullying really on the rise?

Whether bullying in schools is increasing, as is widely believed, was investigated drawing upon empirical studies undertaken in a wide range of countries in which findings had been published describing its prevalence at different points in time between 1990 and 2009. Results do not support the view that reported bullying in general has increased during this period; in fact, a significant decrease in bullying has been reported in many countries. However, there are some indications that cyber bullying, as opposed to traditional bullying, has increased, at least during some of this period. The reported decreases in the prevalence of school bullying are consistent with reports of significant but small reductions in peer victimisation following the implementation of anti-bullying programs in schools world-wide.     

The legalization of the school psychologists’ world

Discusses the increasing tendency of legal rules to shape school psychologist's conduct. Court cases, legislation, and empirical studies treating with this issue are analyzed. The article suggests that “the legalization of the school psychologist's world” may afford an opportunity to reshape, in more “non-formal” and collegial ways, relationships with other school professions, students, and parents.