Auditory and visual attention-based apparent motion share functional parallels

A perception of coherent motion can be obtained in an otherwise ambiguous or illusory visual display by directing one's attention to a feature and tracking it. We demonstrate an analogous auditory effect in two separate sets of experiments. The temporal dynamics associated with the attention-dependent auditory motion closely matched those previously reported for attention-based visual motion. Since attention-based motion mechanisms appear to exist in both modalities, we also tested for multimodal (audiovisual) attention-based motion, using stimuli composed of interleaved visual and auditory cues. Although subjects were able to track a trajectory using cues from both modalities, no one spontaneously perceived "multimodal motion" across both visual and auditory cues. Rather, they reported motion perception only within each modality, thereby revealing a spatiotemporal limit on putative cross-modal motion integration. Together, results from these experiments demonstrate the existence of attention-based motion in audition, extending current theories of attention-based mechanisms from visual to auditory systems.     

A note on identification in the oblique and orthogonal factor analysis models

Conditions for removing the indeterminancy due to rotation are given for both the oblique and orthogonal factor analysis models. The conditions indicate why published counterexamples to conditions discussed by Jöreskog are not identifiable.The author would like to thank Gordon Bechtel and the reviewers for their comments and suggestions.     

Children's discrimination of oblique lines.

In three experiments using delayed-matching tasks with 5-year-old children (one of which also included 7-year-olds) no support was found for the hypothesis that children code for line orientation using a match-mismatch strategy. The hypothesis that errors in discrimination of obliques can be attributed mainly to confusion over the left-right direction of tilt was rejected in a fourth experiment. It was concluded that young children do not spontaneously encode orientation in relation to a matching environmental cue and that there is no evidence that memory for the direction of obliquity is inferior to memory for the degree of obliquity.     

Displacement effects caused by converging lines and dots

Changes induced in orientation were examined under conditions of a dot or full-line version of a stimulus consisting of a test and inducing line. 44 subjects visually extended the test line to the surrounding circle on 11 trials and indicated their response by a mark on the circle. Magnitude of illusion was reduced by 54% for the dot version compared with the full-line form, but both produced an illusion significantly greater than zero. A significant practice effect was obtained with full lines but not with the dot form. Results are discussed in terms of lateral inhibition theory and related research.     

Experimental note on fading of briefly flashed lines

A peripheral uniform stimulus on a uniform background tends to fade when a ring enclosing the stimulus is flashed briefly, indicating that neural signals external to the stimulus such as those from the ring or those from the background tend to inhibit the onset-response or after-discharge of the stimulus. In this study, a peripheral achromatic line was flashed briefly on an achromatic background while the subject was steadily fixating on a point on the background. It was predicted that the stimulus line would fade due to background inhibition of the onset-response or afterdischarge of the stimulus. On a reference line, subjects indicated two points delimiting the part of the stimulus line which looked uniform in intensity of color. These points converged toward the center of the reference line as the luminance of the stimulus line approached that of the background. Compared to the central uniform part, the nonuniform parts near the endpoints of the stimulus line looked more faded. These results support the idea that the background surrounding a stimulus tends to inhibit the onset-response of after-discharge of the stimulus.     

Memory displacement of an object with motion lines

This study explored how motion lines (ML) can contribute to the memory displacement of an object. Three experiments were conducted to examine the memorized position of a target with ML using manual localization tasks, revealing that the reproduced position was biased in the direction implied by the ML. Two further experiments successfully ruled out the possibility that the memory displacement stemmed from a repulsive manual localization tendency, an attention repulsion-like effect, or perceptual illusory displacement of the object. These results indicated that ML trigger anticipation of the future position of the object, resulting in memory displacement.     

Reduction of the Poggendorff effect by the motion of oblique lines

The magnitude of the Poggendorff illusion was measured when the test lines were moved up or down and tracked by subjects. The difference between test lines and inducing lines caused by motion of the test lines significantly reduced the magnitude of illusion (60%). Supplementary experiments seemed to indicate that location of test lines, perceptual shrinkage of space in the vertical dimension, and effective display time were not the main factors contributing to the reduction in illusion magnitude. Instead, it seems that some reduction in interaction between test and inducing lines was the main cause of the reduction. The rising curve of the reduction was very steep with velocity, and the reduction magnitude was almost constant over most of the range of velocities studied. The current evidence seems to suggest that moving and stationary figures are processed by separate channels and that, therefore, the interaction between them is reduced.     

A note on notes: note taking and containment

In extreme situations of massive projective identification, both the analyst and the patient may come to share a fantasy or belief that his or her own psychic reality will be annihilated if the psychic reality of the other is accepted or adopted (Britton 1998). In the example of' Dr. M and his patient, the paradoxical dilemma around note taking had highly specific transference meanings; it was not simply an instance of the generalized human response of distracted attention that Freud (1912) had spoken of, nor was it the destabilization of analytic functioning that I tried to describe in my work with Mr. L. Whether such meanings will always exist in these situations remains a matter to be determined by further clinical experience. In reopening a dialogue about note taking during sessions, I have attempted to move the discussion away from categorical injunctions about what analysis should or should not do, and instead to foster a more nuanced, dynamic, and pair-specific consideration of the analyst's functioning in the immediate context of the analytic relationship. There is, of course, a wide variety of listening styles among analysts, and each analyst's mental functioning may be affected differently by each patient whom the analyst sees. I have raised many questions in the hopes of stimulating an expanded discussion that will allow us to share our experiences and perhaps reach additional conclusions. Further consideration may lead us to decide whether note taking may have very different meanings for other analysts and analyst-patient pairs, and whether it may serve useful functions in addition to the one that I have described.