The normal distribution in scaling subjective stimulus differences: Less “normal” than we think?

The Gaussian, or “normal,” distribution is routinely used to model distributions of subjective quantities. This practice rests on a trust in the central limit theorem, yet this theorem does not cover the case of a mixture of Gaussian distributions with different standard deviations, which yields a distribution that is heavier tailed than the Gaussian. In psychophysical judgment experiments, this may result, for example, from fluctuating or interindividually varying attention. Two candidates for describing this commonly encountered type of distribution are the logistic distribution and thet distribution with a small number of degrees of freedom. In reanalyses of experimental data on three-category loudness comparisons, as well as in a Monte Carlo simulation,t(4) was found to model the underlying mixed inter- and intraindividual-distribution of subjective loudness differences quite satisfactorily.     

Realism of confidence in sensory discrimination: The underconfidence phenomenon

This paper documents a very pervasive underconfidence bias in the area of sensory discrimination. In order to account for this phenomenon, a subjective distance theory of confidence in sensory discrimination is proposed. This theory, based on the law of comparative judgment and the assumption of confidence as an increasing function of the perceived distance between stimuli, predicts underconfidence—that is, that people should perform better than they express in their confidence assessments. Due to the fixed sensitivity of the sensory system, this underconfidence bias is practically impossible to avoid. The results of Experiment 1 confirmed the prediction of underconfidence with the help of present-day calibration methods and indkated-a-good quantitative fit of the theory. The results of Experiment 2 showed that prolonged experience of outcome feedback (160 trials) had no effect on underconfidence. It is concluded that the subjective distance theory provides a better explanation of the underconfidence phenomenon than-do previous accounts in terms of subconscious processes.     

Distinctness of perceived three-dimensional form induced by modulated illumination: Effects of certain display and modulation conditions

The present study concerns the distinctness of the 3-D shape-induced on flat displays by spacemodulated illumination (“shape from shading”). The displays that we used varied in structure, hue contrast, lightness contrast, and in the number of reflectance edges present. The modulations of the illumination were a square-wave grating, a gradual modulation (a blurred grating), and an “O’Brien modulation,” which combines an edge and a gradient. The displays were compared, using the paired comparison method, as to the distinctness of the perceived 3-D form. The results showed that the structure and chromatic color of the display were important factors facilitating the distinctness of the induced 3-D shape under all the modulation conditions. The results are discussed in relation to the “vector model” for color constancy, proposed in earlier papers.     

Aids,myth, and ethics

The present paper is a commentary on an article by Larry Churchill [1]. Churchill has argued that the negative attitudes and adverse behavior we commonly encounter in connection with (suspected) AIDS patients may be understood in terms of a dualistic myth inspiring a ritual avoidance of dirt, of dirt as something that does not belong to a clean world order. The deep-seated mythical character of attitudes and behavior here makes them less accessible to the kind of rational argument commonly employed in ethics. Churchill also proposes a remedy for the (morally outrageous) dualistic mythical-ritual behavior he has focused — a remedy that may be overly intellectualistic.Three further comments are made: on the metaphorical meaning of myth, on a reductionist tendency in Churchill's deep-looking project, and on an ethically crucial ambiguity in the meaning of the other person's otherness. These (mildly critical) comments do not, however, detract from a positive overall evaluation of Churchill's basic idea that we will understand more about adverse attitudes and behavior in connection with AIDS if we think in terms of myth, ritual, dirt, and cleanliness.     

Against liberty

Conclusion There are no private particular actions that should be altogether free of social interference. No absolute distinction can be made between types of actions affecting others and those affecting only the agent. Relative to a purpose in formulating an act of law, for instance, such a distinction can, however, be made. The idea of social freedom could therefore be thought to imply that even if there are no absolutely private particular actions, and even if society could interfere for any purpose to regulate the actions of the individual, not any reason for such interference is acceptable from the point of view of liberty. Acts of law should not be made unnecessarily inclusive with respect to their purpose and they should be designed to further public security. Not even in this weak formulation, however, can the principle of social liberty be defended against moral criticism. Some illiberal laws, in this sense, should after all be passed. Examples can be found in taxation law.The only reasonable conclusion to draw from all this is that there is no tenable principle of liberty.That there is no tenable principle of liberty does not mean that everything that has been condemned in the name of liberty should now be regarded as right. Many things said to result in a limitation of freedom could be wrong for other reasons. But probably not all of them are. So it will, I think, have some effects on our political views in general, if we accept the conclusion of this essay.     

Should I invite them? Bystanders' inclusivity judgements towards outgroup victims and ingroup bullies in intergroup bullying

This study examined bystanders' judgements of bullying and their inclusivity towards refugee victims and ingroup bully peers. Participants included 587 Turkish adolescents (M_age = 13.14, SD = 1.60) who were presented with two stories: intergroup (Syrian refugee victim) and intragroup (Turkish victim) bullying. They indicated acceptability of bullying, retaliation, and how likely they would be to include victims and bullies in different social contexts. Empathy, prejudice, desired social distance, and peer norms towards Syrian refugees were examined as predictors. Adolescents in schools with a higher number of Syrian peers were more likely to expect they would include the Syrian victim than adolescents in schools with a lower number of Syrian peers. Further, adolescents with higher empathy were more likely to include the Syrian victim while adolescents with higher prejudice and desired social distance were less likely to include the Syrian victim. The results highlight the importance of attending to bystanders' future interactions with victims and bullies, as bystanders have the opportunity to challenge injustice by promoting inclusive school climates in diverse societies. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement .     

Social information facilitates learning about novel food sources in adult flower-visiting bats

Animal Cognition - Incorporating novel food sources into their diet is crucial for animals in changing environments. Although the utilization of novel food sources can be learned individually,...     

Living (dys)regulated and alienated young masculinity—Young men's embodied experiences of mental disorders and suicidality

Introduction

Mental disorders, such as depression and anxiety with interlinked suicidality, are the leading cause of health-related disability among young men. Knowledge of the interaction between emotional, bodily, social and gendered mental health processes in young men is limited and therefore needed.

Aim

This study aimed to explore young men's lived embodied experiences of mental disorders and suicidality, and to conceptualise these by integrating affective–emotional, physiological, social and gendered processes.

Methods

Semistructured individual interviews were conducted with 13 young men who had sought professional help for mental disorders and suicidality. Grounded theory (GT) was used with a social constructivist perspective.

Results

The results comprise one core category—Living (dys)regulated and alienated young masculinity—with related categories “battling with the emotional body,” “suffering in social silence” and “balancing embodied darkness and distress.” The GT illustrates how young men navigate and manage their embodied and emotional suffering in a context of “regulative” masculine and social norms alongside insufficient social support.

Conclusion

Our results suggest that young men's lived embodied experiences of mental disorders and suicidality can be understood as a dynamic process of internal and external “(dys)regulation and alienation.” The generated GT provides a broad tentative explanation model, contributing to theory development, and serves as a basis for gender-sensitive interventions—in both psychotherapy and physiotherapy—integrating body, mind and the social context.     

Spontaneous and reactive attributions following academic achievement

This paper describes two studies which deal with attributions following academic achievement. Study 1 investigated the influence of different types of instructions (spontaneous vs. reactive), self-concepts of ability (high vs. low), and outcomes (success vs. failure) on causal attributions in a school setting. Participants were 402 eighth to tenth graders. Students with a low self-concept of ability produced more attributions than students with a high self-concept. Under reactive conditions, students' attributions following success were in accordance with the self-consistency theory. Under spontaneous conditions, these students produced attributions in a self-serving way. Furthermore, success evoked more attributions than failure. In Study 2, 160 university students worked on an unfamiliar task (a computer-simulated dynamic system). The results supported the assumption that students spontaneously generate attributions to raise or at least preserve their self-esteem.