Adult age differences in the ability to mentally transform object and body stimuli

Cognitive neuroscience literature suggests a strong dissociation between the ability to mentally transform object and body stimuli (Hegarty & Waller, 2004). However, little is known about how this ability changes with age. This dissociation was explored in 20 younger (19-24 years) and 20 older (65-87 years) adults. Mental rotation of object stimuli was demonstrated for both age groups, suggesting that the neuro-cognitive network involved with performing (object-based) mental transformations is relatively preserved in older age. Compared to young adults, older adults displayed the greatest decline in performance efficiency for the whole-body task. The authors propose that an age-related decline in the integrity of body-schema information may account for this change.     

Self‐Images and “Perspicuous Representations”: Reflection,Philosophy, and the Glass Mirror

Reflection names the central activity of Western philosophical practice; the mirror and its attendant metaphors of reflection are omnipresent in the self‐image(s) of Western philosophy and in metaphilosophical reflection on reflection. But the physical experiences of being reflected by glass mirrors have been inadequately theorized contributors to those metaphors, and this has implications not only for the self‐image and the self (or selves) of philosophy but also for metaphilosophical practice. This article begins to rethink the metaphor of reflection anew. Paying attention to the history of the glass mirror in Europe reveals and challenges the modern emergence of clear ontological distinctions between disembodied subjects and the objects of their knowledge, and suggests a compelling terrain of metaphilosophical analysis. On the reading offered by the article, the inherent complexity of the relationship between selves and their mirror images, a complexity mediated by social location, historical situation, and particular projects, points to significant spaces of unknowing, of indeterminacy, and of ontological ambiguity.     

Limits of control: The effects of uncontrollability experiences on the efficiency of attentional control

Two experiments were conducted to explore the effects of experiencing uncontrollability on the efficiency of attentional control. The experience of uncontrollability was induced either by unsolvable tasks (Experiment 1) or by tasks in which non-contingent feedback was provided (Experiment 2). A version of the Attentional Network Test-Interactions with an additional measure of vigilance (ANTI-V) was used to evaluate the efficiency of the attentional networks (i.e., alerting, orienting, and executive). Results of both experiments revealed a decreased efficiency of executive attention in participants who experienced stable control deprivation but no negative effects in participants who were able to restore their sense of previously deprived control. Additionally, when participants were asked to perform unsolvable tasks and did not receive feedback (Experiment 1), detrimental effects on the orienting network and vigilance were observed. The motivational and cognitive mechanisms underlying the effects of various uncontrollability experiences on conflict resolution and attentional control are discussed.     

The Crosstown Initiative: Art,Community, and Placemaking in Memphis

This case study examines an arts organization at the center of an urban neighborhood revitalization effort and its contributions to creative placemaking and inclusive community building. The study documents innovative arts practices and explores their meaning for a local context, an understudied city in the Mid‐South region of the United States. It builds on the research team’s ongoing work as teachers, students, and scholars in partnership with the arts organization. It includes systematic participant observation, interviews with stakeholders, and a review of historical and contemporary media coverage. We found that the organization and its practices provided a rich context for exploring an expanded sense of community including bridging social capital and place‐based frameworks. Analysis suggests that the organization’s intentional arts based practices bring multiple understandings of community and art into meaningful dialogue through the generation of creative and social friction. These practices illustrate one context‐specific strategy addressing the tensions in a community–diversity dialectic (Townley et al. in Am J Commun Psychol 47:69–85, 2011 ).     

Reward boosts working memory encoding over a brief temporal window

Selection mechanisms for WM are ordinarily studied by explicitly cueing a subset of memory items. However, we might also expect the reward associations of stimuli we encounter to modulate their probability of being represented in working memory (WM). Theoretical and computational models explicitly predict that reward value should determine which items will be gated into WM. For example, a model by Braver and colleagues in which phasic dopamine signalling gates WM updating predicts a temporally-specific but not item-specific reward-driven boost to encoding. In contrast, Hazy and colleagues invoke reinforcement learning in cortico-striatal loops and predict an item-wise reward-driven encoding bias. Furthermore, a body of prior work has demonstrated that reward-associated items can capture attention, and it has been shown that attentional capture biases WM encoding. We directly investigated the relationship between reward history and WM encoding. In our first experiment, we found an encoding benefit associated with reward-associated items, but the benefit generalized to all items in the memory array. In a second experiment this effect was shown to be highly temporally specific. We speculate that in real-world contexts in which the environment is sampled sequentially with saccades/shifts in attention, this mechanism could effectively mediate an item-wise encoding bias, because encoding boosts would occur when rewarded items were fixated.     

Causal learning from probabilistic events in 24‐month‐olds: an action measure

How do young children learn about causal structure in an uncertain and variable world? We tested whether they can use observed probabilistic information to solve causal learning problems. In two experiments, 24‐month‐olds observed an adult produce a probabilistic pattern of causal evidence. The toddlers then were given an opportunity to design their own intervention. In Experiment 1, toddlers saw one object bring about an effect with a higher probability than a second object. In Experiment 2, the frequency of the effect was held constant, though its probability differed. After observing the probabilistic evidence, toddlers in both experiments chose to act on the object that was more likely to produce the effect. The results demonstrate that toddlers can learn about cause and effect without trial‐and‐error or linguistic instruction on the task, simply by observing the probabilistic patterns of evidence resulting from the imperfect actions of other social agents. Such observational causal learning from probabilistic displays supports human children's rapid cultural learning.