Knowledge Without Contexts? A Foucauldian Analysis of E.L. Thorndike’s Positivist Educational Research

The article discusses the allegedly decontextualized and ahistorical traits in positivist educational research and curriculum by examining its emergence in early twentieth-century empirical education. Edward Lee Thorndike’s educational psychology is analyzed as a case in point. It will be shown that Thorndike’s positivist educational psychology stressed the need to account for the reality of schooling and to produce knowledge of the actual contexts of education. Furthermore, a historical analysis informed by Michel Foucault’s history of the human sciences reveals that there are multiple historical temporalities involved in Thorndike’s educational psychology. This allows a new critical angle to be taken on positivist educational research. The question concerning the contexts of empirical education turns to examining the way the conditions of possibility for scientific knowledge in education involve practices of contextualization as well as paradoxical and self-defeating elements.     

How meaning shapes seeing

Inattentional blindness refers to the failure to see an unexpected object that one may be looking at directly when one's attention is elsewhere. We studied whether a stimulus whose meaning is relevant to the attentional goals of the observer will capture attention and escape inattentional blindness. The results showed that an unexpected stimulus belonging to the attended semantic category but not sharing physical features with the attended stimuli was detected more often than a semantically unrelated stimulus. This effect was larger when the unexpected stimuli were words than when they were pictures. The results imply that the semantic relation between the observer's attentional set and the unexpected stimulus plays a crucial role in inattentional blindness: An unexpected stimulus semantically related to the observer's current interests is likely to be seen, whereas unrelated unexpected stimuli are unseen. Attentional selection may thus be driven by purely semantic features: Meaning may determine whether or not one sees a stimulus.     

Are You Alive? Sensor Data as a Resource for Social Interaction

This paper presents findings from the field test of a prototype device that collects heart rate sensor data and displays it for users. The prototype was tested on a football team, including teenage players, their parents and coaches. The findings include notes on user expectations related to the technology and detailed analyses of the social interactions that took place during the test. The paper concludes with design implications relating to this application, but also poses challenges for context-aware computing and machine intelligence in general.

How to test the threat-simulation theory

Malcolm-Smith, Solms, Turnbull and Tredoux [Malcolm-Smith, S., Solms, M.,Turnbull, O., & Tredoux, C. (2008). Threat in dreams: An adaptation? Consciousness and Cognition, 17, 1281-1291.] have made an attempt to test the Threat-Simulation Theory (TST), a theory offering an evolutionary psychological explanation for the function of dreaming [Revonsuo, A. (2000a). The reinterpretation of dreams: An evolutionary hypothesis of the function of dreaming. Behavioral and Brain Sciences, 23(6), 877-901]. Malcolm-Smith et al. argue that empirical evidence from their own study as well as from some other studies in the literature does not support the main predictions of the TST: that threatening events are frequent and overrepresented in dreams, that exposure to real threats activates the threat-simulation system, and that dream threats contain realistic rehearsals of threat avoidance responses. Other studies, including our own, have come up with results and conclusions that are in conflict with those of Malcolm-Smith et al. In this commentary, we provide an analysis of the sources of these disagreements, and their implications to the TST. Much of the disagreement seems to stem from differing interpretations of the theory and, consequently, of differing methods to test it.     

Reversal negativity and bistable stimuli: Attention,awareness, or something else?

Ambiguous (or bistable) figures are visual stimuli that have two mutually exclusive perceptual interpretations that spontaneously alternate with each other. Perceptual reversals, as compared with non-reversals, typically elicit a negative difference called reversal negativity (RN), peaking around 250 ms from stimulus onset. The cognitive interpretation of RN remains unclear: it may reflect either bottom-up processes, attentional processes that select between the alternative views of the stimulus, or it may reflect the change in the contents of subjective awareness. In the present study, event-related potentials in response to endogenous unilateral and bilateral reversals of two Necker lattices were compared with exogenously induced reversals of unambiguous lattices. The RN neither resembled the attention-related N2pc response, nor did it correlate with the content of subjective visual awareness. Thus, we conclude that RN is a non-attentional ERP correlate of the changes in the perceptual configuration of the presented object.     

Electrical stimulation of human hair follicles via microelectrodes

Trains of electrical pulses were applied to hair follicles on the forearm by microelectrodes with tip diameters less than 5 μ. Clear, painless, vibratory sensations could be evoked by stimulating the middle of a follicle. Exponents of the individual power functions relating vibratory magnitude and electric current ranged from 3.1 to 7.4. Absolute thresholds varied little with pulse frequency but did vary from S to S and from one electrode placement to another. Pitch discrimination was very poor; Ss could not distinguish 40 from 80 pps. Pain was often present, but the manner of its appearance suggested an anatomical segregation between vibratory and pain receptors.     

How young adults with autism spectrum disorder watch and interpret pragmatically complex scenes

The aim of the current study was to investigate subtle characteristics of social perception and interpretation in high-functioning individuals with autism spectrum disorders (ASDs), and to study the relation between watching and interpreting. As a novelty, we used an approach that combined moment-by-moment eye tracking and verbal assessment. Sixteen young adults with ASD and 16 neurotypical control participants watched a video depicting a complex communication situation while their eye movements were tracked. The participants also completed a verbal task with questions related to the pragmatic content of the video. We compared verbal task scores and eye movements between groups, and assessed correlations between task performance and eye movements. Individuals with ASD had more difficulty than the controls in interpreting the video, and during two short moments there were significant group differences in eye movements. Additionally, we found significant correlations between verbal task scores and moment-level eye movement in the ASD group, but not among the controls. We concluded that participants with ASD had slight difficulties in understanding the pragmatic content of the video stimulus and attending to social cues, and that the connection between pragmatic understanding and eye movements was more pronounced for participants with ASD than for neurotypical participants.     

The role of selective attention in visual awareness of stimulus features: Electrophysiological studies

Attention and awareness are closely related, but the nature of their relationship is unclear. The present study explores the timing and temporal evolution of their interaction with event-related potentials. The participants attended to specific conjunctions of spatial frequency and orientation in masked (unaware) and unmasked (aware) visual stimuli. A correlate of awareness appeared 100-200 msec from stimulus onset similarly to both attended and unattended features. Selection negativity (SN), a correlate of attentional selection, emerged in response to both masked and unmasked stimuli after 200 msec. This double dissociation between correlates of awareness and SN suggests that the electrophysiological processes associated with feature-based attentional selection and visual awareness of features can be dissociated from each other at early stages of processing. In a passive task, requiring no attention to the stimuli, early electrophysiological responses (before 200 msec) related to awareness were attenuated, suggesting that focal attention modulates visual awareness earlier than does selective feature-based attention.     

Cluster C personality disorder and recovery from major depression: 24-month prospective follow-up

We investigated whether Cluster C personality disorder (CPD) is associated with recovery from depression. Changes in symptom scales in 30 patients with MD and CPD were compared with changes in 60 patients with MD alone over a 24-month follow-up period. Recovery of patients with MD and comorbid CPD was inferior to recovery of those with MD alone based on the Hamilton and Beck Depression Inventory (BDI) scales, and the SCL-90 total score. Only 18% of those with MD alone but 47% of those with CPD and MD met the criteria for major depression at the end of the 24-month follow-up. Multiple logistic regression analyses revealed an independent association between the lack of recovery (BDI score > 9 at 24 months) and the presence of CPD (OR 4.9, 95% CI 1.5-16.0). Moreover, the presence of CPD associated with the presence of major depression at 24 months (OR 4.2, 95% CI 1.4-12.2). The presence of CPD hinders the alleviation of depressive symptoms in major depression.