Race as biology is fiction, racism as a social problem is real: Anthropological and historical perspectives on the social construction of race

Racialized science seeks to explain human population differences in health, intelligence, education, and wealth as the consequence of immutable, biologically based differences between "racial" groups. Recent advances in the sequencing of the human genome and in an understanding of biological correlates of behavior have fueled racialized science, despite evidence that racial groups are not genetically discrete, reliably measured, or scientifically meaningful. Yet even these counterarguments often fail to take into account the origin and history of the idea of race. This article reviews the origins of the concept of race, placing the contemporary discussion of racial differences in an anthropological and historical context.     

Gender Role Stereotyping of Parents in Children’s Picture Books: The Invisible Father

Previous studies reveal the reinforcement of gender stereotypes by picture books children read during the formative years. In these books, boys tend to be portrayed as active leaders, and girls as passive followers. Women and girls are under-represented. Men often exhibit career skills, and women perform traditional tasks in the home. Even when careers are nontraditional, personality characteristics and other qualities and behaviors are often stereotypical. Previous researchers emphasized the narrowly defined roles of women and children in picture books. In this study, we focused on the representation of mothers and fathers, and examined whether men are stereotyped as relatively absent or inept parents. A content analysis of the gender roles exhibited in 200 prominent childrens picture books demonstrated that fathers are largely under-represented, and, when they do appear, they are withdrawn and ineffectual parents. Further research could establish whether seriously deficient models of fatherhood in childrens literature affect the incidence of present, caring fathers in society.     

Temporal kinetics of prefrontal modulation of the extrastriate cortex during visual attention

Single-unit, event-related potential (ERP), and neuroimaging studies have implicated the prefrontal cortex (PFC) in top-down control of attention and working memory. We conducted an experiment in patients with unilateral PFC damage (n=8) to assess the temporal kinetics of PFC-extrastriate interactions during visual attention. Subjects alternated attention between the left and the right hemifields in successive runs while they detected target stimuli embedded in streams of repetitive task-irrelevant stimuli (standards). The design enabled us to examine tonic (spatial selection) and phasic (feature selection) PFC-extrastriate interactions. PFC damage impaired performance in the visual field contralateral to lesions, as manifested by both larger reaction times and error rates. Assessment of the extrastriate P1 ERP revealed that the PFC exerts a tonic (spatial selection) excitatory input to the ipsilateral extrastriate cortex as early as 100 msec post stimulus delivery. The PFC exerts a second phasic (feature selection) excitatory extrastriate modulation from 180 to 300 msec, as evidenced by reductions in selection negativity after damage. Finally, reductions of the N2 ERP to target stimuli supports the notion that the PFC exerts a third phasic (target selection) signal necessary for successful template matching during postselection analysis of target features. The results provide electrophysiological evidence of three distinct tonic and phasic PFC inputs to the extrastriate cortex in the initial few hundred milliseconds of stimulus processing. Damage to this network appears to underlie the pervasive deficits in attention observed in patients with prefrontal lesions.     

States of awareness across multiple memory tasks: obtaining a "pure" measure of conscious recollection

Four experiments were conducted to examine the nature of recollective experience across different explicit memory tests. Experiments 1 and 2 showed that the proportion of retrieved items that were given Remember responses were equivalent across free recall, category cued recall, category plus letter cued recall, and recognition memory tests unlike the result reported by Tulving [Can. Psychol. 26 (1985) 1]. Experiments 3 and 4 revealed that Remember judgments are influenced by both conceptual and perceptual variables not only in the recognition task but in other explicit memory tasks as well. Taken together, the empirical evidence from this study demonstrates that explicit memory performance is accompanied by different states of awareness not only in recognition but also across other memory tasks including free recall.     

Feeling textures through a probe: effects of probe and surface geometry and exploratory factors

Vibratory roughness perception occurs when people feel a surface with a rigid probe. Accordingly, perceived roughness should reflect probe and surface geometry, exploratory speed, and force. Experiments 1 and 2 compared magnitude estimation of roughness with the bare finger and two types of probes, one designed to eliminate force moments, under the subject's active control. Experiments 3 and 4 varied speed under passive control. Log magnitude was consistently a quadratic function of log spacing between elements in the surface. The location of the function's peak was related to the drop point--that is, the spacing at which the probe can just drop between elements--which is affected by probe tip diameter, element height, and speed. Other parameters of the quadratic were affected by probe type and speed.     

Children's working-memory processes: a response-timing analysis

Recall response durations were used to clarify processing in working-memory tasks. Experiment 1 examined children's performance in reading span, a task in which sentences were processed and the final word of each sentence was retained for subsequent recall. Experiment 2 examined the development of listening-, counting-, and digit-span task performance. Responses were much longer in the reading-and listening-span tasks than in the other span tasks, suggesting that participants in sentence-based span tasks take time to retrieve the semantic or linguistic structure as cues to recall of the sentence-final words. Response durations in working-memory tasks helped to predict academic skill and achievement, largely separate from the contributions of the memory spans themselves. Response durations thus are important in the interpretation of span task performance.     

A case of collective responsibility: who else was to blame for the Columbine high school shootings?

Two studies examined perceptions of collective responsibility for the April 20, 1999, shootings at Columbine High School in Littleton, Colorado. Collective responsibility refers to the perception that others, besides the wrongdoers themselves, are responsible for the event. In Study 1, the authors assessed perceptions of the shooters' parents and their peer group (the Trenchcoat Mafia), whereas Study 2 tested perceptions of collective responsibility across a range of groups. In both studies, perceptions of a target group's entitativity predicted judgments of collective responsibility. This relationship was mediated by two situational construals that justify applying collective responsibility: responsibility by commission (encouraging or facilitating the event) and responsibility by omission (failing to prevent the event). Study 2 also determined that perceptions of authority predicted judgments of collective responsibility for the Columbine shootings and was mediated by inferences of omission. Future directions in collective responsibility research are discussed.     

Enhancing the comparability between part-list cueing and collaborative recall: a gradual part-list cueing paradigm

The effects of part-list cueing and of collaborative recall in memory performance have been recently addressed as parallel phenomena. Notably they both impair recall (and boost frequency estimates) and they have been explained by the same underlying mechanisms. However, the comparability between the two paradigms is hindered by a number of procedural differences. The main contribution of this paper is the introduction of a new paradigm that makes standard part-list cueing and collaborative recall more comparable. In our study we compared free recall and frequency estimates of participants in a non-cueing condition with the same performance in a standard part-list cueing condition and in a condition in which part-list cues were gradually presented during recall (as it occurs in collaborative recall). Results indicate that the effects of part-list cueing continued to be reliable in both cueing conditions. Namely, recall was impaired and frequency estimates were boosted relatively to a non-cueing condition. The results obtained with this new method that enhances the direct comparability of the two paradigms provide further evidence for the parallel between the two effects.