Experiences in virtual reality entail different processes of retrieval as opposed to conventional laboratory settings: A study on human memory

Current Psychology - Recently, it has been claimed that real-life, autobiographical events are processed differently compared to conventional laboratory events. Virtual reality might bridge the gap...     

Identity and Aboutness

Journal of Philosophical Logic - This paper develops a theory of propositional identity which distinguishes necessarily equivalent propositions that differ in subject-matter. Rather than forming a...     

Goal-tracking behavior in the pond snail, Lymnaea stagnalis

The occurrence of goal-tracking, an unconditioned stimulus (US)-directed autoshaping behavior, was studied in open-field tests with control and classically conditioned pond snails, Lymnaea stagnalis. In an appetitive classical conditioning paradigm with a tactile stimulus as conditioned stimulus (CS) and a localized food stimulus as US a conditioned feeding response built up in the experimental but not in the control animals. In the post-training open-field tests the experimental group alone showed an enhanced attraction toward the source of water current in the environment which previously signalled the arrival of the US but did not act as CS in the classical conditioning procedure. We suggest that this stimulus-directed goal-tracking behavior in Lymnaea is the result of a classical-operant interaction, described so far only in vertebrate animals, and that neurophysiological analysis of this behavior is possible in this snail.     

Additivity in prism adaptation as manifested in intermanual and interocular transfer

Level of adaptation was assessed in both exposed and unexposed eye and/or hand for visual shift (VS), proprioceptive shift (PS), and the eye-hand coordination, negative after effect (NA) measure of both visual and proprioceptive change, following 15-min and 20-diopter base-right displacement viewing of the active hand, under conditions of unconstrained head movement and terminal exposure feedback. Transfer was complete for the VS test, and significant, but incomplete for the PS and NA tests. For both exposed and unexposed eye/hand situations, level of adaptation was greater for the NA than for the PS test, which in turn showed greater adaptation than the VS test. Additivity was virtually perfect for the unexposed eye/hand (VS+PS = NA), but underadditivity appeared for the exposed eye/hand (VS+PS < NA). This underadditivity was approximately equal in magnitude to the amount that transfer on the NA test was less than on the PS test, suggesting that underadditivity was due to a nontransferable, assimilated corrective response in the NA test with the exposed eye/hand. Possible explanations for intermanual transfer are discussed.     

Does lacking information about your affordances impact your perception of others’ affordances? A test of the embodied simulation hypothesis

Psychonomic Bulletin & Review - It has been argued that observers perceive actors’ affordances via embodied simulation, that is, first perceiving their own affordance, which serves as a...     

Exploring teacher popularity: associations with teacher characteristics and student outcomes in primary school

In this study, we investigated conditions and consequences of teacher popularity in primary schools. Teacher popularity is embedded in a theoretical framework that describes relationships between teacher competence, teaching quality, and student outcomes. In the empirical analyses, we used multilevel modeling to distinguish between individual students’ liking of the teacher and a teacher’s popularity as rated by the whole class (N?=?1070 students, 54 teachers). The classroom level composite of the extent to which students liked their teacher was a reliable indicator of teacher popularity. Teacher popularity was associated with teacher self-reports of self-efficacy and teaching enthusiasm and with external observers’ ratings of teaching quality. The grades students received were not related to the popularity ratings. In a longitudinal study, teacher popularity predicted students’ learning gains and interest development over and above the effects of teaching quality. These results suggest that teacher popularity can be a useful and informative indicator in research on students’ academic development and teacher effectiveness.     

Dichotic listening ear asymmetry: Patterns of longitudinal development

Dichotic listening research with children has continued to be prevalent although numerous authors have described both theoretical and methodological limitations with traditional dichotic listening free-recall paradigms. The present research adds to this growing skepticism by reanalyzing two major longitudinal studies of children's ear asymmetries. These two studies, based in different countries (United States, Holland), utilized highly similar paradigms (free-recall digits), subjects (males), and age levels (kindergarten and second and fifth grade). The questions of ear advantage development, patterns of ear advantages, and the relationship between dichotic listening performance and reading skills are addressed from the multiple statistical methodologies represented in the literature. From these analyses, support for all of the major hypotheses regarding the developmental patterns of dichotic listening performances could be obtained from the same data samples. The use of traditional free-recall dichotic listening paradigms are not recommended for use with children. The implications for future research are discussed.