The role of mask coherence in motion-induced blindness

Motion-induced blindness (MIB) is the perceived disappearance of a salient target when surrounded by a moving mask. Much research has focused on the role of target characteristics on perceived disappearance by a coherently moving mask. However, we asked a different question: mainly, are there certain characteristics about the mask that can impact disappearance? To address this, we behaviorally tested whether MIB is enhanced or reduced by the property of common fate. In experiments 1, 2, and 3, we systematically manipulated the motion coherence of the mask and measured the amount of target disappearance. Results showed that, as mask coherence increased, perceived target disappearance decreased. This pattern was unaffected by the lifetime of the moving dots, the dot density of the motion stimulus, or the target eccentricity. In experiment 4, we investigated whether the number of motion directions contained in an incoherent mask could account for our findings. Using masks containing 1, 3, and 5 motion directions, we found that disappearance did not increase proportionally to the number of motion directions. We discuss our findings in line with current proposed mechanisms of MIB.     

Motor timing deficits in children with Attention-Deficit/Hyperactivity disorder

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are thought to have fundamental deficits in the allocation of attention for information processing. Furthermore, it is believed that these children possess a fundamental difficulty in motoric timing, an assertion that has been explored recently in adults and children. In the present study we extend this recent work by fully exploring the classic Wing and Kristofferson (1973) analysis of timing with typically developing children (n=24) and children with ADHD (n=27). We provide clear evidence that not only do children with ADHD have an overall timing deficit, they also time less consistently when using a similar strategy to typically developing children. The use of the Wing and Kristofferson approach to timing, we argue, will result in the discovery of robust ADHD-related timing differences across a variety of situations.     

Predicting treatment response for childhood attention-deficit/hyperactivity disorder: Introduction of a heuristic model to guide research

Efficacious treatments for childhood attention-deficit/hyperactivity disorder (ADHD) have been clearly documented in the extant literature. However, significant challenges remain in delivering these treatments to the children and families they were developed to benefit. With the aim of better understanding the obstacles that impede delivery of treatments for ADHD, this paper reviews what is known regarding predictors of treatment acceptance, adherence, and success among families of children with ADHD. We identify several gaps in this literature, including the need for a strong, theoretically-driven model that encompasses parental cognitive variables in understanding the treatment experiences of these families.     

Why teach ethics in science and engineering?

The following views were presented at the Annual Meeting of the American Association for the Advancement of Science (AAAS) Seminar “Teaching Ethics in Science and Engineering”, 10–11 February 1993 organized by Stephanie J. Bird (M.I.T.), Penny J. Gilmer (Florida State University) and Terrell W. Bynum (Southern Connecticut State University). Opragen Publications thanks the AAAS, seminar organizers and authors for permission to publish extracts from the conference. The opinions expressed are those of the authors and do not reflect the opinions of AAAS or its Board of Directors.     

EFFECTS OF COOPERATIVE LEARNING GROUPS DURING SOCIAL STUDIES FOR STUDENTS WITH AUTISM AND FOURTH-GRADE PEERS

We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention.     

Metabolic energy expenditure and the regulation of movement economy

Over the years, various psychological theories have embraced notions ofeconomy, efficiency, orleast effort to explain how complex movement sequences are organized and modified. The purpose of the present paper was to synthesize various perspectives on this issue, to identify a common hypothesis, and to propose a conceptual framework that explains how movement economy is regulated. The framework presented here postulates that adaptive movement patterns emerge as a function of the organism’s propensity to minimize metabolic energy expenditure with respect to task, environment, and organism constraints to action. An important role is also proposed for interoceptive sensory information in guiding motor skill learning and control. The paper concludes by suggesting future directions in four areas of movement economy research that contribute to understanding the learning and control of movement in both human and nonhuman organisms.     

A Three Generational Study of Tomboy Behavior

The perceptions and definitions of tomboybehavior were explored across three generations ofwomen. The sample included 521 women (primarilyundergraduates, their mothers, and their grandmothers)ranging in age from 17 to 94 who were categorized intoone of three cohorts (Generation Xers, Baby Boomers orSenior Citizens) for a final sample of 466. The samplewas 87% European American, 6% Native American, 3% Hispanic, and 2% Asian American. Sixty-sevenpercent of the sample reported being tomboys duringtheir childhood. The average age reported for startingtomboy behavior was 5.8, whereas the average age for ceasing tomboy behavior was 12.6. Agecohort analyses revealed relatively few differences butseveral interesting findings. The senior citizens tendedto differ from both sets of younger women. For instance, senior citizens were less likely toreport being tomboys than were Xers or Boomers.Directions for future research include monitoring thesocial acceptability of tomboy behavior, assessingpotential cultural differences in tomboyism, andanalyzing correlates of the average age that tomboyismceases.     

TEACHING SOCIAL SKILLS TO STUDENTS WITH AUTISM TO INCREASE PEER INTERACTIONS IN AN INTEGRATED FIRST-GRADE CLASSROOM

We investigated the use of social skills groups to facilitate increased social interactions for students with autism and their nonhandicapped peers in an integrated first-grade classroom. Social skills groups consisted of training students and peers in initiating, responding, and keeping interactions going; greeting others and conversing on a variety of topics; giving and accepting compliments; taking turns and sharing; asking for help and helping others; and including others in activities. Training occurred during the first 10 min of 20-min play groups, four times per week. Using a multiple baseline across subjects design, results demonstrated increases in the frequency of, time engaged in, and duration of social interactions, as well as the responsivity of students and peers to each other. Results were maintained when students were monitored and given feedback on social performance in play groups and during follow-up.