Geometric cues,reference frames,and the equivalence of experienced-aligned and novel-aligned views in human spatial memory

Spatial memories are often organized around reference frames, and environmental shape provides a salient cue to reference frame selection. To date, however, the environmental cues responsible for influencing reference frame selection remain relatively unknown. To connect research on reference frame selection with that on orientation via environmental shape, we explored the extent to which geometric cues were incidentally encoded and represented in memory by evaluating their influence on reference frame selection. Using a virtual environment equipped with a head-mounted-display, we presented participants with to-be-remembered object arrays. We manipulated whether the experienced viewpoint was aligned or misaligned with global (i.e., the principal axis of space) or local (i.e., wall orientations) geometric cues. During subsequent judgments of relative direction (i.e., participants imagined standing at one object, facing a second object, and pointed toward a third object), we show that performance was best when imagining perspectives aligned with these geometric cues; moreover, global geometric cues were sufficient for reference frame selection, global and local geometric cues were capable of exerting differential influence on reference frame selection, and performance from experienced-imagined perspectives was equivalent to novel-imagined perspectives aligned with geometric cues. These results explicitly connect theory regarding spatial reference frame selection and spatial orientation via environmental shape and indicate that spatial memories are organized around fundamental geometric properties of space.     

Singing praise in the streets: Performing Canadian Christianity through public worship in Toronto's Jesus in the City parade

This article explores the relationship between the Christian concept of compassion and the work of Non Governmental Organisations (NGOs) in the Developing World. The article focuses on the work of a UK donor, NGO whose members express a Christian faith. The membership of this NGO is highly motivated and they have maintained a long-term commitment to the communities they help in rural Rajasthan. However, the success of this NGO is constrained by their construction of a poor underdeveloped Other who is the focus of their prayers and towards whom all interventions are directed. This image of the suffering Rajasthani villager is fictitious and blocks the emergence of a complex picture of life in this region. This article stresses that whilst faith has much to offer development practice it can also render people blind to the experiences and needs of others.     

Dynamic,Embodied, Limited-Capacity Attention and Memory: Modeling Cognitive Processing of Mediated Stimuli

Abstract

Human sensory processing does not occur in a vacuum. Instead it unfolds over time and reflects the motivational goals of the person. The perceptual system identifies emotionally relevant stimuli from the world, and these stimuli are processed differently than unemotional stimuli. As the nervous system prepares the body for action, motivated attention is directed to relevant objects in the world. These processes are not separable but rather reflect a unified embodied cognition. When visual information is mediated, the body still responds, and cognition of emotionally charged mediated topics reflects the body's responses. This article outlines a dynamic, embodied approach to the cognitive processing of mediated stimuli, presents a connectionist model to account for the cognitive processing, and compares model predictions with past results. The model is driven by data and theoretical work in communication showing that arousal fundamentally affects processing of and memory for mediated messages.     

Logically Speaking: Evidence for Item-Based Acquisition of the Connectives AND & OR

Error is a pervasive and inescapable aspect of empirical science, and it often plays a causal role in experimental outcomes. But little is known about children's understanding of the causes and consequences of experimental error. In this article, we propose a new framework for characterizing experimental error and we use that framework to guide an empirical assessment of elementary school children's understanding of error, their use of theory and evidence in guiding this understanding, and the role of context in reasoning about error. We found that 2nd- and 4th-grade children could both propose and recognize potential sources of error before they could design unconfounded experiments. They used evidence to guide their reasoning, making predictions and drawing conclusions based on the design of their experiments, and they were sensitive to the context of reasoning: They differentiated the role of error in relative and absolute measurements. Long before children have acquired the formal procedures necessary to control error, they have a surprisingly rich-albeit unsystematic-understanding of its various sources.     

Where cognitive development and aging meet: face learning ability peaks after age 30

Research on age-related cognitive change traditionally focuses on either development or aging, where development ends with adulthood and aging begins around 55 years. This approach ignores age-related changes during the 35 years in-between, implying that this period is uninformative. Here we investigated face recognition as an ability that may mature late relative to other abilities. Using data from over 60,000 participants, we traced the ability to learn new faces from pre-adolescence through middle age. In three separate experiments, we show that face learning ability improves until just after age 30 – even though other putatively related abilities (inverted face recognition and name recognition) stop showing age-related improvements years earlier. Our data provide the first behavioral evidence for late maturation of face processing and the dissociation of face recognition from other abilities over time demonstrates that studies on adult age development can provide insight into the organization and development of cognitive systems.     

Music to my eyes: cross-modal interactions in the perception of emotions in musical performance

We investigate non-verbal communication through expressive body movement and musical sound, to reveal higher cognitive processes involved in the integration of emotion from multiple sensory modalities. Participants heard, saw, or both heard and saw recordings of a Stravinsky solo clarinet piece, performed with three distinct expressive styles: restrained, standard, and exaggerated intention. Participants used a 5-point Likert scale to rate each performance on 19 different emotional qualities. The data analysis revealed that variations in expressive intention had their greatest impact when the performances could be seen; the ratings from participants who could only hear the performances were the same across the three expressive styles. Evidence was also found for an interaction effect leading to an emergent property, intensity of positive emotion, when participants both heard and saw the musical performances. An exploratory factor analysis revealed orthogonal dimensions for positive and negative emotions, which may account for the subjective experience that many listeners report of having multi-valent or complex reactions to music, such as “bittersweet.”     

Orientation in trapezoid-shaped enclosures: implications for theoretical accounts of geometry learning

Human participants learned to select 1 of 4 distinctively marked corners in a rectangular virtual enclosure. After training, control and test trials were interspersed with training trials. On control and test trials, all markers were equivalent in color, but only during test trials was the shape of the enclosure manipulated. Specifically, for each test trial, a single long wall or short wall of the enclosure increased twice as long as or decreased half as long as that present in the training enclosure. These manipulations produced 8 unique trapezoid-shaped enclosures. Participants were allowed to select 1 corner during control and test trials. Performance during control trials revealed that participants selected the correct and rotationally equivalent locations. Performance during test trials revealed that participants selected locations in trapezoid-shaped enclosures that were consistent with those predicted by global geometry (i.e., principal axis of space) but were inconsistent with those predicted by local geometry (i.e., proportion of rewarded training features present at a location). Results have implications for theoretical accounts of geometry learning.     

Synesthesia and memory: color congruency, von Restorff, and false memory effects

In the current study, we explored the influence of synesthesia on memory for word lists. We tested 10 grapheme-color synesthetes who reported an experience of color when reading letters or words. We replicated a previous finding that memory is compromised when synesthetic color is incongruent with perceptual color. Beyond this, we found that, although their memory for word lists was superior overall, synesthetes did not exhibit typical color- or semantic-defined von Restorff isolation effects (von Restorff, 1933) compared with control participants. Moreover, our synesthetes exhibited a reduced Deese-Roediger-McDermott false memory effect (Deese, 1959; Roediger & McDermott, 1995). Taken as a whole, these findings are consistent with the idea that color-grapheme synesthesia can lead people to place a greater emphasis on item-specific processing and surface form characteristics of words in a list (e.g., the letters that make them up) relative to relational processing and more meaning-based processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved).