Effects of solution viscosity on perceived saltiness and sweetness

Subjects used magnitude estimation to judge the perceived saltiness or sweetness of a series of aqueous solutions containing five suprathreshold concentrations of NaCl or sucrose and thickened with sodium carboxymethylcellulose (CMC). In the first experiment, CMC-H (high viscosity form) was used to thicken a series of sucrose and NaCl solutions to six viscosity levels (1–2,025 centistokes). At the highest viscosity levels, significant decreases occurred in the perceived taste intensity of only the lower concentrations of sucrose and NaCl. A second experiment determined that variations in the quantity of solution sampled from cups did not systematically influence judgments of saltiness when the starting volume was 10 ml. In the third experiment, aqueous solutions containing sucrose or NaCl were thickened with the low (L), medium (M), or high (H) viscosity form of CMC (1–1,296 centistokes). CMC-L-thickened solutions produced little or no suppression of perceived taste intensity, whereas viscous CMC-H solutions produced significant reductions in perceived saltiness and sweetness.     

Subjective contours and the Poggendorff illusion

Poggendorff illusions were generated by real edges, subjective contours, and various control patterns. Using both magnitude estimation and reproduction measures of illusion strength, it was found that subjective contours produced a reliable Poggendorff illusion. This clarifies previous reports which could not demonstrate a subjective contour-based illusion.     

Needs assessment activities in school psychology program development

Needs assessment activities are presented as a basis for gathering information essential to program development, revision, and evaluation. Needs assessment activities include surveys of trends advocated by national authorities and consumers and identification of needs of students and local school systems. These data form the basis for developing program objectives in a sequentially ordered multilevel program.     

Analogy with knowledgeable learners: When analogy confers benefits and exacts costs

Though embedding analogy in a text can improve acquisition of concepts that are relatively unfamiliar to learners (Donnelly & McDaniel, 1993), it remains uncertain how analogy influences learning for learners with some background knowledge for the target material. We develop several theoretical possibilities and report an experiment to test these possibilities. Target concepts familiar to college students were expressed either in literal form or through analogy, and the concepts were presented in a manner that either facilitated or discouraged contact with subjects’ prior knowledge. As revealed by multiple-choice testing, analogy facilitated learning when the targets were presented to discourage contact with prior knowledge. In contrast, analogy decreased performance when the same targets were presented to facilitate contact with prior knowledge. Possible interpretations of this unique finding are discussed.     

Being a good witness: The roles of benevolence and working memory capacity in rapport’s effect on eyewitness memory

Prior studies suggest that building rapport with eyewitnesses can produce measurable recall improvements, but the underlying mechanisms of rapport’s possible effects on recall remain underexplored. The present study investigated two possible mechanisms for rapport’s impact: (1) improved working memory capacity and (2) increased benevolence. Participants (N = 105) viewed a mock theft video, followed by one of two possible pre-interview interactions: rapport-building or a control interaction. Next, participants completed measures of working memory, altruism, and benevolence (pre-interview and post-interview), before recalling details of the theft. Analyses revealed that, when controlling for the effects of the interaction duration and participants’ pre- and post-interview benevolence, rapport did not affect eyewitness recall directly. However, rapport building did increase benevolence measured after and associated with the substantive eyewitness interview, which in turn predicted more accurate and new details reported, and fewer subjective/other details reported. These findings support benevolence toward the interviewer as a mechanism behind rapport’s effect on eyewitness recall. Implications for investigative interviews in relation to benevolence and motivating reciprocation are discussed.     

Lens on International Clinical Supervision: Lessons Learned from a Cross-National Comparison of Supervision

Journal of Contemporary Psychotherapy - Clinical supervision is an essential mechanism for training psychologists internationally. But although it is performed globally, scholarship has primarily...     

APORETIC POSSIBILITIES IN CATHERINE KELLER'S CLOUD OF THE IMPOSSIBLE

In stressing the beauty of ignorance, of not knowing in the usual manner, Catherine Keller's Cloud of the Impossible evokes the death of a metaphysical (A)uthorial presence and the dissolution of closed systems of meaning. In this article, I view her text as part of a crisis of modernity that challenges dominant theological pathways, on which certain problematic views of the human have been constructed. In my reading, Keller's Cloud enriches humanistic thinking in the West and I explore the themes it shares with my own work in religious naturalism: there is no escape from the radical relationality and the irreducible materiality that structure human existence. I also emphasize that textual strategies are mere seductive, disembodied abstractions without acknowledging the force of materiality. Materiality matters; and I explore ways in which religious naturalism demonstrates how it does. In light of Keller's rich analysis, I focus on a “learned ignorance” that accompanies all of our limited interpretations emerging from the shifting, precarious positionalities as we rethink our relationality to each other and to all that it is.