What is the speed to transparent and kinetic-boundary displays?

To compare transparent motion and kinetic boundaries with unidirectional motion, in many studies the relative motion is generated by superimposing or adjoining unidirectional motions oriented in opposite directions. The presumption, tacitly underlying this comparison, is that the two oppositely directed velocities are independent of one another as far as their speed is concerned, i.e. the speed of the relative motion is presumed to be equivalent to the speed of the unidirectional components. Here we report that the relative motion between dots moving in opposite directions augments perceived speed. A constant-stimuli procedure was used to pair transparent-motion or kinetic-boundary displays with unidirectional motion, and human observers were asked to match the speed of the relative and unidirectional motions. The results show that transparency and kinetic boundaries increase the perceived visual speed by about 50%, compared with the speed of the individual components.     

Phänomenologie und Realismus. Die Frage nach der Wirklichkeit im Streit zwischen Husserl und Ingarden

I deal with the relation between phenomenology and realism while examining Ingarden’s critique towards Husserl. I exhibit the empiricist nucleus of Husserl’s phenomenology, according to which the real is what can be sensuously experienced. On this basis, I argue that Husserl’s phenomenology is not idealistic, in opposition to the realistic phenomenology, according to which reality consists in entities which cannot be sensuously experienced and are thus ideal. Finally I attempt to show that the idealistic elements of Husserl’s thinking do not originate from the transcendental turn, but from a remainder of psychologism that contradicts his empiricism.     

Toward Developing Laboratory-Based Parent–Adolescent Conflict Discussion Tasks that Consistently Elicit Adolescent Conflict-Related Stress Responses: Support from Physiology and Observed Behavior

Parent–adolescent conflict poses risk for youth maladjustment. One potential mechanism of this risk is that stress in the form of increased arousal during conflict interactions results in adolescents’ impaired decision-making. However, eliciting consistent adolescent stress responses within laboratory-based tasks of parent–adolescent conflict (i.e., conflict discussion tasks) is hindered by task design. This limitation may stem from how conflict topics are assessed and selected for discussion. Within a sample of 47 adolescents (ages 14–17) and parents, we investigated whether a modified version of a conflict discussion task could elicit physiological (i.e., arousal) and behavioral (i.e., hostility) displays of adolescents’ conflict-related stress responses. We assessed parent–adolescent conflict via structured interview to identify topics for dyads to discuss during the task. We randomly assigned dyads to complete a 5-min task to discuss either a putatively benign topic (i.e., control condition) or a conflict topic while undergoing direct assessments of continuous arousal. Trained raters coded dyad members’ hostile behavior during the task. Adolescents in the conflict condition exhibited significantly greater levels of arousal than adolescents in the control condition. We observed an interaction between discussion condition and baseline conflict. Specifically, higher baseline conflict predicted greater hostile behavior for adolescents in the conflict condition, yet we observed the inverse relation for adolescents in the control condition. Our modified laboratory discussion task successfully elicited both physiological and behavioral displays of adolescent conflict-related stress. These findings have important implications for leveraging experimental paradigms to understand causal links between parent–adolescent conflict and adolescent psychopathology, and their underlying mechanisms.     

Tracking the emergence of memories: A category-learning paradigm to explore schema-driven recognition

Previous research has shown that prior knowledge structures or schemas affect recognition memory. However, since the acquisition of schemas occurs over prolonged periods of time, few paradigms allow the direct manipulation of schema acquisition to study their effect on memory performance. Recently, a number of parallelisms in recognition memory between studies involving schemas and studies involving category learning have been identified. The current paper capitalizes on these findings and offers a novel experimental paradigm that allows manipulation of category learning between individuals to study the effects of schema acquisition on recognition. First, participants learn to categorize computer-generated items whose category-inclusion criteria differ between participants. Next, participants study items that belong to either the learned category, the non-learned category, both, or neither. Finally, participants receive a recognition test that includes old and new items, either from the learned, the non-learned, or neither category. Using variations on this paradigm, four experiments were conducted. The results from the first three studies suggest that learning a category increases hit rates for old category-consistent items and false alarm rates for new category-consistent lures. Absent the category learning, no such effects are evident, even when participants are exposed to the same learning trials as those who learned the categories. The results from the fourth experiment suggest that, at least for false alarm rates, the effects of category learning are not solely attributable to frequency of occurrence of category-consistent items during learning. Implications for recognition memory as well as advantages of the proposed paradigm are discussed.     

Evidence for distinct magnitude systems for symbolic and non-symbolic number

Psychological Research - Cognitive models of magnitude representation are mostly based on the results of studies that use a magnitude comparison task. These studies show similar distance or ratio...     

Influence of social motives on integrative negotiation: a meta-analytic review and test of two theories

A meta-analysis of 28 studies examined support for the Theory of Cooperation and Competition (M. Deutsch, 1973) and Dual Concern Theory (D. G. Pruitt & J. Z. Rubin, 1986). Effects of social motive (prosocial vs. egoistic) and resistance to yielding (high vs. low vs. unknown) on contenting, problem solving, and joint outcomes were examined. Consistent with Dual Concern Theory, results showed that negotiators were less contentious, engaged in more problem solving, and achieved higher joint outcomes when they had a prosocial rather than egoistic motive, but only when resistance to yielding was high (or unknown) rather than low. The authors also explored the moderating effects of study characteristics and found effects for participation inducement (class exercise, participant pool), for publication status, and for treatment of no-agreement dyads.