18- and 24-month-olds' discrimination of gender-consistent and inconsistent activities

18- and 24-month-olds' ability to discriminate gender-stereotyped activities was assessed. Using a preferential looking paradigm, toddlers viewed male and female actors performing masculine and feminine-stereotyped activities. Consistent with our predictions, and previous research, 24-month-olds, but not 18-month-olds, looked longer at the gender-inconsistent activities than the gender-consistent activities. Results are discussed in terms of toddlers emerging gender stereotypes and perception of everyday events.     

The hollow-face illusion: object-specific knowledge, general assumptions or properties of the stimulus?

The hollow-face illusion, in which a mask appears as a convex face, is a powerful example of binocular depth inversion occurring with a real object under a wide range of viewing conditions. Explanations of the illusion are reviewed and six experiments reported. In experiment 1 the detrimental effect of figural inversion, evidence for the importance of familiarity, was found for other oriented objects. The inversion effect held for masks lit from the side (experiment 2). The illusion was stronger for a mask rotated by 90 degrees lit from its forehead than from its chin, suggesting that familiar patterns of shading enhance the illusion (experiment 2). There were no effects of light source visibility or any left/right asymmetry (experiment 3). In experiments 4-6 we used a 'virtual' hollow face, with illusion strength quantified by the proportion of noise texture needed to eliminate the illusion. Adding characteristic surface colour enhanced the illusion, consistent with the familiar face pigmentation outweighing additional bottom-up cues (experiment 4). There was no difference between perspective and orthographic projection. Photographic negation reduced, but did not eliminate, the illusion, suggesting shading is important but not essential (experiment 5). Absolute depth was not critical, although a shallower mask was given less extreme convexity ratings (experiment 6). We argue that the illusion arises owing to a convexity preference when the raw data have ambiguous interpretations. However, using a familiar object with typical orientation, shading, and pigmentation greatly enhances the effect.     

Costs in searching for two targets: dividing search across target types could improve airport security screening

The cost of searching for two visual targets simultaneously was compared against two separate single‐target searches using exposure time and accuracy measures within a staircase procedure. Dual‐target search for all stimuli (colour, shape and orientation) exhibited a loss of accuracy for one target. For orientation and shape, this dual‐target cost in accuracy was extreme, with chance‐level performance on one target. For colour, dual‐target search exhibited an additional cost in search time, with search requiring a longer exposure than the summed time required for two single‐target searches. An additional search‐time cost was also found for orientation targets when irrelevant colour variation was added to the display. In conclusion, dual‐target search for dissimilar targets is accompanied by an accuracy cost. Furthermore, colour variation, whether task‐relevant or not, leads to an additional cost in processing speed. The results suggest that a divided‐effort strategy would improve performance in search tasks such as X‐ray baggage screening. Copyright © 2006 John Wiley & Sons, Ltd.     

Enhancing learning and retarding forgetting: Choices and consequences

Our research on learning enhancement has been focusing on the consequences for learning and forgetting of some of the more obvious and concrete choices that arise in instruction, including questions such as these: How does spacing of practice affect retention of information over significant retention intervals (up to 1 year)? Do spacing effects generalize beyond recall of verbal materials? Is feedback needed to promote learning, and must it be immediate? Although retrieval practice has been found to enhance learning in comparison with additional study, does it actually reduce the rate of forgetting? Can retrieval practice effects be extended to nonverbal materials? We suggest that as we begin to find answers to these questions, it should become possible for cognitive psychology to offer nonobvious advice that can be applied in a variety of instructional contexts to facilitate learning and reduce forgetting.     

Religion as culture: religious individualism and collectivism among american catholics, jews, and protestants

We propose the theory that religious cultures vary in individualistic and collectivistic aspects of religiousness and spirituality. Study 1 showed that religion for Jews is about community and biological descent but about personal beliefs for Protestants. Intrinsic and extrinsic religiosity were intercorrelated and endorsed differently by Jews, Catholics, and Protestants in a pattern that supports the theory that intrinsic religiosity relates to personal religion, whereas extrinsic religiosity stresses community and ritual (Studies 2 and 3). Important life experiences were likely to be social for Jews but focused on God for Protestants, with Catholics in between (Study 4). We conclude with three perspectives in understanding the complex relationships between religion and culture.     

An Empirical Exploration of the Occupational Satisfaction of Counselor Educators: The Influence of Gender,Tenure Status,and Minority Status

In higher education, occupational satisfaction is influenced by the environment as well as by the dispositional variables explored for occupational satisfaction in general. Within the context of counselor education, there are no empirical studies that explore the occupational satisfaction of counselor educators. This article provides an overview of the empirical research exploring group differences based on gender, tenure status, and minority status in occupational stress, coping strategies, and personal strain ratings for counselor educators. Implications for counselor education and future research are discussed.     

A comparison of laboratory and clinical working memory tests and their prediction of fluid intelligence

The working memory (WM) construct is conceptualized similarly across domains of psychology, yet the methods used to measure WM function vary widely. The present study examined the relationship between WM measures used in the laboratory and those used in applied settings. A large sample of undergraduates completed three laboratory-based WM measures (operation span, listening span, and n-back), as well as the WM subtests from the Wechsler Adult Intelligence Scale-III and the Wechsler Memory Scale-III. Performance on all of the WM subtests of the clinical batteries shared positive correlations with the lab measures; however, the Arithmetic and Spatial Span subtests shared lower correlations than the other WM tests. Factor analyses revealed that a factor comprising scores from the three lab WM measures and the clinical subtest, Letter-Number Sequencing (LNS), provided the best measurement of WM. Additionally, a latent variable approach was taken using fluid intelligence as a criterion construct to further discriminate between the WM tests. The results revealed that the lab measures, along with the LNS task, were the best predictors of fluid abilities.     

Diagnostic Decision Making: Do Counselors Delay Final Judgments?

Although there is a theoretical, empirical rationale warranting the delay of diagnostic decision making, it is unknown whether this debiasing strategy is actually implemented in counseling practice. This study investigated whether counselors delayed their diagnostic decisions in a setting that allowed them the option of doing so. Clinical records were selected from a counselor training center at a large midwestern university and coded for delayed diagnostic decision making. Three pairs of chi‐square analyses were performed. Results indicated that delayed diagnostic decision making occurred to a greater extent than immediate diagnostic decision making across counselor‐client dyads, counselors, and clients.