Attributing attention: the use of human-given cues by domestic horses (Equus caballus)

Recent research has shown that domestic dogs are particularly good at determining the focus of human attention, often outperforming chimpanzees and hand-reared wolves. It has been suggested that the close evolutionary relationship between humans and dogs has led to the development of this ability; however, very few other domestic species have been studied. We tested the ability of 36 domestic horses to discriminate between an attentive and inattentive person in determining whom to approach for food. The cues provided were body orientation, head orientation or whether the experimenters’ eyes were open or closed. A fourth, mixed condition was included where the attentive person stood with their body facing away from the subjects but their head turned towards the subject while the inattentive person stood with their body facing the subject but their head turned away. Horses chose the attentive person significantly more often using the body cue, head cue, and eye cue but not the mixed cue. This result suggests that domestic horses are highly sensitive to human attentional cues, including gaze. The possible role of evolutionary and environmental factors in the development of this ability is discussed.     

Individual differences in dispositional focus of attention predict attentional blink magnitude

When identifying two targets presented in a rapid serial visual presentation stream, one’s accuracy on the second target is reduced if it is presented shortly (within 500 msec) after the first target—an attentional blink (AB). Individuals differ greatly in the size of their AB. One way to learn about the AB is to understand what underlies these individual differences. Recent studies have suggested that when a broadened or diffused attentional state is induced, the AB deficit can be attenuated. The present study examined whether natural (dispositional) individual differences in focus and diffusion of attention as assessed by the global/local task could predict performance on the AB task. Performance that was consistent with diffusion correlated negatively with AB size, and performance that was consistent with focusing correlated positively with AB size, showing that dispositional focus and diffusion of attention can predict individual differences in the AB. These findings are consistent with the Olivers and Nieuwenhuis (2006) overinvestment hypothesis.     

Direction of association between targets in a RSVP task influences priming at very short but not long SOAs

When two targets are presented using rapid serial visual presentation (RSVP) and the interval between the targets is 200–500 ms, detection or identification of the second target is impaired. This impairment in second target report is known as the attentional blink (AB). This study sought to examine the impact of the direction of target association on priming during an AB task using very short and long SOAs. Two experiments were conducted using dual-stream RSVP tasks and targets that either shared an associative relationship or were unrelated to one another. The direction of association between the targets was also varied so that associatively related targets were presented in the forward (strongest association from target 1 to target 2) or backward directions of association (strongest association from target 2 to target 1). In Experiment 1 very short SOAs between targets (27–213 ms) were used. Priming was evident at the same SOAs for both targets presented in the backward direction of association. However, for targets presented in the forward direction of association, priming occurred for target 1 and target 2 at different SOAs. Experiment 2 used longer SOAs between targets (107 to 535 ms) and it was determined that while direction of association between the targets did not affect priming, there was a larger priming effect for target 2 than for target 1. The results of the two experiments indicate that direction of association between targets influences priming in RSVP tasks that use very short but not long SOAs. The results are discussed in relation to the two-stage response competition model of Potter et al. (J Exp Psychol Hum Percept Perform 28:1149–1162, 2002).     

Structure and organization of research efforts following the bombing of the murrah building

Abstract

In the days and weeks following the Oklahoma City bombing on April 19,1995, Oklahoma state authorities, university faculty and staff, and leading experts from across the nation formed a coalition to address issues of clinical service delivery, educational intervention, and research. This article focuses on the centralized approach applied to the administration of research endeavors. This centralization was designed to minimize revictimization of both survivors and affected families, enhance the quality of data collected, and facilitate cooperation between participating investigators. The resultant set of projects includes a variety of research methodologies and study populations and will serve to significantly enhance understanding of the mental health sequelae of such disasters.     

Field and observer modes of remembering

Abstract

Nigro and Neisser (1983) contrasted two ways of remembering personal experiences: the rememberer may ‘see’ the event from his or her perspective as in normal perception, or ‘see’ the self engaged in the event as an observer would. Several factors contribute to the determination of perspective, but Nigro and Neisser also reported that many subjects claimed they could change to another perspective at will. We sampled personal memories from several life periods and assessed ability to change the initially reported perspective. Changing was easier for recent or vividly recalled events, harder for older and less vividly recalled events. Memory perspectives may differ in other aspects than their imagery. A second study was conducted to determine whether affective experience is altered when perspectives are changed. The affect experienced decreased when shifting from a field to an observer perspective, but did not change with the converse shift. These studies provide further evidence that remembering is more than retrieval. The information that enters awareness is determined by the information sources in memory and the organisational scheme adopted for recollection.     

Multicultural Personality Questionnaire: Development of a Short Form

This study reports on the development of the Multicultural Personality Questionnaire–Short Form among 511 participants. Using a split-sample scale validation design, Study 1 (N = 260) employed a principal component analysis and rigorous item selection criteria to extract a 40-item short form (MPQ–SF) from the original 91-item Multicultural Personality Questionnaire (MPQ; van der Zee & van Oudenhoven, 2000, 2001). In Study 2 (N = 251), the MPQ–SF was subjected to confirmatory factor analysis and resulted in a reasonably good fit to the data (comparative fit index = .94; root mean squared error of approximation = .066). Satisfactory coefficient alphas and high correlations with the original scales were found. Moreover, relationships with related scales were largely in the predicted direction. Specific directions for follow-up research are posited.     

Rethinking Middle School Reading Instruction: A Basic Literacy Activity

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we examine the effects of a computer-based silent reading fluency instructional system called Reading Plus (Taylor Associates, Winooski, Vermount, USA) on the reading comprehension and overall reading achievement of a large corpus of students in an urban school setting. Findings indicate that the program resulted in positive, substantial, and significant improvements in reading comprehension and overall reading achievement on a criterion referenced reading test for Grades 5, 6, 7, 8, and 9 and on a norm-referenced test of reading achievement for Grades 4, 5, 6, 7, 8 and 10. Moreover, mean gains made by students in the Reading Plus intervention were greater than mean gains for all students at the state and district level. The findings were generally positive for all subpopulations studied, including special education and regular education students. Qualitative reports from teachers who participated in the study were also supportive of the program. Implications for the study are explored for particular subgroups of students and for the role of fluency instruction with struggling adolescent readers.     

Exploring the informational sources of metaperception: the case of Change Blindness Blindness

Perceivers generally show a poor ability to detect changes, a condition referred to as “Change Blindness” (CB). They are, in addition, “blind to their own blindness”. A common explanation of this “Change Blindness Blindness” (CBB) is that it derives from an inadequate, “photographical” folk-theory about perception. This explanation, however, does not account for intra-individual variations of CBB across trials. Our study aims to explore an alternative theory, according to which participants base their self-evaluations on two activity-dependent cues, namely search time and perceived success in prior trials. These cues were found to influence self-evaluation in two orthogonal ways: success-feedback influenced self-evaluation in a global, contextual way, presumably by recalibrating the norm of adequacy for the task. Search time influenced it in a local way, predicting the success of a given trial from its duration.