Shuffling your way out of change blindness

Change detection is typically discussed in the literature as a 2-state phenomenon. Small differences between otherwise identical images are easy to detect when the images are superimposed in space and alternated in time (“shuffled”). However, change blindness results from any disruption that prevents the critical change from generating the sole salient transient. Here we show that different presentation strategies produce different degrees of change blindness for the same change. Specifically, shuffling the images supports faster change detection than viewing the same 2 images side by side, even when the images contain a number of distracting differences. In Experiment 1, pairs of photographs having a 50 % chance of containing a difference were viewed either in alternation, in a “Shuffle” condition, or simultaneously, in a “Side-by-Side” condition. Change detection was about 6 seconds faster when the images were viewed in the “Shuffle” mode. In Experiment 2, we presented two images that were slightly laterally shifted relative to each other (0–48 pixels). The RT benefit for the Shuffle viewing mode was very strong when the relative shift was small, to insignificant when there was a large difference between the two images. However, at large shifts, Shuffle maintained an accuracy advantage. It seems that changes are easier to detect when comparing images in a Shuffle condition rather than Side-by-Side. This has important implications for real world tasks like radiology where detection of change is critical.     

Changing grasp position on a wielded object provides self-training for the perception of length

Calibration of perception to environmental properties typically requires experiences in addition to the perceptual task, such as feedback about performance. Recently, it has been shown that such experiences need not come from an external source or from a different perceptual modality. Rather, in some cases, a given perceptual modality can train itself. In this study, we sought to expand on the range of experiences in which this can occur for perception of the length of a wielded occluded object. Specifically, in two experiments, we investigated whether the act of perceiving the length of a wielded object from a given grasp position could recalibrate the perception of length from a different grasp position. In both experiments, three groups of participants perceived the lengths of wielded rods in a pretest, practice, and a posttest. The practice included either (a) experimenter feedback, (b) changing the grasp position on the object (and again attempting to perceive length), or (c) no additional experiences. In Experiment 1, participants changed their grasp position from the middle to the end of each rod, and in Experiment 2, they did so from the end to the middle of each rod. In both experiments, the results showed that perceiving length from a different grasp position can recalibrate (i.e., provide self-training for) the perception of length.     

Youth suicide risk factors and attitudes in New York and Vienna: a cross-cultural comparison

The prevalence of suicide risk factors and attitudes about suicide and help-seeking among New York and Viennese adolescents were compared in order to explore possible cross-cultural differences. Viennese adolescents exhibited higher rates of depressive symptomatology than their New York counterparts and had more first-hand experience with suicidal peers. More attribution of suicide to mental illness was reported in Vienna; yet Viennese youth were less likely than New York adolescents to recognize the seriousness of suicide threats. Help-seeking patterns of Viennese adolescents were influenced by their setting a high value on confidentiality. These cross-cultural differences may reflect the limited exposure of Austrian youth to school-based suicide prevention programs. The findings highlight the need of taking the sociocultural context into consideration in the planning of youth suicide prevention strategies.     

Temporal control of conditioned responding in goldfish

The peak procedure was used to characterize response timing during acquisition and maintenance of conditioned responding in goldfish. Subjects received light-shock pairings with a 5- or 15-s interstimulus interval. On interspersed peak trials, the conditioned stimulus light was presented for 45 s and no shock was delivered. Peaks in the conditioned response, general activity, occurred at about the time of the expected unconditioned stimulus, and variability in the activity distribution was scalar. Modeling of the changes in the activity distributions over sessions revealed that the temporal features of the conditioned response changed very little during acquisition. The data suggest that times are learned early in training, and, contrary to I. P. Pavlov's (1927/1960) concept of "inhibition of delay," that timing is learning when to respond rather than learning when not to respond.     

A Clinical-Empirical Model of Personality: Life after the Mischelian Ice Age and the NEO-Lithic Era

ABSTRACT A theory of personality should lead to both accurate prediction and interpretive understanding. Aside from its empirical uses, a personality theory should provide a grammar that allows personality psychologists to infer meaning from overt behavior with more sophistication than a layperson, and the best laboratory for testing the interpretive utility of a personality theory remains the clinic. With respect to the appropriate data for constructing and evaluating theories of personality, an overreliance on questionnaire data is problematic for several reasons: It assumes that understanding people requires no training, it mistakes research on the conscious self-concept for research on personality, it conflates implicit and explicit knowledge, it fails to address defensive biases, and it lacks interrater reliability. Consideration of both empirical and clinical data points to three questions that define the elements of personality necessary for a comprehensive assessment of an individual: (a) What psychological resources–cognitive, affective, and behavioral dispositions–does the individual have at his or her disposal? (b) What does the person wish for, fear, and value, and how do these motives combine and conflict? (c) How does the person experience the self and others, and to what extent can the individual enter into intimate relationships?     

USE OF COMPONENT ANALYSES TO IDENTIFY ACTIVE VARIABLES IN TREATMENT PACKAGES FOR CHILDREN WITH FEEDING DISORDERS

We evaluated the separate components in treatment packages for food refusal of 4 young children. First, treatment packages were implemented until food acceptance improved. Next, a component analysis was conducted within a multielement or reversal design to identify the active components that facilitated food acceptance. The results indicated that escape extinction was always identified as an active variable when assessed; however, other variables, including positive reinforcement and noncontingent play, were also identified as active variables for 2 of the children. The results suggest that the component analysis was useful for identifying variables that affected food acceptance.     

Social identity,peer group rejection,and young children's reactive,displaced, and proactive aggression

The effects of peer group rejection on 7‐ and 9‐year‐old children's (N= 192) reactive, displaced, and proactive aggression were examined in a group simulation study. Children were assigned membership in a pretend social group for a drawing competition and were then rejected or accepted by their group. Their direct and indirect aggressive intentions towards either the ingroup or outgroup were assessed. Analysis of their aggressive intentions revealed enhanced indirect aggression but less direct aggression. Peer group rejection, in comparison with acceptance, instigated reactive aggression towards the ingroup, and displaced reactive aggression towards the outgroup. Accepted children displayed proactive aggression towards the outgroup but not the ingroup. The implications of the findings for peer group rejection and aggression research are discussed.