Relations Among Early Object Recognition Skills: Objects and Letters

Human visual object recognition is multifaceted and comprised of several domains of expertise. Developmental relations between young children's letter recognition and their 3-dimensional object recognition abilities are implicated on several grounds but have received little research attention. Here, we ask how preschoolers' success in recognizing letters relates to their ability to recognize 3-dimensional objects from sparse shape information alone. Seventy-three 2 1/2 to 5-year-old children completed a “Letter Recognition” task, measuring the ability to identify a named letter among 3 letters, and a “Shape Caricature Recognition” task, measuring recognition of familiar objects from sparse, abstract information about their part shapes and the spatial relations among those parts. Children also completed a control “Shape Bias” task, in which success depends on matching exact shapes but not on building an internal representation of the configuration of features characteristic of an object category or letter. Children's success in letter recognition was positively related to their shape caricature recognition scores, but not to their shape bias scores. The results suggest that letter recognition builds upon developing skills in attending to and representing the relational structure of object shape, and that these skills are common to both 2-dimensional and 3-dimensional object perception.     

The face of fear: Effects of eye gaze and emotion on visual attention

We investigated whether a fearful expression enhances the effect of another's gaze in directing the attention of an observer. Participants viewed photographs of faces whose gaze was directed ahead, to the left or to the right. Target letters then appeared unpredictably to the left or right. As expected, targets in the location indicated by gaze were detected more rapidly. In nonanxious volunteers the effects of fearful gaze did not differ from neutral gaze, but fearful expression had a more powerful influence in a selected high anxious group. Attention is thus more likely to be guided by the direction of fearful than neutral gaze, but only in anxiety-prone individuals.     

Balance,positivity, and agreement in the Jordan Paradigm: A defense of balance theory

It was argued that Heider's p?o?x triad can best be conceptualized according to a three- factor analysis of variance model in which the p?o, p?x, and o?x bands are all factors. From this perspective the balance effect is the triple interaction, the positivity effect a main effect for the p?o factor, and the agreement effect a p?x by o?x interaction. Although the existence of the latter two effects has previously been regarded as damaging to balance theory, it was shown that these effects could be interpreted from a balance perspective and that balance theory could be used to generate supportable propositions regarding these effects. Thus in agreement with a unit-relation interpretation it was shown, in accordance with balance theory, that positivity effects are obtained when the subject, or p, assumes future contact with o, that reverse positivity effects are obtained when the subject anticipates breaking off contact with o, and that no positivity effect is obtained when there is absolutely no contact, past or future. It was also demonstrated in an experiment involving the p?o?q triad that, in accordance with balance theory, positivity effects may be produced by the assumption or inference of same-sign reciprocation in sentiment. Evidence for two balance processes underlying agreement effects was also found. One of these processes was based on the assumption that the subject would have or reveal psycho-logical reasons for the disagreement and thus produce imbalance. Consistent with this interpretation it was found that the agreement effect was significantly larger when future contact with discussion of x was assumed than when future contact without discussion of x was assumed. The other, or unit-relation interpretation was supported by evidence indicating that the breaking off of contact resulted in a reversed agreement effect. In general, it was argued that balance theory did quite well in such phenomenological investigations when attention was not narrowly restricted to the three-sign pattern but considered other potential cognitive bands.     

Adolescents' Misperceptions of the Dangerousness of Acetaminophen in Overdose

Clinical observations suggest that adolescents commonly and naively use acetaminophen in suicide attempts even when they do not wish to die. It is estimated that 18 500-mg acetaminophen tablets can lead to hepatotoxicity, while death is usually associated with ingestion of 50 or more tablets. A sample comprising 569 adolescent students completed an author-designed survey assessing teenagers' knowledge of acetaminophen's therapeutic and harmful effects. The findings support our original data that adolescents have ready access to acetaminophen and use it in suicide attempts, but underestimate its potential for toxicity. Forty-two percent of this sample underestimated the dose to cause harm, believing it would require 20 or more tablets, and 50% underestimated the dose to cause death, stating 100 or more pills would be necessary. Adolescents appear to seriously underestimate the dangerousness of acetaminophen in overdose, and lack knowledge regarding side effects of overdose.     

Speeded multielement decision-making as diffusion in a hypersphere: Theory and application to double-target detection

Psychonomic Bulletin & Review - We generalize the circular 2D diffusion model of Smith (Psychological Review, 123, 425–451: 2016) to provide a new model of speeded decision-making in...     

Developing the ‘Religiate’ primary RE teacher: where are we starting from and how do we get there?

Delegates at the 2003 AULRE conference were asked to consider the features of a ‘religiate’ pupil, that is, what would we expect of pupils leaving school with a good religious education. This prompted a consideration of how far trainee primary teachers on a one‐year PGCE programme could be considered ‘religiate’. In the following article the findings of an investigation into the starting points of these trainees at the beginning of their Religious Education course are discussed.     

A Rhetorical Analysis of Apologies for Scientific Misconduct: Do They Really Mean It?

Since published acknowledgements of scientific misconduct are a species of image restoration, common strategies for responding publicly to accusations can be expected: from sincere apologies to ritualistic apologies. This study is a rhetorical examination of these strategies as they are reflected in choices in language: it compares the published retractions and letters of apology with the letters that charge misconduct. The letters are examined for any shifts in language between the charge of misconduct and the response to the charge in order to assess whether the apology was sincere or ritualistic. The results indicate that although most authors’ published acknowledgments of scientific misconduct seem to minimize culpability by means of the strategic use of language, their resulting ritualistic apologies often still satisfy in some way the accusers’ (and thus their community’s) concerns.