Perceptual learning of spatiotemporal events: evidence from an unfamiliar modality

Perceptual learning was examined in two experiments in which subjects, originally unfamiliar with vibrotactile stimulation, were required to identify dynamic vibrotactile patterns with static visual patterns of the same two-dimensional shapes. In Experiment 1 we examined changes in performance with practice under a variety of vibrotactile spatial and temporal conditions. In Experiment 2 we investigated transfer of learning from one set of vibrotactile patterns to another different set. In neither experiment were subjects supplied with knowledge of results. Substantial perceptual learning (improvement in identification with practice) was observed in Experiment 1, although a minority of subjects did not exhibit improvement. Experiment 2 confirmed the general findings of Experiment 1 and also provided evidence of substantial positive transfer. In both experiments, multidimensional scaling of pattern confusion data revealed that practice (and improvement in identification) did not qualitatively change the relative confusability of patterns, suggesting that the (informative) structure of the patterns, irrespective of familiarity with a specific set of patterns, determined confusability. The findings are interpreted in terms of learning constructs offered by E. J. and J. J. Gibson. We conclude by considering the prospects that a connectionist mechanism can account for the observed perceptual learning.     

Interaction of stimulus and contextual information during reading: Identifying words within sentences

In general, studies on the effects of a sentence context on word identification have focused on how context affects the efficiency of processing a single target word, presented separately from the context. Such studies probably would be incapable of measuring contextual facilitation resulting from cascaded or parallel processing of neighboring words within a sentence. To measure these and other types of facilitation, we presented entire phrases and sentences for subjects to read as fast as possible and to monitor for nonwords. Subjects read at rates representative of natural reading. Experiment 1 demonstrated a large contextual facilitation effect on decision time. Experiment 2 showed that facilitation is caused by specific semantic information and, perhaps to a greater degree, by nonpredictive syntactic information. Experiment 3 showed that the amount of facilitation is greater than could be accounted for by separate contributions from autonomous word level and sentence level processes. These results present difficulties for an autonomous model of reading, but are consistent with interactive models, in which the results of ongoing sentential analyses are combined with stimulus information to identify words.     

Automatic and attentional components in perception of shape-at-a-slant

In perceiving shape-at-a-slant it is assumed that a sequence of operations is executed. The aim of these experiments was to determine the extent to which execution of these operations requires allocation of attention. Three hypotheses were considered: zero automaticity--that all of the operations require attention; partial automaticity--that the operations culminating in a representation of projective shape and slant-in-depth are automatic while the combinatorial operations culminating in a distally correlated shape require attention; full automaticity--that the entire sequence of operations is automatic, proceeding without allocation of attention. To decide among these hypotheses, subjects performed forced-choice shape recognition tests under two conditions: In the shape-directed condition subjects were motivated to process shape. In the numerosity-directed condition subjects were motivated to direct attention to discrimination of numerosity, thereby causing attention to be diverted from processing of shape. Examination of the pattern of choices on the recognition test showed results that conformed best to the hypothesis of partial automaticity.     

Therapy with Families in China: Cultural Factors Influencing the Therapeutic Alliance and Therapy Goals

Rapid economic and social development in China is producing opportunities for a better standard of living for many families but also is associated with significant stress. Family therapy is one of the forms of mental health services that have become increasingly available. Western-derived models of family therapy are being used and adapted to meet the cultural traditions and needs of Chinese families. This article describes a variety of Chinese cultural factors that can influence the establishment of therapeutic alliances with family members (communication styles, collectivist values, family roles, and structure) and those that can shape family therapy interventions by addressing contextual factors affecting Chinese families (economic development, migration patterns, academic pressure, and changing gender roles for women). Suggestions are offered for using cultural sensitivity to address these factors tactfully to build strong therapeutic alliances and help families cope with significant life stresses.     

Experience in Developing a Combined Activity and Verbal Group Therapy Program with Latency-Age Boys

Ten fundamental principles are outlined for the practice of brief, dynamic group therapy within a 10- to 20-session time limit. They include: group composition and screening; contracting for appropriate goals: facilitating rapid cohesiveness; stages of group development; building a work group atmosphere; leadership style; structural levels of focus; transference and countertransference considerations; the cotherapy relationship; and curative factors. This approach integrates recent formulations from the practice of short-term individual therapies as well as brief group approaches. Each brief group principle is contrasted with its long-term analytic group counterpart. Relevant research literature, historical roots, as well as other types of brief therapy groups are reviewed. The recent and experimental nature of these techniques is critically discussed.     

Measuring and Training Creativity Competencies: Validation of a New Test

In 2 studies with a total of over 300 participants, the Epstein Creativity Competencies Inventory for Individuals (ECCI-i) was shown to be a reliable measuring instrument. In the first of these studies, the test was also shown to be a valid predictor of 2 measures of creative expression. The test is derived from empirical research on the creative process in individuals, which suggests that creative expression can be accelerated through the strengthening of any of 4 measurable, trainable competencies: capturing (preserving new ideas as they occur), challenging (taking on difficult tasks), broadening (seeking knowledge and skills outside one's current areas of expertise), and surrounding (seeking out new stimuli or combinations of stimuli). In the second study, training such competencies improved test scores and led to a significant increase in creative output.