Two visual systems in Molyneux subjects

Molyneux’s question famously asks about whether a newly sighted subject might immediately recognize, by sight alone, shapes that were already familiar to her from a tactile point of view. This paper addresses three crucial points concerning this puzzle. First, (a) the presence of two different questions: the classic one concerning visual recognition and another one concerning vision-for-action (the second question has been almost completely neglected in the literature and even those who mention this second formulation do not fully investigate it). Second, (b) the explicit distinction, reported in the literature, between ocular and cortical blindness. Third, (c) the importance of making reference to our best neuroscientific account on vision, ‘the two visual systems model’, in order to better address Molyneux’s problem(s). Then, by offering a new, deeper analysis of the relation between (a), (b) and (c), this paper suggests that the subjects of Molyneux’s two different questions show the same visual impairment as brain-damaged subjects with different lesions of the visual cortex. In particular, the subject of the first (classic) question shows the same impairment in visual recognition as a visual agnosic subject, while the subject of the second question shows the same visual impairment in visuomotor processing as an optic ataxic subject. These impairments still hold even if ocular processing is restored. Therefore, I suggest the following. For the first classic question, the required experimental setting cannot be properly reached. By contrast, concerning the second question, based on the interpretation we select, either the answer is negative, or, as with the first question, the experimental setting cannot be properly reached. This proposal constitutes, with the other approaches offered in the literature, a further attempt to tackle the enormous complexity of Molyneux’s puzzle.     

Resource diary: A positive writing intervention for promoting well-being and preventing depression in adolescence

Depression in adolescence is a widespread problem and leads to extensive psychosocial impairments. For these reason, a resource diary has been developed as a four-week positive writing intervention. The aims of this intervention were to enhance well-being, to promote emotion regulation and resource realization, as well as to prevent symptoms of depression in adolescence. Seventy-seven students of 8th form were randomized either to a positive writing group (n = 38) or to a neutral writing group (n = 39). At the post-test, the positive writing group showed a lower dysphoric mood, fewer worries and less rumination in comparison with the neutral writing group. No effects on resource realization were detected. This study provides the first evidence of the beneficial effects of positive writing on indicators of well-being and depressive symptoms. In conclusion, the resource diary represents an economical intervention for preventing depression in adolescence.     

Examining explanatory mechanisms of positive and expressive writing: Towards a resource-oriented perspective

This study tested the hypothesis that benefits of positive and expressive writing accrue when the intervention matches or activates the participant’s personal resources. Students were randomly assigned to keep a newly developed resource diary (RD, n = 114), which asked the participants to write about positive experiences and personal resources, or an expressive writing diary (ED, n = 114), which asked the participants to engage with negative emotional experiences, at home on three consecutive days per week for four weeks. Participants keeping the RD perceived significantly more social support and reported a significantly better mood at post-test than participants keeping the ED. Compared to a control group (n = 81) treatment effects of both writing interventions were higher for participants with lower pre-test values of well-being and brooding as well as for participants who wrote in an ‘atmosphere of activated resources.’ It is suggested that research should move away from testing deficit-compensating hypotheses towards a stronger resource orientation.     

The power of prospection: mental contrasting and behavior change

People often immerse themselves in dreams and fantasies about a desired future. Though such future fantasies are pleasant, they do not necessarily lead to the effort required to attain the desired future. Indeed, the more positively people fantasize about their desired futures, the less effort they invest and the less successful they are in realizing these futures. However, when fantasies about a desired future are complemented with a clear sense of reality, people find the direction and energy needed to realize their fantasies. We review Fantasy Realization Theory, which explicates these ideas and led to the discovery of mental contrasting future and reality, a self‐regulation strategy of behavior change. Mental contrasting helps people figure out what they really want and wisely select, commit to, and actively pursue prioritized wishes while constructively dealing with setbacks. It helps them live a rewarding life through work, play, health, and relationships.     

Accounting and convincing: the effect of two types of justification on the decision process

The effect of two types of justification pressure on the decision process was investigated. Three groups of 15 subjects each had to choose the head of a corrective home for criminal adolescents out of six candidates, who were described on 16 attributes. Two groups worked under justification pressure: subjects in the Accounting group were informed that they had to explain their decision afterwards, subjects in the Convincing group that they had to convince the other members of the executive board to vote for their selected candidate. From the third group, no justification was requested. It was found that justification pressure leads to a distinct increase in the amount of utilized information and to a more elaborate choice process, while the global decision heuristics do not seem to change. The two justification groups did not differ in the amount of information utilized, but the Convincing group employed a more elaborate process. This result shows that justification pressure is one of the task characteristics affecting the decision process, and proves that a latent justification pressure as assumed in some decision theories does not have the same effect as an explicit one. Copyright © 2001 John Wiley & Sons, Ltd.     

Psychological characteristics of infertile couples: can they predict pregnancy and treatment persistence?

The paper describes an exploratory study of the relative importance of different psychological variables for the prediction of (a) pregnancies and (b) treatment continuation in a sample of 140 couples seeking specialized infertility treatment one year after their first contact with an infertility clinic. The couples filled out questionnaires dealing with psychological and interpersonal functioning, marital and life satisfaction, child-related attitudes, causal attribution of infertility and general expectations towards the treatment. It could be shown that the psychological variables explain a relatively small amount of the variance of the pregnancy criterion. Nevertheless, there were some indications supporting the hypothesis that psychological complaints can be seen as a ‘risk factor’ associated with a lower pregnancy rate. Couples who had terminated treatment after one year indicated a higher amount of psychological and interpersonal complaints (females) as well as partner problems (males and females), and a dominance of internal attributions of the fertility problem. This result—which might help to develop strategies for counselling couples making use of the new reproductive technologies—highlights the importance of attribution and cognitive appraisal in coping with infertility. © 1998 John Wiley & Sons, Ltd.     

Mental contrasting and conciliatory behavior in romantic relationships

When people in a relationship offend each other, it is important for them to behave in a conciliatory manner if they wish to reconcile. We tested in two studies if mental contrasting (versus other modes of thoughts) is an effective strategy for people to self-regulate their conciliatory behavior. In Study 1, we assessed student participants’ spontaneous mode of thought when thinking about an unresolved interpersonal transgression and measured their commitment to reconcile. Eight days later, we assessed their conciliatory behavior. Participants who spontaneously mentally contrasted reported more commitment to reconcile and showed sensible conciliatory behavior (i.e., based on their expectations of solving their interpersonal concern). In Study 2, romantic couples were invited into the lab and asked to identify unresolved incidents in which one partner (the perpetrator) had offended the other (the victim). After perpetrators were induced to mentally contrast or indulge about a successful reconciliation, we videotaped the couples discussing the incident. Only perpetrators who mentally contrasted showed sensible conciliatory behavior and reached effective reconciliation (measured right after the experiment and 2 weeks later). The findings imply that mental contrasting supports perpetrators to show conciliatory behavior when it promises to be successful, but discourages it when it seems futile or adverse, thereby protecting the relationship from further harm.

     

Cognitive analysis of a case of pure dysgraphia

An Italian patient with a pure dysgraphia who incorrectly spelled words and nonwords is described. The spelling errors made by the patient were not affected by lexical factors (e.g., frequency, form class) and were qualitatively the same for words and nonwords. The pattern of writing performance is discussed in relation to current models of writing and, specifically, in relation to the role of the Output Grapheme Buffer and Phoneme-Grapheme Conversion in writing.     

Dynamic brain imaging: Event-related optical signal (EROS) measures of the time course and localization of cognitive-related activity

This paper describes the concept of dynamic brain imaging and introduces a new methodology, the event-related optical signal, or EROS. Dynamic brain imaging allows one to study noninvasively the time course of activity in specific brain areas. Brain imaging data can contribute to the analysis of the subcomponents of the human information processing system and of their interactions. Several brain imaging methods provide data that possess spatial and temporal resolution at various degrees and can be used for this purpose. In this paper, we focus on the EROS method, which yields data with millisecond temporal resolution and subcentimeter spatial resolution. We describe the fundamentals of this method and report several examples of the types of data that can be obtained with it. Finally, we discuss the possibility of combining different imaging methods, as well as the advantages and limitations that can be expected in this process.     

Benefits of Blocked Over Serial Feedback on Complex Motor Skill Learning

The effects of blocked versus serial feedback (FB) on the learning of a complex motor skill-the production of slalom-type movements on a ski-simulator-were examined. FB was given about force onset, which is considered to be a measure of movement efficiency; relatively late force onsets characterize expert performance. One group of participants (blocked FB; n = 10) received FB about 1 foot per day; for example, for the right foot on Days 1 and 3 and for the left foot on Days 2 and 4. For another group (serial FB; n = 10), the foot about which FB was received was switched on consecutive trials on each of 4 days of practice. Learning was assessed on no-FB trials at the beginning of Days 2, 3, and 4, and on Day 5. Even though there were no differences between groups in force onset, the blocked FB group produced significantly larger movement amplitudes and higher movement frequencies than the serial FB group on the retention test on Day 5. Thus, contrary to the learning of more simple skills (e.g., T. D. Lee & H. Carnahan, 1990), constantly changing the movement component that FB is provided about did not seem to be beneficial for the learning of more complex skills. The findings add to the increasing evidence showing that practice variables that have been shown to enhance the learning of simple skills can actually be detrimental to the learning of complex skills.