Apparent duration and spatial structure

In three experiments, we investigated the relative perceived duration of a full bandwidth iniage and a set of high- and lowpass filtered images of a scene, briefly presented on a visual display unit. In Experiment 1, the various images were compared with each other, using a paired comparison method. All images were presented for 40 msec, and observers were asked to judge which of each pair of images had the longest duration. The results showed that images containing a wide spatial frequency bandwidth were judged to be of longer duration than were images of a narrower bandwidth, regardless of whether the latter were high- or lowpass filtered. In Experiment 2, a 40-msec presentation of each of the images was compared with a presentation of a probe that was 20,40, 60, or 80 msec in duration. Observers again judged which of each pair of images had the longest duration. The results were very similar to those of Experiment 1, with wide bandwidth images being judged to be of longer duration than were narrow bandwidth images. In Experiment 3, instead of comparing the various filtered versions of the image with each other, we attempted to obtain a direct measure of perceived duration by comparing a flashing LED to a 40-msec flash of a subset of the images used in the previous experiments. The observers’ task was to adjust the duration of the LED flash to match the perceived duration of each image. The results confirmed the results of the previous experiments, again indicating that wide bandwidth images are perceived to have longer phenomenal durations than narrow bandwidth images are perceived to have. These results could be predicted from previous research in the literature on the effects of spatial frequency on perceptual lag but not from research on visual persistence. It is argued that the effects described here can probably be explained best by postulating a link between perceived duration and the integration of separately processed spatial frequency information.     

The act of death and the gift of suffering: a response to Breck, Amundsen, and Bresnahan.

This response to the articles by Breck, Amundsen, and Bresnahan is argued from a traditional Orthodox point of view, which accepts the historical Tradition of the Church and recognizes the relevance of this Tradition in the modern world. Traditional Orthodox ethics is grounded in a radical perception of the Resurrection of Christ. Many Western and Eastern commentators on Orthodox religion and spirituality have noted the centrality of the Resurrection to all facets of our Tradition. Thus the discussion of euthanasia should be seen in the light of the Resurrection of Christ.     

Functional analysis and treatment of social-communicative behavior of adolescents with developmental disabilities.

This investigation used functional analyses to identify the social variables that maintained the inappropriate social-communicative behaviors of 2 adolescent students with mental retardation. Analyses were performed in the students' classrooms with the assistance of peers and teachers. The results of these assessments were used to identify appropriate, functionally equivalent behaviors that the students were taught to self-monitor. Findings showed substantial decreases in inappropriate social responding and increases in the use of appropriate social skills.     

An assessment of cerebral dominance in language-disordered children via a time-sharing paradigm

A time-sharing paradigm was used to assess language lateralization in language-disordered and normal children aged 4–7 years. Several expressive language tasks as well as a vocal, but nonlinguistic, task were administered concurrently with unimanual finger tapping. Dependent variables were percent disruption scores and number of syllables produced per concurrent trial. All language concurrent tasks produced tapping reductions for both hands for both groups. This result contrasts to similar time-sharing studies claiming asymmetrical interference and hence language lateralization in children (N. White & M. Kinsbourne, 1980, Brain and Language, 10, 215–223; J. Obrzut, G. Hynd, A. Obrzut, & J. Leitgeb, 1980, Brain and Language, 11, 181–194). A multiple regression analysis revealed a significant interaction effect differentiating language-disordered from normal children. Normals exhibited a parallel response pattern for speech and tapping (both increased or decreased in rate) under all lateralization conditions. Language-disordered children exhibited an inverse response pattern (e.g., if speech output increased, tapping rate decreased) only under left-hemisphere time-sharing.     

“But that's not really mean”: Competing in a cooperative mode

Girls' games are widely perceived as impediments to the goal of a more equitable society because they are simpler and less competitive than boys' games, and foster skills, attitudes, and competencies that are inappropriate to the achievement of higher status adult roles. Girls' more cooperative social orientation, their concern for being “nice,” and for relationships with small groups of friends has been cited to explain why girls avoid more complex, competitive games. Observations from an ethnographic study of one girls' play group are used to illustrate that this type of social orientation is not incompatible with competition among girls. It shapes their ways of competing, not whether they compete at all. The girls in this study used a stereotypically feminine rhetoric of “nice” and “friends” to support, and even demand, aggressive competition among players.     

Contextual constraints on usage of cognitive words

The conversations of 36 41/2 to 5-year-olds differing in race (black and white) and social class (professional and working class) and the adults with whom they spoke were tape-recorded during play and teaching time at preschool and dinnertime at home. Usage of cognitive words was analyzed for six levels of meaning that differed in depth of processing from reference to (1) perception and attention, (2) recognition, (3) fact recall, (4) understanding, (5) metacognition, and (6) evaluation of presuppositions. Although the rank order of usage was the same, children devoted less of their lexicon to the three higher levels of meaning than adults. Even in adults, perceptual references predominated. Use of higher-level meaning was less prominent in school and in the black working-class population. There were significant correlations between exposure to adult conversations with high-level meaning and child use of those meanings, and between the diversity of cognitive vocabulary in children and adults, but those correlations were smallest in the black working-class population.Funds to the project on which this paper is based were given by The Carnegie Corporation of New York to William S. Hall. The authors wish to thank the Computer Science Center of the University of Maryland for funds for data analysis.     

Spontaneous alternation behavior in hamsters

Male and female golden hamsters spontaneously alternated successive entries of T-maze arms (derived from a + − maze) rather than body turns during a series of eight consecutive trials except when not confined to the arm chosen on each trial. Only unconfined males failed to alternate on their first opportunity. Confinement to an entered arm for 30 seconds had no effect on females but increased alternation in males. Increasing the visual discriminability of the arms had no effect on alternation in either sex. It was concluded that spontaneous alternation behavior in hamsters depended upon whether or not they were confined to a chosen arm and their sex. It is possible that the phenomenon was escape-related.