Attention and suppression affect tactile perception in reach-to-grasp movements

Reaching with the hand is characterized by a decrease in sensitivity to tactile stimuli presented to the moving hand. Here, we investigated whether tactile suppression can be canceled by attentional orienting. In a first experiment, participants performed a dual-task involving a goal-directed movement paired with the speeded detection of a tactile pulse. The pulse was either delivered to the moving or stationary hand, during movement preparation, execution, or the post-movement phase. Furthermore, stimulation was delivered with equal probability to either hand, or with a higher probability to either the moving or resting hand. The results highlighted faster RTs under conditions of higher probability of stimulation delivery to both moving and resting hands, thus indicating an attentional effect. For the motor preparation period, RTs were faster only at the resting hand under conditions where tactile stimulation was more likely to be delivered there. In a second experiment, a non-speeded perceptual task was used as a secondary task and tactile discrimination thresholds were recorded. Tactile stimulation was delivered concomitantly at both index fingers either in the movement preparation period (both before and after the selection of the movement effector had taken place), in the motor execution period, or, in a control condition, in the time-window of motor execution, but the movement of the hand was restrained. In the preparation period, tactile thresholds were comparable for the two timings of stimulation delivery; i.e., before and after the selection of the movement effector had taken place. These results therefore suggest that shortly prior to, and during, the execution of goal-directed movements, a combined facilitatory and inhibitory influence acts on tactile perception.     

Localization of targets across saccades: Role of landmark objects

Saccadic eye movements are required to bring different parts of the visual world into the foveal region of the retina. With each saccade, the images of the objects drastically change their retinal positions—nevertheless, the visual world appears continuous and does not seem to jump. How does the visual system achieve this continuous and stable percept of the visual world, despite the gross changes of its retinal projection that occur with each saccade? The present paper argues that an important factor of this type of space constancy is formed by the reafferent information, i.e., the visual display that is found when the eyes land. Three experiments demonstrate that objects present across the saccade can serve as landmarks for postsaccadic relocalization. The basic experimental manipulation consisted of a systematic displacement of these landmark objects during the saccade. The effectiveness of the landmarks was determined by analysing to what degree they modify the perceived shift of a small saccade target that was blanked for 200 ms during and after the saccade. A first experiment studied the spatial range where objects become effective as landmarks. The data show that landmarks close to the saccade target and horizontally aligned with the target are specifically effective. The second experiment demonstrates that postsaccadic localization is normally based on relational information about relative stimulus positions transferred across the saccade. A third experiment studied the effect of a prominent background frame on transsaccadic localization; the results suggest that background structures contribute only little to transsaccadic localization.     

Different effects of eyelid blinks and target blanking on saccadic suppression of displacement

Displacements of visual stimuli during saccadic eye movements are often not noticed. We have demonstrated that saccadic suppression of image displacement can be eliminated by blanking the stimulus for a short period during and after the saccade (Deubel, Schneider, & Bridgeman, 1996). Here we report an experiment in which target visibility was interrupted after the saccade, either by distal target blanking or by voluntary eyeblink. The data show that the effect of blinking is different from blanking; interruption of vision due to a blink did not enable subjects to detect target displacements any better than they had done in the no-blank condition. The results provide evidence for an extraretinal signal that distinguishes between endogenous and exogenous sources of temporary object disappearance after the saccade.     

Psychische Störungen und Psychotherapie in der spätmodernen Gesellschaft

The development into a globalized network capitalism has brought enduring change to everyday experiences of humans and affected their self-images and concepts of normality. The new capitalism offered us a specific disturbance panorama which, however, in the language game of clinical diagnostics cannot be named and classified in its social framework. Here is a gap in professional reflection. Psychotherapy needs social diagnostics and for its part can contribute to it. Moreover, it is necessary for psychotherapy to develop its therapeutic technical operating level by a critical alertness for the structural conditions of human life and human suffering.     

Are facial expressions of emotion produced by categorical affect programs or dynamically driven by appraisal?

The different assumptions made by discrete and componential emotion theories about the nature of the facial expression of emotion and the underlying mechanisms are reviewed. Explicit and implicit predictions are derived from each model. It is argued that experimental expression-production paradigms rather than recognition studies are required to critically test these differential predictions. Data from a large-scale actor portrayal study are reported to demonstrate the utility of this approach. The frequencies with which 12 professional actors use major facial muscle actions individually and in combination to express 14 major emotions show little evidence for emotion-specific prototypical affect programs. Rather, the results encourage empirical investigation of componential emotion model predictions of dynamic configurations of appraisal-driven adaptive facial actions.     

Comparative judgments with missing information: a regression and process tracing analysis

We had participants decide which one of two applicants was better qualified for a scholarship. They also judged the difference between them (comparative judgment). The applicants were described by features (grades) in different subjects (dimensions). The grades on some dimensions were missing (unique dimensions) for an alternative while all the grades were available on other dimensions (common dimensions). In a conventional regression analysis, we found that decision makers gave more weight to dimensions when they were common than when they were unique. However, this commensurability effect was limited to medium important dimensions and did not apply to dimensions of high or low importance. We also observed how participants retrieved information for the choice alternatives and analysed how importance and commensurability are reflected in the processing prior to the decision. Features on more important or common dimensions were inspected earlier than features on less important or unique dimensions. Participants preferred dimensional transitions and inspected features on unique dimensions longer than their common counterparts. This finding suggested that participants used inferences when features were missing. We propose an outline of a decision heuristic to describe decision making with missing information.     

Educational Policy and Country Outcomes in International Cognitive Competence Studies

ABSTRACT— Prior studies of students' and adults' cognitive competence have shown large differences between nations, equivalent to a difference of 5 to 10 years of schooling. These differences seem to be relevant because studies using different research paradigms have demonstrated that population-level cognitive abilities are related to a number of important societal outcomes, including productivity, democratization, and health. In this overview of transnational differences, we document a number of positive predictors of international differences in student competence, including the amount of preschool education, student discipline, quantity of education, attendance at additional schools, early tracking, the use of centralized exams and high-stakes tests, and adult educational attainment. We found rather negative relationships for grade retention rates, age of school onset, and class size. Altogether, these results, when combined with the outcomes of earlier studies, demonstrate that international differences in cognitive competence can be explained in part by aspects of the respective countries' educational systems and that these differences consequently can be reduced by reform of their educational policy. This has important implications not just for closing gaps in educational achievement, but for narrowing international gaps in wealth, health, and democracy.