Haptic curvature comparison of convex and concave shapes

A sculpture and the mould in which it was formed are typical examples of objects with an identical, but opponent, surface shape: each convex (ie outward pointing) surface part of a sculpture has a concave counterpart in the mould. The question arises whether the object features of opponent shapes can be compared by touch. Therefore, we investigated whether human observers were able to discriminate the curvatures of convex and concave shapes, irrespective of whether the shape was convex or concave. Using a 2AFC procedure, subjects had to compare the curvature of a convex shape to the curvature of a concave shape. In addition, results were also obtained for congruent shapes, when the curvature of either only convex shapes or only concave shapes had to be compared. Psychometric curves were fitted to the data to obtain threshold and bias results. When subjects explored the stimuli with a single index finger, significantly higher thresholds were obtained for the opponent shapes than for the congruent shapes. However, when the stimuli were touched by two index fingers, one finger per surface, we found similar thresholds. Systematic biases were found when the curvature of opponent shapes was compared: the curvature of a more curved convex surface was judged equal to the curvature of a less curved concave surface. We conclude that human observers had the ability to compare the curvature of shapes with an opposite direction, but that their performance decreased when they sensed the opponent surfaces with the same finger. Moreover, they systematically underestimated the curvature of convex shapes compared to the curvature of concave shapes.     

Judgment and action knowledge in speed adjustment tasks: experiments in a virtual environment

Two experiments were conducted to investigate children's and adults’ knowledge of time and speed in action and judgment tasks. Participants had to set the speed of a moving car to a new speed so that it would reach a target line at the same time as a reference car moving at a higher speed and disappearing in a tunnel at the midway point. In Experiment 1 (24 10‐year‐olds, 24 adults), children's and adults’ speed adjustments followed the normative pattern when responses had to be graded linearly as a function of the car's initial speed. In a non‐linear condition, only adults’ action responses corresponded with the normative function. Simplifying the task by shortening the tunnel systematically in Experiment 2 (24 10‐year‐olds, 24 adults) enabled children to grade the speeds adequately in the action conditions only. Adults now produced normative response patterns in both judgment and action. Whether people show linearization biases was thus shown to depend on the interaction of age, task demands and response mode.     

Learning What to Remember: Vocabulary Knowledge and Children's Memory for Object Names and Features

Although young children can map a novel name to a novel object, it remains unclear what they actually remember about objects when they initially make such a name–object association. In the current study we investigated (1) what children remembered after they were initially introduced to name–object associations and (2) how their vocabulary size and vocabulary structure influenced what they remembered. As a group, children had difficulty remembering each of the features of the original novel objects. Further analyses revealed that differences in vocabulary structure predicted children's ability to remember object features. Specifically, children who produced many names for categories organized by similarity in shape (e.g. ball, cup) had the best memory for newly‐learned objects' features—especially their shapes. In addition, the more features children remembered, the more likely they were to retain the newly learned name–object associations. Vocabulary size, however, was not predictive of children's feature memory or retention. Taken together, these findings demonstrate that children's existing vocabulary structure, rather than simply vocabulary size, influences what they attend to when encountering a new object and subsequently their ability to remember new name–object associations. Copyright © 2015 John Wiley & Sons, Ltd.     

The relationship between confidence and self-concept — Towards a model of response confidence

According to Stankov [Stankov, L. (2000). Complexity, metacognition and fluid intelligence. Intelligence, 28, 121–143.] response confidence in cognitive tests reflects a trait on the boundary of personality and abilities. However, several studies failed in relating confidence scores to other known traits, including self-concept. A model of response confidence is proposed which predicts that confidence judgements do reflect self-concept, but only to the extent that they do not reflect a calibration process based on task-inherent cues. In the current study, 101 students completed various tests of cognitive abilities and skills as well as scales of the SDQ III measuring general academic and problem-solving self-concept. As expected, self-concept predicts a significant proportion of variance in the confidence factor that is over and above the influence of test scores.     

„Shedler-Westen Assessment Procedure“ (SWAP-200)

International research on operationalization of psychoanalytical constructs has brought up several instruments which are often refused by non-psychoanalytical research because they stick too close to psychoanalytical terms. Furthermore, for all of these instruments intensive training is needed to achieve reliability, and some of them pertain only to certain parts of personality functioning. Recently, a new diagnostic instrument, the Shedler-Westen assessment procedure (SWAP-200) gained strong influence on the US American research on personality disorders. The SWAP authors claim to create a universal and empirically derived language to describe personality pathology. The Q-sort-based procedure is supposed to bridge the gap between empirical research and clinical practice, to overcome DSM-IV with its reduction to symptoms while ignoring inner psychic phenomena, as well as to build a foundation for psychoanalytic case formulation. The relevance of SWAP-200 for the German speaking region is discussed and its procedure is demonstrated by the presentation of one case. Due to positive outcomes of previous validation studies it could be reasonable to implement SWAP in Germany after further independent testing.     

Die Begutachtung im Betreuungsrecht unter besonderer Berücksichtung der Voraussetzungen für eine freiheitsentziehende Unterbringung nach § 1906 BGB

This article addresses the demands on forensic-psychiatric assessments within legal guardianship. Discussing in particular the medical and normative requirements for an involuntary commitment in accordance with section 1906 of the German Cilvil code.     

PHILOSOPHY AS EMPIRICAL EXPLORATION OF LIVING

This essay describes an approach to designing a course in philosophy as a way of life (PWOL) around a set of immersive “spiritual exercises” through which students might examine their desires, engaging students in a process of testing their own experience against philosophical theories and theories against their own experience. These are used to tie together the units of a course covering classical Western and Eastern philosophical traditions, and to supplement traditional philosophical analysis of texts and arguments with ways of exploring what it might be like to live as a Platonist, Stoic, or Confucian. The essay details several exercises, engages perspectives on PWOL from Pierre Hadot and John Cooper, and addresses the question of how to assess immersive exercises.