Limits on integrating motion information across saccades

In two experiments, we investigated whether people could detect changes in the rotary motion of a cube. A rendering of a cube rotating at a constant angular velocity was presented on a video monitor and, at a key point in the trial, a cross was presented to one side of the cube as a cue for a saccade. On some trials, a change in the rotation occurred either about 100 msec before the saccade or during the saccade; on other trials, there was no change. The change consisted of moving the cube to a new position in the "rotation sequence," after which it continued to rotate at the same angular velocity as before. There was also a control on all trials to ensure that change detection was not due to the detection of low-level motion. Although detection of the change was well above chance when it occurred during the fixation, it was at chance when it occurred during the saccade, except in the case of one participant (who was in both experiments). This chance performance also occurred in Experiment 2 for (1) a slower rotation speed and (2) an axis of rotation that made the rotation planar. The participant who had above chance performance (and as good as that when the change occurred during a fixation) reported using a "strategy" that did not track the path of the cube. It thus appears that there is no natural way in which the visualsystem tracks this rotary motion, and that detection of change requires some sort of recoding. This finding raises the question of whether good performance in other, apparently similar, motion-detection tasks is a result of similar recoding.     

Character development in adolescents

This study explored the effects of a program consisting of communication and counseling skills, assertiveness training and moral dilemmas on the character development, i.e., moral reasoning, ego development, and assertiveness of high school students. It was hypothesized that exposure to the experimental treatment would enhance the character development of high school students. Fifty-four high school seniors enrolled in three psychology classes were assigned randomly to two treatment groups and one control group. Assessment instruments were the Defining Issues Test, to measure moral reasoning, the Washington University Sentence Completion Test, to measure ego development, and the Rathus Assertiveness Schedule, to measure assertiveness. A repeated measures analysis of variance was used to determine significant differences between control and treatment posttest means with respect to the dependent variables--moral reasoning, ego development, and assertiveness. The results demonstrated that the character development of the students in the experimental treatment group was affected significantly over time by the program.     

Spatiotemporal context influences perception of an ambiguous target in visual search

The two-stage model of amodal completion or TSM (Sekuler & Palmer, 1992), and the ambiguity theory (Rauschenberger, Peterson, Mosca, & Bruno, 2004) provide conflicting accounts of the phenomenon of amodal completion in 2-D images. TSM claims that an initial mosaic (2-D) representation gives way to a later amodally completed (3-D) representation. Furthermore, the 2-D representation is accessible only prior to formation of the 3-D representation. On the other hand, the ambiguity theory claims that the 2-D and 3-D representations develop in parallel and that preference for one of the coexisting representations over the other may be subject to the influence of spatiotemporal context provided by other elements in the visual display. Our experiments support the claim that, once formed, both representations coexist, with spatiotemporal context potentially determining which representation is perceived.     

Factor-analytic structures in the English and Japanese versions of the Objective Measure of Ego-Identity Status (OMEIS)

This research describes an exploratory factor analysis for the purposes of factorial validation for both the English and Japanese versions of the Objective Measure of Ego-Identity Status (OMEIS)—Ideological version (Adams, Bennion, & Huh, 1989). The Japanese OMEIS is a direct translation of the English OMEIS (Ohnishi, 1998). The study reports the factor structure of the OMEIS—Ideological version in English and Japanese. A principal factor analysis (PFA) with both oblique and orthogonal solutions was performed. Alpha reliabilities for the factors are presented. The present research compares and contrasts the factor structures of OMEIS—Ideological version, derived from a U.S. sample and a Japanese sample, comprising women from late adulthood to middle age. Cultural differences between the two sample populations are explored.     

Listening with an Accent: Speech Perception in a Second Language by Late Bilinguals

The goal of the present study was to examine functioning of late bilinguals in their second language. Specifically, we asked how native and non-native Hebrew speaking listeners perceive accented and native-accented Hebrew speech. To achieve this goal we used the gating paradigm to explore the ability of healthy late fluent bilinguals (Russian and Arabic native speakers) to recognize words in L2 (Hebrew) when they were spoken in an accent like their own, a native accent (Hebrew speakers), or another foreign accent (American accent). The data revealed that for Hebrew speakers, there was no effect of accent, whereas for the two bilingual groups (Russian and Arabic native speakers), stimuli with an accent like their own and the native Hebrew accent, required significantly less phonological information than the other foreign accents. The results support the hypothesis that phonological assimilation works in a similar manner in these two different groups.     

Aligning Islamic Spirituality to Medical Imaging

This paper attempts to conceptualize Islamic spirituality in medical imaging that deals with the humanistic and technical dimensions. It begins with establishing an understanding concerning spirituality, an area that now accepted as part of patient-centred care. This is followed by discussions pertaining to Islamic spirituality, related to the practitioner, patient care and the practice. Possible avenues towards applying Islamic spirituality in medical imaging are proposed. It is hoped that the resultant harmonization between Islamic spirituality and the practice will trigger awareness and interests pertaining to the role of a Muslim practitioner in advocating and enhancing Islamic spirituality.     

Predicting Reading in Vowelized and Unvowelized Arabic Script: An Investigation of Reading in First and Second Grades

This study examined the orthographic transparency of Arabic by investigating the contribution of phonological awareness (PA), vocabulary, and Rapid Automatized Naming (RAN) to reading vowelized and unvowelized words. The results from first and second grade children showed that PA contribution was similar in the vowelized and unvowelized orthographies. The RAN contribution was weak and similar in both versions. The vocabulary contribution increased with grade and was slightly higher in the unvowelized than vowelized orthography. Since orthography transparency in Arabic is determined solely by vowelization, these results are discussed in relation to its position on the transparency-depth continuum.     

Patients’ Experience of a Narrative Group Therapy Approach Informed by the “Tree of Life” Model for Individuals with Anorexia Nervosa

The aim of this study was to develop and evaluate a pilot group using the Tree of Life model for individuals with a diagnosis of anorexia nervosa. Qualitative feedback from patients was collected in a focus group and analyzed using thematic analysis. Four themes were identified: (1) an image to remember, share, and change, (2) constructing an alternative perspective, (3) hope, and (4) creating a sense of community. The results and their implications are discussed.     

Persistence of overconfidence in young children: Factors that lead to more accurate predictions of memory performance

Young children are typically overconfident regarding both cognitive abilities. This overconfidence may be due to development underpinnings. Previous research has demonstrated that children exhibit robust and persistent overconfidence in a simple memory-recall task. Two experiments investigated this overconfidence in 1st–4th and 4th–6th grade students. In the first experiment, we explored both the development of accurate predictions of recall and young students’ confidence in their memory performance predictions. It was found that not until 4th grade did students’ overconfidence begin to wane. In the second experiment, we investigated a condition under which 4th–6th graders might make more accurate predictions of their ability to recall simple stimuli, specifically, when the items to be remembered were unfamiliar to the students. The results confirmed our overconfidence in familiarity hypothesis. We discuss these findings in the context of metacognition.