The illusion of transparency and chromatic subjective contours

Subjective contours can be produced that include an illusion of edge and an extension of color throughout the area of the illusion. The phenomenological appearance is of a transparent colored shape in front of the background. Two explanations of this illusion are proposed. The first is that there is an assimilation of color analogous to brightness assimilation. The second is a variant of the stratification of depth theory of subjective contours. In it, the pattern elements lead to the illusion of a surface in front of the pattern elements. We thus predicted that an illusion of transparency would enhance the subjective contour, Metelli’s model of transparency was used to quantify our prediction, and it was found that the possibility of transparency was a powerful predictor of the chromatic subjective contour.     

Effects of spatial-frequency specific adaptation and target duration on visual persistence

Two experiments investigated the properties of visual persistence as functions of spatial frequency, stimulus duration, and pattern-specific adaptation. In Experiment 1, increasing the duration of high spatial-frequency gratings from 50 to 500 msec decreased the duration of visual persistence produced by that grating to an asymptotic level. However, low-frequency gratings produced a constant estimate of visual persistence independent of presentation time. Also, spatial-frequency specific adaptation reduced the persistence of the high-frequency gratings to this asymptotic level, but the lower frequency persistence estimates already at this level were unaffected (Experiment 2). These findings are related to possible temporal properties of the sustained and transient visual systems.     

The Rorschach and MMPI: toward a more scientifically differentiated understanding of cross-method assessment

Reasons for Minnesota Multiphasic Personality Inventory (MMPI) and Rorschach disagreement at the nomothetic level are explored. Building on an understanding of measurement distinctions from other sciences, it is proposed that the Rorschach and MMPI procedures are differentially sensitive to unique manifestations of personality. By necessity, each method is then also recognized as having a limited scope of effectiveness, such that neither can provide a complete picture of personality in its full complexity. Drawing on the more extensive self-report literature, the idiosyncracies and limited scope of the self-report method are documented. Finally, an ideographically rooted, cross-method, configural model is proposed for validation research in personality assessment. Several examples consistent with this approach are drawn from the assessment literature and discussed.     

Free choice and contextually permitted actions

We present a solution to the paradox of free choice permission by introducing strong and weak permission in a deontic logic of action. It is shown how counterintuitive consequences of strong permission can be avoided by limiting the contexts in which an action can be performed. This is done by introducing the only operator, which allows us to say that only is performed (and nothing else), and by introducing contextual interpretation of action terms.This author gratefully acknowledges the hospitality of Linköping University during revision of this paper.This research of J.-J.Ch.Meyer and R.J.Wieringa is partially supported by ESPRIT BRWG project No.8319 ModelAge.     

Developing conceptions of racism among young white adults in the context of cultural diversity coursework

Despite substantial research on racial attitudes and racial identity development among young white adults, little is known about the development of their conceptions about racism. The present study assessed a five-step, empirically based contextualist model of the development of conceptions about racism in young white adults, adapted from the research of Perry (1970), Kitchener and Fischer (1990), and others. A total of 55 young white adults participating in cultural diversity coursework responded to questionnaires about the nature and causes of racism and responses were classified according to the five-step model. Results indicated that many first-year white college students think about racism in dualistic terms, comparable to those described by Perry (1970) in some first-year students' epistemological concepts. Over a semester, many students showed transitions to higher steps, conceptually integrating more dimensions of the problem. Such developmental transitions may be highly context-specific. Implications for educational interventions are discussed.     

Preventing Depression Among Young Adolescents: Preliminary Process Results of a Psycho-Educational Intervention Program

The authors present a psycho-educational group intervention designed to help youth manage the transition to and through adolescence. The program attempts to help adolescents learn skills that will decrease their susceptibility to depression during adolescence. Some preliminary results are also reported regarding the implementation of this program in three schools. The process variables of interest include the number of sessions attended, group cohesion, the degree to which the program was implemented as intended, and leader-rated impressions of session effectiveness. The article concludes with the potential uses of process results for informing the design, implementation, and revision of psycho-educational programs.     

Semantic priming and word repetition: The two effects are both additive and interactive

The additivity of semantic priming and word repetition was tested in an auditory perceptual identification task, with a view to tease apart automatic and strategic priming mechanisms. The factors Word Repetition, Semantic Priming, and Practice interacted. Word Repetition and Semantic Priming were additive in the first half of the experiment, but not in the second half. A more detailed analysis indicated that Word Repetition was additive with automatic semantic priming but not with strategic semantic priming. Results suggested that the word-repetition effect depends in part on conscious strategic anticipation processes.Parts of this study were presented at the 25th International Congress of Psychology, Brussels, 1992, and at the 34th Tagung experimentell arbeitender Psychologen, Osnabrück, 1992