The effect of saccades on number processing

Recent research has shown that saccadic eye movements interfere with dorsal-stream tasks such as judgments of object orientation, but not with ventral-stream tasks such as object recognition. Because saccade programming and execution also rely on the dorsal stream, it has been hypothesized that cognitive saccadic suppression occurs as a result of dual-task interference within the dorsal stream. Judging whether one number is larger or smaller than another (magnitude comparison) is a dorsal-stream task that relies especially on the right parietal cortex. In contrast, judging whether a number is odd or even (parity judgment) does not involve the dorsal stream. In the present study, one group of subjects judged whether two-digit numbers were greater than or less than 65, whereas another group judged whether two-digit numbers were odd or even. Subjects in both groups made these judgments while making no, short, or long saccades. Saccade distance had no effect on parity judgments, but reaction times to make magnitude comparison judgments increased with saccade distance when the eyes moved from right to left. Because the right parietal cortex is instrumental in generating leftward saccades, these results provide further evidence for the hypothesis that cognitive suppression during saccades occurs as a result of dual-task interference within the dorsal stream.     

Evolution of concepts of stress

This essay describes the evolution of stress as a medical scientific idea. Claude Bernard, Walter B. Cannon and Hans Selye provided key founding concepts for the current view. Bernard introduced the idea of the internal environment bathing cells - the milieu intérieur - maintained by continual compensatory changes of bodily functions. Cannon coined the word, "homeostasis," referring to a set of acceptable ranges of values for internal variables. Cannon taught that threats to homeostasis evoke activation of the sympathoadrenal system as a functional unit. Selye defined stress as a state characterized by a uniform response pattern, regardless of the particular stressor, that could lead to long-term pathologic changes. "Allostasis" was introduced as a concept in recognition that there is no single ideal set of steady-state conditions in life; instead, setpoints and other response criteria change continuously. Stress is now viewed neither as a perturbation nor a stereotyped response pattern but as a condition characterized by a perceived discrepancy between information about a monitored variable and criteria for eliciting patterned effector responses. Different stressors elicit different patterns of activation of the sympathetic nervous, adrenomedullary hormonal, hypothalamic-pituitary-adrenocortical and other effectors, closing negative feedback loops. This systems concept of stress yields predictions that observation or experimentation can test and that are applicable to normal physiology and to a variety of acute and chronic disorders.     

Covert shifts of attention precede involuntary eye movements

There is considerable evidence that covert visual attention precedes voluntary eye movements to an intended location. What happens to covert attention when an involuntary saccadic eye movement is made? In agreement with other researchers, we found that attention and voluntary eye movements are tightly coupled in such a way that attention always shifts to the intended location before the eyes begin to move. However, we found that when an involuntary eye movement is made, attention first precedes the eyes to the unintended location and then switches to the intended location, with the eyes following this pattern a short time later. These results support the notion that attention and saccade programming are tightly coupled.     

Risk as a Moderator of the Effects of Prevention Programs for Children from Divorced Families: A Six-Year Longitudinal Study

Program by risk interactions were assessed to evaluate whether the long-term effects of two preventive interventions for children from divorced families were moderated by baseline levels of risk. Six-year prospective relations between childhood (ages 9-12) and adolescence (ages 15-19) were examined in 68 children who comprised the control group of a randomized trial. Analyses indicated that two childhood variables predicted multiple adolescent outcomes: environmental stressors and externalizing problems. A risk index composed of these 2 variables was highly predictive of internalizing and externalizing problems, competence, substance use, and mental disorder 6 years later. Analyses of the full sample (N = 218) indicated that program effects were greater for children with higher risk scores and that the programs attenuated the relation between risk and adolescent internalizing and externalizing problems, competence, and mental disorder.     

iSTART: Interactive strategy training for active reading and thinking

Interactive Strategy Training for Active Reading and Thinking (iSTART) is a Web-based application that provides young adolescent to college-age students with high-level reading strategy training to improve comprehension of science texts. iSTART is modeled after an effective, human-delivered intervention called self-explanation reading training (SERT), which trains readers to use active reading strategies to self-explain difficult texts more effectively. To make the training more widely available, the Web-based trainer has been developed. Transforming the training from a human-delivered application to a computer-based one has resulted in a highly interactive trainer that adapts its methods to the performance of the students. The iSTART trainer introduces the strategies in a simulated classroom setting with interaction between three animated characters—an instructor character and two student characters— and the human trainee. Thereafter, the trainee identifies the strategies in the explanations of a student character who is guided by an instructor character. Finally, the trainee practices self-explanation under the guidance of an instructor character. We describe this system and discuss how appropriate feedback is generated.     

Family interactions and the course of schizophrenia in African American and White patients

Relatives' critical and intrusive behavior with patients, patients' odd or unusual thinking with relatives, and the course of schizophrenia were examined. Seventy-one African American and White patients (each with 1 relative) completed 2 problem-solving discussions. Relatives' critical and intrusive behavior with patients and patients' odd or unusual thinking with relatives were assessed, and patients were followed for 2 years. For African American patients, high levels of relatives' critical and intrusive behavior were associated with better outcome. For White patients, low levels of both relatives' critical and intrusive behavior and patients' odd or unusual thinking with relatives were associated with better outcome. The results suggest that during family interactions, seemingly negative behaviors may be perceived as a sign of caring and concern by African Americans. For Whites, the combination of patients' odd or unusual thinking with relatives and relatives' critical and intrusive behavior toward patients may be especially predictive of an adverse course.     

Age-related effects of attentional and oculomotor capture by onsets and color singletons as a function of experience

The present experiment examined the degree to which experience with different stimulus characteristics affects attentional capture, particularly as related to aging. Participants were presented with onset target/color singleton distractor or color singleton target/onset distractor pairs across three experimental sessions. The target/distractor pairs were reversed in the second session such that the target in the first session became the distractor in the second and third sessions. For both young and old adults previous experience with color as a target defining feature influenced oculomotor capture with task-irrelevant color distractors. Experience with sudden onsets had the same effect for younger and older adults, although capture effects were substantially larger for onset than for color distractors. Experience-based capture effects diminished relatively rapidly after target and distractor-defining properties were reversed. The results are discussed in terms of top-down and stimulus-driven effects on age-related differences in attentional control.     

Identity maintenance in the affectively distant patient

Patients who are affectively distant, in that they appear to have little conscious emotional investment in the analyst, have been described increasingly in the psychoanalytic literature of the last twenty years. Typically, they have been understood either from a developmental point of view as defensively struggling against wishes for symbiotic union or, on the Kleinian model, as having unconscious fantasies of bodily fusion with the mother that, upon separation from her, result in annihilation anxiety that generates autistic defenses. Of special importance is the work of Heinz Lichtenstein, who stresses early identity maintenance and the role of mirroring experiences with the mother in the development of an "identity theme." This concept is used here as a symbiotic precursor of ego identity that ties the self to a particular mother. It is this primitive form of identity that can occasion regressive self-definition in the transference of the affectively distant patient. Two cases are presented that illustrate dynamics and transference dispositions occurring in the psychoanalysis of these patients. The discussion focuses on the role of the patient's catastrophic fear of acceptance, as well as on the consequent need for self-protective measures. It is argued that careful and consistent analysis of these conflicted areas of these patients' transference leads toward greater integration of their identity and personality.     

Heidegger and Nietzsche; the Question of Value and Nihilism in relation to Education

This paper is a philosophical analysis ofHeidegger and Nietzsche's approach tometaphysics and the associated problem ofnihilism. Heidegger sums up the history ofWestern metaphysics in a way which challengescommon sense approaches to values education.Through close attention to language, Heideggerargues that Nietzsche inverts thePlatonic-Christian tradition but retains theanthropocentric imposition of values. Ihave used Nietzsche's theory to suggest aslightly different definition of metaphysicsand nihilism which draws attention to theontological parameters of human truths as astruggle between competing sets of conflictingor contradictory values (perspectives) thatopens space for rethinking and re-educatinghuman possibilities. How this openness willshow up in educational theory and practice isonly beginning to be evoked. The twophilosophers indicate an approach to issues ofmorality, decision making and knowledgeproduction which may surprise and disconcerttraditional views. As the forefathers ofpost-structuralist thinking, Nietzsche andHeidegger offer a critique of Humanism whileretaining the Renaissance tradition ofpositioning education as the well spring ofvalues in society. It is through the generationof new knowledges, the development of critiqueand the nurturing of character that societyreformulates itself in relation to the earth.The ethical evaluation of these new forms ofknowledge is crucial to the creative and caringregeneration of the human environment, asopposed to the corrosive adoption ofconsumerism and usury.