Intergroup perception as a compromise between in-group bias and fair-mindedness

Previously, perceived competence of and attraction toward targets categorized by race showed in-group bias and no bias, respectively. Consequently, previous investigators regarded intergroup perception as a compromise between the norms of in-group bias and fair-mindedness. An alternative hypothesis for such findings is that attraction is not as relevant a dimension for intergroup discrimination as is competence. To test contrasting predictions of these hypotheses, the present authors asked participants from the majority and minority groups in Singapore (ns = 320) to evaluate either competence of or attraction toward one of the five targets. Consistent with the hypothesis that intergroup perception is a compromise, both dimensions yielded a uniform but weak in-group bias. The participants' equating of the in-group with one out-group further illustrated fair-mindedness. The authors discussed implications of the findings.     

A microswitch program including words and choice opportunities for students with multiple disabilities

Two students with multiple disabilities were provided with two or three request microswitches and one choice microswitch. Activation of a request microswitch triggered the verbal announcement of one of the stimulus events related to it. The student could choose such an event through the choice microswitch or bypass it. The request microswitches were introduced individually and made available simultaneously by the end of the intervention and the postintervention period. Analysis showed that both students learned to use the microswitches. Transfer of the microswitch program into the students' home was very successful with one student and presented some difficulties with the other. Implications of the findings and new possible developments were discussed.     

Modal and amodal completion generate different shapes

Mechanisms of contour completion are critical for computing visual surface structure in the face of occlusion. Theories of visual completion posit that mechanisms of contour interpolation operate independently of whether the completion is modal or amodal--thereby generating identical shapes in the two cases. This identity hypothesis was tested in two experiments using a configuration of two overlapping objects and a modified Kanizsa configuration. Participants adjusted the shape of a comparison display in order to match the shape of perceived interpolated contours in a standard completion display. Results revealed large and systematic shape differences between modal and amodal contours in both configurations. Participants perceived amodal (i.e., partly occluded) contours to be systematically more angular--that is, closer to a corner--than corresponding modal (i.e., illusory) contours. The results falsify the identity hypothesis in its current form: Corresponding modal and amodal contours can have different shapes, and, therefore, mechanisms of contour interpolation cannot be independent of completion type.     

Pastoral care following pregnancy loss: the role of ritual

The authors propose a model for different ways in which clergy of diverse denominations ritualize pregnancy loss through excerpts from 23 interviews with Chicago-area religious leaders. These clergy either do not ritualize pregnancy loss at all, adapt existing rituals, or create new ones.     

Visuospatial skills and their association with math performance in girls with fragile X or Turner syndrome.

The present study was designed to assess object identification ("what") and location ("where") skills among girls with fragile X or Turner syndrome and girls with neither disorder. Participants completed standardized subtests of visual perception and tasks of visuospatial "what" and "where" memory. Girls with fragile X had average performance on most object identification tasks, yet 53% failed to accurately recreate the gestalt of a design during the "where" memory task. Fewer than 7% of girls in the Turner or comparison group made this error. Girls with Turner syndrome had lower scores and longer response times on object perception tasks and had poorer recall of location for internal features of the design on the "where" memory task, relative to girls in the comparison or fragile X group. When limiting analyses to IQ-matched samples, correlations between math and visual perception tasks emerged, but only for girls with fragile X. These results reflect important differences between two cognitive phenotypes and have implications for the role of visuospatial processing in early math performance.     

Surface geometry influences the shape of illusory contours

Geometric and neural models of illusory-contour (IC) synthesis currently use only local contour geometry to derive the shape of ICs. Work on the visual representation of shape, by contrast, points to the importance of both contour and surface geometry. We investigated the influence of surface-based geometric factors on IC shape. The local geometry of inducing-contour pairs was equated in stereoscopic IC displays, and the shape of the enclosed surface was varied by manipulating sign of curvature, cross-axial shape width, and medial-axis geometry. IC shapes were measured using a parametric shape-adjustment task (Experiment 1) and a dot-adjustment task (Experiment 2). Both methods revealed large influences of surface geometry. ICs enclosing locally concave regions were perceived to be systematically more angular than those enclosing locally convex regions. Importantly, the influence of sign of curvature was modulated significantly by shape width and medial-axis geometry: IC shape difference between convex and concave inducers was greater for narrow shapes than wider ones, and greater for shapes with straight axis and symmetric contours (diamond versus bowtie), than those with curved axis and parallel contours (bent tubes). Even at the level of illusory "contours," there is a contribution of region-based geometry which is sensitive to nonlocal shape properties involving medial geometry and part decomposition. Models of IC synthesis must incorporate the role of nonlocal region-based geometric factors in a way that parallels their role in organizing visual shape representation more generally.     

Writing program with word prediction for a young man with multiple disabilities: a preliminary assessment

This study assessed a writing program with word prediction, which completed the writing of a word and spoke it out only when there was certainty that such a word was the correct one. The assessment was carried out with a young man with multiple disabilities, who typically used a word-processing program without word prediction. The two programs were compared on the time required by the participant for writing general sentences, through a social validation assessment, and eventually a check on the participant's preference. Analysis showed the program with word prediction was significantly more effective in terms of the writing time, which was halved, and was deemed preferable by 40 raters (psychology students) involved in the social validation assessment and by the participant himself. Implications of the findings are discussed.     

A brief account of statistical tests for single-case research with persons with developmental disabilities

Education and rehabilitation research with persons with developmental disabilities is often based on single-case designs (with small numbers of ordinal data points collected at irregular intervals) and relies upon graphic display and visual inspection of the data. This paper (a) provides a brief account of some statistical tests, which may serve to supplement the visual inspection process and (b) underlines some of their strengths and limitations to help education and rehabilitation personnel make a reasonable choice among them.     

Multiple microswitches for persons with multiple disabilities: a basic procedure to examine the persons' choice behavior

This study examined a basic choice-analysis procedure to clarify choice between two responses and related stimuli by five persons with multiple disabilities ages 17.1 to 50.2 yr. The procedure was based on reversing the links between responses and stimuli to assess whether the stimuli accounted for differences in response levels. When this was not the case, the procedure added extra stimuli for the less preferred response to judge whether such an increase would compensate for the apparent disadvantage of that response, e.g., its higher physical cost. Analysis showed that the choice of three of the five participants seemed motivated by the stimuli following the responses. The choice of the other two persons seemed related to a preference for one of the responses which was partially or largely modified when extra stimuli were added.