Face recognition is robust with incongruent image resolution: relationship to security video images

Identifying a criminal captured on conventional security video typically requires matching poor-quality video footage against a high-quality photograph. The authors examined the consequence of such a large discrepancy in image quality. Recognition and matching performance of this incongruent-quality condition was compared with that of a congruent one, in which a high-quality photograph was reduced to a low-quality video. Recognition memory was little affected by this manipulation, whereas matching performance of the incongruent condition enjoyed occasional advantage. The results show that person identification can tolerate a large discrepancy between image qualities of matching stimuli when one of the images is of poor quality.     

Prediction of serial perpetrator residence: Part I—Induction of models utilising spatio-temporal routing functions and investigative information

This article presents a new framework for the geographic profiling problem which assesses and integrates the travel environment of road networks; beliefs and assumptions formed through the investigation process about the perpetrator; and information derived from the analysis of evidence. Each piece of information is evaluated in conjunction with functions which gather real-time travel information, including both time and distance of likely perpetrator travel, and is then used to update prior beliefs about the potential base of operation of the perpetrator. A novel approach was developed to generate geographic profiles given different amounts of information about the perpetrator: a centrographic strategy for when only the victim dump sites are known; a perpetrator trek strategy for instances where both victim encounter and dump sites are available; and a formal evidence-driven model which leverages and integrates available information and evidence relevant to the case for the development of a geographic profile. A follow-up article will evaluate these models through a comprehensive application to the Yorkshire Ripper investigation (see Part II).     

Just Say No: Japanese and American Styles of Refusing Unwanted Sexual Advances1

To determine whether cultural and gender differences in directness of communication are reflected in styles of refusing unwanted sexual advances, we surveyed American college students and Japanese international college students about direct and indirect ways of saying “no” in dating relationships. While both American and Japanese students said they would rather use indirect refusal tactics than direct ones, Americans rated direct strategies as more likely to be effective than did Japanese participants. Further, American students interpreted direct strategies as clearer refusals than indirect strategies, whereas Japanese respondents did not make this distinction. Men and women responded similarly in both cultural groups, so the findings point primarily to possible cultural differences in the meaning of direct refusals of sexual advances.     

Predicting dysphoria in adolescence from actual and perceived peer acceptance in childhood

Predicted dysphoria in midadolescence using actual and perceived peer acceptance of 68 4th and 5th graders (48% male, 30% minority). Main effect, additive, and interactive models for predicting dysphoria were examined. Perceived acceptance predicted later dysphoria, after controlling for initial levels of dysphoria, supporting the main effect model. Actual acceptance did not uniquely contribute to prediction of later dysphoria, and actual acceptance did not moderate the prediction of dysphoria from perceived acceptance. Sex differences in dysphoria were significant, but sex did not moderate the predictive links between perceived acceptance and dysphoria.     

Production,verification, and priming of multiplication facts

In the arithmetic-verification procedure, subjects are presented with a simple equation (e.g., 4 × 8 = 24) and must decide quickly whether it is true or false. The prevailing model of arithmetic verification holds that the presented answer (e.g., 24) has no direct effect on the speed and accuracy of retrieving an answer to the problem. It follows that models of the retrieval stage based on verification are also valid models of retrieval in the production task, in which subjects simply retrieve and state the answer to a given problem. Results of two experiments using singledigit multiplication problems challenge these assumptions. It is argued that the presented answer in verification functions as a priming stimulus and that on “true” verification trials the effects of priming are sufficient to distort estimates of problem difficulty and to mask important evidence about the nature of the retrieval process. It is also argued that the priming of false answers that have associative links to a presented problem induces interference that disrupts both speed and accuracy of retrieval. The results raise questions about the interpretation of verification data and offer support for a network-interference theory of the mental processes underlying simple multiplication.     

Examining the Relationships Between Voting Behavior, Intention, Perceived Behavioral Control, and Expectation

The theory of reasoned action (Ajzen & Fishbein, 1980) and the theory of planned behavior (Ajzen, 1985) are compared in terms of predictive validity and a comparison between behavioral expectation (BE) and behavioral intention (BI) as the immediate antecedent of behavior is offered. In addition, the relationships between attitude-toward-the-act (Aacf), subjective norm (SN), and perceived behavioral control (PBC) as predictors of BE are examined. Results indicate that the theory of planned behavior is a better predictor of intention than the theory of reasoned action and that BI is a stronger predictor of behavior than BE. The results also suggest that Aact, SN, and PBC are better predictors of BI than of BE and that development of a behavioral plan moderates the Aact-BI-B relations.     

The independence of horizontal and vertical dimensions in handwriting with and without vision

The purpose of this study was to investigate the relationship between horizontal and vertical components of handwriting production when subjects were instructed to vary the size of these components separately or together. The effect of vision on these instructed size transformations also was examined. Eight female adults participated in the experiment. The basic task was to write the words 'poppy' and 'wood' cursively five times, the first time in their normal size and then with four size transformations. These transformations--one-fourth, one-half, double, and four-times their normal size--were made under three different sets of instructions (width only, height only, both) and in two visual conditions (normal, blindfolded), for a total of six sets of five repetitions. The individual slopes (changes in actual values across the transformation values) for width and height under instructions to change both parameters were almost identical to the width and height slopes under instructions to change only the single parameter, supporting the notion of the independence of the horizontal and vertical components. Further, an analysis of these individual slopes indicated that the size transformations were significantly greater (p less than 0.05) (and closer to the instructed values) with vision than without vision.     

The effect of age on relative timing variability and transfer

The purpose of this study was to investigate potential qualitative differences in relative timing across age both within and across speed conditions. Forty right-handed males performed 48 trials of a five-component coincident-timing task at one speed and then 16 more at a different speed. The independent variables were age (5-7, 8-10, 11-13 years, and adult), speed (slow and fast), and block order (training and transfer). The results indicated that within-speed relative timing consistency improved with increasing age for movement-time and pause-time components, while across-speed transfer improved with age only for pause time. movement velocity emerged as a more stable timing parameter than movement time across speeds for all groups. The last movement-time component correlated highly with the total response times, suggesting that coincident-timing accuracy was controlled to a large degree by a final, fine-tuning correction. These results imply that developmental deficits in relative timing increase the attention demands of a given task, thereby reducing a child's capacity to concurrently control his movements and monitor events in the environment.     

Relationships Between Trait Anxiety,Demographic Variables,and School Adjustment in Students with Specific Learning Disabilities

The present study investigated relationships between dimensions of anxiety, age, gender, and school adjustment in students with specific learning disabilities (SLD). The 177 students with SLD completed measures of anxiety and school adjustment. The results of a hierarchical regression analysis indicated that age and gender together were not significant predictors of attitude to school, and that after the influence of age and gender had been removed students with more physiological and social anxiety, but less worry tended to have poorer attitudes toward school. A second hierarchical regression indicated that younger students reported more negative attitudes toward teachers, and after controlling for age and gender, students with more social anxiety reported more negative attitudes toward teachers. Implications for school personnel are discussed.     

Structure Building Predicts Grades in College Psychology and Biology

Knowing what skills underlie college success can allow students, teachers, and universities to identify and to help at‐risk students. One skill that may underlie success across a variety of subject areas is structure building, the ability to create mental representations of narratives (Gernsbacher, Varner, & Faust, 1990 ). We tested if individual differences in structure‐building ability predicted success in two college classes: introductory to psychology and introductory biology. In both cases, structure building predicted success. This effect was robust, with structure building explaining variance in course grades even after accounting for high school GPA and SAT scores (in the psychology course) or a measure of domain knowledge (in the biology course). The results support the claim that structure building is an important individual difference, one that is associated with learning in different domains. Copyright © 2016 John Wiley & Sons, Ltd.