Leszek Kołakowski,My Correct Views on Everything. Ed. Zbigniew Janowski

The Journal of Value Inquiry -     

No role for lightness in the perception of black and white? Simultaneous contrast affects perceived skin tone, but not perceived race

Faces of individuals with African and European heritage (henceforth referred to as Black and White respectively) feature two major differences: those of skin tone and morphological characteristics. Although considerations of perceived race are important to various psychological subdisciplines, to date the relative influence of morphological versus photometric characteristics has not been investigated. We attempted to influence the perceived racial typicality of a central target face by manipulating perceived skin tone using the well-known lightness contrast illusion. As expected, ratings of skin tone were influenced by surround faces, yet ratings of perceived racial typicality were not, suggesting a dissociation between the two judgments. Surprisingly, skin tone contributes little to perceived race, leaving facial morphology as the dominant cue. These results may shed light on failures to find effects of racial typicality in studies of prejudice where judgments were based on photographs with altered skin tone alone.     

The effects of variable-time delivery of food items and praise on problem behavior reinforced by escape

Prior research indicates that reinforcement of an appropriate response (e.g., compliance) can produce concomitant reductions in problem behavior reinforced by escape when problem behavior continues to produce negative reinforcement (e.g., Lalli et al., 1999). These effects may be due to a preference for positive over negative reinforcement or to positive reinforcement acting as an abolishing operation, rendering demands less aversive and escape from demands less effective as negative reinforcement. In the current investigation, we delivered a preferred food item and praise on a variable-time 15-s schedule while providing escape for problem behavior on a fixed-ratio 1 schedule in a demand condition for 3 participants with problem behavior maintained by negative reinforcement. Results for all 3 participants showed that variable-time delivery of preferred edible items reduced problem behavior even though escape continued to be available for these responses. These findings are discussed in the context of motivating operations.     

Monitoring same/different discrimination behavior in time and space: Finding differences and anticipatory discrimination behavior

Discrimination behavior in a standard, two-alternative forced choice same/different task is usually measured by the pigeon’s pecking one or the other of two arbitrary report areas. We found that pigeons make anticipatory, discriminative responses to the visual display during the stimulus observing period prior to the availability of the report areas; the spatial distribution of these anticipatory discriminative responses strongly correlated with the upcoming choice response. These anticipatory pecks provide evidence that the process of discrimination occurs well before the moment of choice and that key aspects of this process can be revealed by looking at the distribution of observing responses. We also manipulated the variability of the displayed items to study the nature of these anticipatory responses; again, the spatial distribution of responding during the stimulus observing period strongly correlated with the upcoming choice response. The distribution of these prechoice pecks supports the theory that pigeons search for differences in the displayed items. If differences are found, then pigeons prepare to report “different”; if not, then they report “same.”     

A quick measure to guide allocation of chaplains' time with hospitalized veterans

Assessing veterans' desire to see a chaplain can be difficult. Due to alleged personal weakness associated with seeing a chaplain while on active duty, veterans may still be reluctant to admit a need. Additionally chaplains may be challenged with multiple time demands. We devised and correlated with known instruments a single item containing four graded responses. One correlation was strong, suggesting the question's potential for serving as a useful tool for allocation of chaplains' time.     

The facing bias in biological motion perception: Effects of stimulus gender and observer sex

Under orthographic projection, biological motion point-light walkers offer no cues to the order of the dots in depth: Views from the front and from the back result in the very same stimulus. Yet observers show a bias toward seeing a walker facing the viewer (Vanrie, Dekeyser, & Verfaillie, 2004). Recently, we reported that this facing bias strongly depends on the gender of the walker (Brooks et al., 2008). The goal of the present study was, first, to examine the robustness of the effect by testing a much larger subject sample and, second, to investigate whether the effect depends on observer sex. Despite the fact that we found a significant effect of figure gender, we clearly failed to replicate the strong effect observed in the original study. We did, however, observe a significant interaction between figure gender and observer sex.     

Not too ‘shy’ to help catch a thief: Recall memory of shy versus non-shy witnesses

Witness shyness was examined to determine its impact on recall accuracy in two experiments. It was hypothesized that shyness would facilitate witness accuracy, under some conditions. In Experiment 1, witnesses were asked to respond to directed recall questions probing crime event and culprit details. Non-shy and shy witnesses produced comparable accuracy rates when describing the culprit. In contrast, non-shy witnesses were more accurate when describing crime environment details than shy witnesses. In Experiment 2, arousal was manipulated and a free recall approach was used to assess recall accuracy. Under low arousal, shy witnesses were more accurate at describing the culprit than non-shy witnesses, whereas, non-shy witnesses were more accurate at describing crime details than shy witnesses. Under high arousal, differences in accuracy were not observed across shy and non-shy witnesses.     

Personality and Intelligence: Gender,the Big Five,Self‐Estimated and Psychometric Intelligence

This paper reports on two studies that investigated the relationship between the Big Five personality traits, self‐estimates of intelligence (SEI), and scores on two psychometrically validated intelligence tests. In study 1 a total of 100 participants completed the NEO‐PI‐R, the Wonderlic Personnel Test and the Baddeley Reasoning Test, and estimated their own intelligence on a normal distribution curve. Multiple regression showed that psychometric intelligence was predicted by Conscientiousness and SEI, while SEI was predicted by gender, Neuroticism (notably anxiety) and Agreeableness (notably modesty). Personality was a better predictor of SEI than of psychometric intelligence itself. Study 2 attempted to explore the relationship between SEI and psychometric intelligence. A total of 130 participants completed the NEO‐PI‐R, the Baddeley Reasoning Test, and the S & M Spatial intelligence test. In addition, SEI and participants conceptions of intelligence were also examined. In combination with gender and previous IQ test experience, these variables were found to predict about 11% of the variance in SEI. SEI was the only significant predictor of psychometrically measured intelligence. Inconsistencies between results of the two studies, theoretical and applied implications, and limitations of this work are discussed.     

Tier 1 and Tier 2 early intervention for handwriting and composing

Three studies evaluated Tier 1 early intervention for handwriting at a critical period for literacy development in first grade and one study evaluated Tier 2 early intervention in the critical period between third and fourth grades for composing on high stakes tests. The results contribute to knowledge of research-supported handwriting and composing instruction that informs practice as school psychologists are empowered to embrace the role of intervention specialist. The first study found that neurodevelopmental training (orthographic-free motor activities and motor-free orthographic activities) led to improved accuracy and legibility of letter formation, but that direct handwriting instruction with visual cues and verbal mediation led to improved automatic handwriting (rate of writing legible letters) and transfer to improved word reading. The second study found that neither motor training nor orthographic training alone added value to direct instruction in automatic letter writing and composing practice in developing handwriting skills, which transferred to improved word reading; but the added motor training did improve performance on a grapho-motor planning task for sequential finger movements that is relevant to composing. A related analysis showed that direct instruction with visual cues and memory delays may reduce reversals. A third study found that adding handwriting to reading instruction improved handwriting but did not add value to reading outcomes for at risk readers; reading instruction alone was beneficial for word reading, decoding, and comprehension. The fourth study showed that comprehensive, explicit instruction in the processes of composition led to more significant improvement, based on group and individual data, than did the regular fourth grade program, on high stakes writing assessment.     

Biased Lineup Instructions: Examining the Effect of Pressure on Children's and Adults' Eyewitness Identification Accuracy1

Two experiments were conducted to examine the effects of pressure on lineup decisions across child and adult eyewitnesses. In both experiments, participants were exposed to a target via videotape and then presented with a 6‐person, target‐absent lineup. Pressure was manipulated via lineup instructions (neutral vs. biased instructions). With neutral lineup instructions, children had a higher false‐positive rate than did adults. With biased lineup instructions, children's patterns of false‐positive responding paralleled that of adults; that is, an increase in false positives occurred. These results suggest that social pressure may not be the only factor driving children's higher false‐positive responding, compared to adults. Potential factors that may be affecting children's lineup decision processes are discussed.