SPREADING OF VISUAL ATTENTION TO MODALLY VERSUS AMODALLY COMPLETED REGIONS

Abstract— Regions of objects that are partially obscured at the current retinal image are often perceptually filled in by the visual system (Kanizsa, 1979). In some cases (modal completion), this causes the filled-in region to appear tinged with the color and brightness of unobscured parts of that object, but m other cases (amodal completion), it does not (Michotte & Burke, 1951). It has recently been argued that modal and amodal completion both arise in preattentive vision, and may operate equivalently at that level (Davis & Driver, 1994, He & Nakayama, 1992, Shipley & Kellman, 1992). In this article, we show that they have different effects on attentive vision, with attention tending to spread to (and from) modally completed regions and their visible inducers, but not to (or from) comparable amodally completed regions and their inducers. This finding is consistent with visual attention operating on surfaces (e g, He & Nakayama, 1995) in a viewer-centered representation of the scene, after the operation of filling-in processes.     

The nature and treatment of social phobia in youth

A small proportion of children and adolescents experience a debilitating level of social anxiety, known as social phobia. Initially, we consider the phenomenology and aetiology of social phobia in children and adolescents. A number of age-sensitive assessment instruments or tools are briefly considered: a diagnostic interview, selj-report instruments, behavioural observations, cognitive assessment, self-monitoring and psychophysiological recording. We explore cognitive-behavioural strategies that have been found to be useful in the management of social phobia. Although there is much research support for the efficacy of cognitive-behavioural strategies for adults with social phobia, it is emphasized that controlled evaluations have yet to be undertaken with socially phobic youngsters.     

Socialization in an International Context

The globalization of the world economy, the widespread expansion of corporations into overseas markets and the increased use of expatriate and repatriate job assignments have all fundamentally changed the context in which organizational socialization now takes place. This article examines the distinctive socialization issues made salient by this organizational context change. The paper reviews existing theoretical and empirical research, provides hypotheses to guide future socialization research in this area and discusses the implications of an international context for the management of organizational socialization programmes.     

Should the behavioral sciences become more pragmatic? The case for functional contextualism in research on human behavior

Although societal need for behavioral science research is enormous, current research practices seem to be inefficient vehicles for producing knowledge that guides practical action. Many of our most popular theories provide little direct guidance for application. They focus on the development of models of the relationships among organismic events such as attitudes, self-efficacy expectations, and behavior, but pay little or no attention to the contextual influences on behavior. Such research is in keeping with a long-standing mechanistic tradition in psychology. We propose a version of contextualism as an alternative paradigm for the behavioral sciences. According to this paradigm, theories and research are evaluated in terms of their contribution to the prediction and influence of behavior. Basic research organized to pursue this goal has a direct bearing on how behavioral phenomena can be changed for practical purposes. Conversely, applied research contributes to basic understanding of the determinants of psychological phenomena.     

DIRECT AND COLLATERAL EFFECTS OF RESTRAINTS AND RESTRAINT FADING

Mechanical restraints are commonly used to reduce the risks associated with severe self-injurious behavior (SIB), but may result in movement restriction and adverse side effects (e.g., bone demineralization). Restraint fading may provide a method for decreasing SIB while increasing movement and reducing these side effects. In the current investigation, rigid arm sleeves and restraint fading (gradually reducing the rigidity of the sleeves) were used with 3 clients who engaged in hand-to-head SIB. Restraints and fading reduced the hand-to-head SIB of all clients. However, for 1 client, the addition of a water mist procedure further reduced SIB to near-zero levels. For a 2nd client, another form of SIB developed that was not prevented by the rigid sleeves. For a 3rd client, a topography of SIB that was not physically prevented by the rigid sleeves was also reduced when restraints and fading were introduced.     

Foraging for brain stimulation: toward a neurobiology of computation

The self-stimulating rat performs foraging tasks mediated by simple computations that use interreward intervals and subjective reward magnitudes to determine stay durations. This is a simplified preparation in which to study the neurobiology of the elementary computational operations that make cognition possible, because the neural signal specifying the value of a computationally relevant variable is produced by direct electrical stimulation of a neural pathway. Newly developed measurement methods yield functions relating the subjective reward magnitude to the parameters of the neural signal. These measurements also show that the decision process that governs foraging behavior divides the subjective reward magnitude by the most recent interreward interval to determine the preferability of an option (a foraging patch). The decision process sets the parameters that determine stay durations (durations of visits to foraging patches) so that the ratios of the stay durations match the ratios of the preferabilities.     

Using a Narrative Metaphor: Implications for Theory and Clinical Practice

The evolution of family therapy from a cybernetic metaphor to a narrative metaphor has led us to think differently about therapy, about clients, and about ourselves as therapists. In this article we pursue how this different way of thinking has informed a theoretical understanding of a narrative therapy approach and consequently has opened space for different ways of working clinically. We begin by tracing the evolution to narrative; we consider the implications of social constructionism and its political effects; and we complete the discussion by focusing on narrative theory. We then show how the clinical work follows logically and is coherent with the theoretical considerations. We describe, and illustrate with clinical examples, an innovative approach to working with couples and families with adolescents. In this work we pay attention to the larger cultural stories, including gender constructions, and to personal stories that persons have created to make meaning out of their experience as they interact with one another in a reciprocal meaning-making process. Interventions focus on externalizing the problem narrative that is influencing the client(s), mapping the effects of the problem pattern and/or the totalizing view persons might have of others, and creating space for client(s) to notice preferred actions and intentions. Finally, we close the loop by asking questions of ourselves and others about the effects of working from a narrative metaphor.     

Nodality effects during equivalence class formation: An extension to sight-word reading and concept development

Three students with moderate disabilities were taught to read and match-to-sample sight words comprising stimulus sets based upon the four food groups. We taught students conditional discriminations within four four-member sets using a single-sample/four-comparison procedure. Students were taught A-B, B-C, and C-D conditional discriminations for each of the four potential stimulus classes. Subsequent probes tested for relations based upon symmetry and one-node and two-node transitivity. The performances for all students indicated that symmetric relations emerged before one-node transitive relations, and that one-node transitive relations emerged before two-node transitive relations. These results are consistent with a pattern of responding, referred to as a "nodality effect," in which relations with fewer nodes are demonstrated prior to the demonstration of relations with a greater number of nodes. These results extend this area of research to sight-word reading for students with moderate disabilities.