Central sources of visual masking: Indexing structures supporting seeing at a single,brief glance

Summary When two briefly exposed, spatially overlapping visual fields are presented dichoptically, the identifiability of the first field is a J-shaped function of the interval separating their onsets. Three distinct sources of central masking are inferred from the selective influence of variables at different onset asynchronies. In integration through common synthesis, two fields presented at or near simultaneous onset yield one iconic representation. The distinctiveness of this source is inferred from the selective influence of eye dominance at and near simultaneous onset. At longer onset asynchronies, the selective influence of variables such as mask contrast and degree of contour overlap imply a second source of masking. This source was identified with the inhibition of sustained channels by transient channels reported elsewhere. Interchannel inhibition is proposed to affect the fidelity of the iconic representation, but here the imprecision is due to loss of form-relevant information on the first field. At yet longer onset asynchronies, where the fields are phenomenally separate, a third set of variables (e.g., words vs. nonwords and left vs. right visual fields) show their influence. These effects are taken as evidence of a replacement principle: the iconic representation of the second field directs attention from that of the first field. Here, first-field identifiability is constrained by time rather than by impoverished data.In a final series of experiments, central three-field interactions are demonstrated. A field, inserted into the temporal gap between two fields, is perceptually impaired even though it is separated from the first and third fields by intervals at which, individually, neither field is an effective mask. This second-field depression is accompanied by a first-field enhancement. The three sources of central masking are hard pressed to account for the three-field effects.     

The Creative Use of Poetry in the Counseling Process

Poetry is an effective, creative tool in counseling. This article enumerates the advantages of using poetry and poetic methods (e.g., such language makes use of a natural system of communication) and mentions techniques for incorporating either the poem as a whole or in part. Ways of creating poetic awareness in counseling are emphasized. Guidelines for when to use poetry in counseling are suggested along with cautions on the incorporation of this method.     

Neuromuscular circuits in affect-laden information processing

Substantial evidence has accrued indicating the involvement of neuromuscular circuits in covert information processing. The physiological systems impartingemotional tone to covert processing, however, are less well understood. Reviewed here are findings from a variety of methodologies which suggest that somatic patterns, particularly in the face, reflect moment by moment emotional reactions. These findings imply neuromuscular involvement in affect-laden information processing; less conclusive, though suggestive, are data indicating that the proprioceptive feedback from these phasic and specific patterns of response are integrated cortically and influence covert processing and overt responding.     

Word and nonword superiority effects in a letter detection task

Subjects searched for predesignated consonant letters embedded in strings of consonants, consonants and vowels, or consonants and numbers. In Experiments 1-3, detection was quicker in the consonant-vowel and consonant-number strings than in the consonant strings. Apparently, vowels and numbers were less confusable distractors than are nontarget consonants. Experiment 4 tested whether psychophysical or categorical information about letters and numbers enabled subjects to process consonant-vowel and consonant-number strings more quickly. Results indicated that psychophysical characteristics of target and distractor letters mediated both word and nonword superiority effects.

     

Peer tutoring among elementary students: educational benefits to the tutor

To determine whether tutoring might be academically beneficial to the tutor, this study investigated the acquisition of spelling words by three elementary students in a peer tutoring program. The experimental design allowed a simultaneous comparison of each child's gain in performance on comparable word lists on which the child tutored another child, was tutored by another child, or neither gave nor received tutoring. The children's spelling improved nearly an equivalent amount on those words on which they tutored another child as on the words on which they were tutored; no such change was noted on the words on which they neither gave nor received tutoring. These findings, that peer tutoring is profitable for the tutor as well as the tutee, provide a basis for recommending peer tutoring as one method of individualizing education.