Learning influences the encoding of static and dynamic faces and their recognition across different spatial frequencies

Studies on face recognition have shown that observers are faster and more accurate at recognizing faces learned from dynamic sequences than those learned from static snapshots. Here, we investigated whether different learning procedures mediate the advantage for dynamic faces across different spatial frequencies. Observers learned two faces—one dynamic and one static—either in depth (Experiment 1) or using a more superficial learning procedure (Experiment 2). They had to search for the target faces in a subsequent visual search task. We used high-spatial frequency (HSF) and low-spatial frequency (LSF) filtered static faces during visual search to investigate whether the behavioural difference is based on encoding of different visual information for dynamically and statically learned faces. Such encoding differences may mediate the recognition of target faces in different spatial frequencies, as HSF may mediate featural face processing whereas LSF mediates configural processing. Our results show that the nature of the learning procedure alters how observers encode dynamic and static faces, and how they recognize those learned faces across different spatial frequencies. That is, these results point to a flexible usage of spatial frequencies tuned to the recognition task.     

Work–family conflict and facilitation: The combined influence of the job demand–control model and achievement striving

This study investigated the moderating effect of achievement striving (AS) on the relationship between situational variables, defined by the Job Demand–Control model (JDC), and both work–family conflict and work–family facilitation. In a sample of 224 employees in the welfare sector, the results of two hierarchical regression analyses showed that job demands were significantly positively related and job control was significantly negatively related to work–family conflict but not to work–family facilitation. For AS, a significant positive relationship was found with both work–family conflict and work–family facilitation. Interactions between situational variables and AS were insignificant although the interaction between AS and job control on work–family facilitation was close to significance in line with the expectations. Specifically, a lower level of job control did not lower the level of WFF experienced by individuals high on AS. Theoretical and practical implications are discussed.     

Influence of Attachment Style on Major Psychological Capacities to Lead

Addressing psychological literature's deficiency in research on the early development of leaders in everyday life (e.g., leaders in the workplace, leaders in social settings, leaders in organizational settings), this study assumed that central psychological capacities required for such leaders can be predicted and explained by J. Bowlby's (1969) Bowlby, J. 1969. Attachment and loss: Vol. 1. Attachment New York : Basic Books. [Google Scholar] attachment theory concerning developmental processes in infancy. The authors administered a series of questionnaires to 402 participants. The authors analyzed data by using structural equation modeling. Findings indicate a potential-to-lead construct that forms in infancy. The results fully supported the authors’ main arguments: that secure attachment style influences the potential to lead and that this capacity is essential for leadership as measured by leadership ranking.     

The Epistemic Challenge of Hearing Child’s Voice

Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child (as educator) and adult (as learner). Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view education, knowledge, as much as child, and is even more extreme when child is also black. The idea is what Miranda Fricker calls ‘epistemic injustice’ which occurs when someone is wronged specifically in their capacity as a knower. Although her work concerns gender and race, I extrapolate her radical ideas to (black) child. Awareness of the epistemic injustice that is done to children and my proposal for increased epistemic modesty and epistemic equality could help transform pedagogical spaces to include child subjects as educators. A way forward is suggested that involves ‘cracking’ the concept of child and a different non-individualised conception of education.     

Overt and covert aggression in work settings in relation to the subjective well‐being of employees

Aggressive behavior was studied in workplaces having (1) predominantly male, (2) predominantly female, or (3) both male and female employees in equal or near equal frequencies. In addition to examining the occurrence of different types of aggression in these workplaces, the question of whether being a target of aggression is related to employees’ subjective well‐being was addressed. One hundred sixty‐nine participants (mainly 30–50 years of age) employed in a wide range of organizations in the public sector completed a questionnaire measuring four types of observed and experienced aggression: direct overt, indirect manipulative, covert insinuative, and rational‐appearing aggression. Indirect manipulative and rational‐appearing aggression were perceived to be the most widely used aggression styles in the work context. In the predominantly male workplaces, the men were perceived to use more of all types of aggression than in the predominantly female workplaces. The women’s aggression was not related to the relative number of females and males with whom they worked. Participants were divided into two groups on the basis of the extent to which they estimated themselves to be targets of workplace aggression. Those who considered themselves to be victims of workplace aggression suffered significantly more from psychosocial problems and physical symptoms than those who had been victimized to a lesser extent or not at all. The victimized group also considered the aggression they had suffered to be the reason for their psychosocial and health problems. Aggr. Behav. 27:360–371, 2001. © 2001 Wiley‐Liss, Inc.     

Human freezing in response to affective films

Human freezing has been objectively assessed using a passive picture viewing paradigm as an analog for threat. These results should be replicated for other stimuli in order to determine their stability and generalizability. Affective films are used frequently to elicit affective responses, but it is unknown whether they also elicit freezing-like defense responses. To test whether this is the case, 50 participants watched neutral, pleasant and unpleasant film fragments while standing on a stabilometric platform and wearing a polar band to assess heart rate. Freezing-like responses (indicated by overall reduced body sway and heart rate deceleration) were observed for the unpleasant film only. The unpleasant film also elicited early reduced body sway (1–2 s after stimulus onset). Heart rate and body sway were correlated during the unpleasant film only. The results suggest that ecologically valid stimuli like films are adequate stimuli in evoking defense responses. The results also underscore the importance of including time courses in human experimental research on defense reactions in order to delineate different stages in the defense response.     

Temporal reproductions are influenced by an internal reference: Explaining the Vierordt effect

Several findings from duration perception literature suggest that when making decisions about time, participants rely on an internal reference memory for time rather than merely on the current physical stimuli. According to a recent account, such an internal reference is formed by a continuous dynamic updating process that integrates duration information from previous trials and the current trial. In the present work, we show how such a dynamic mechanism can account for the classical yet unresolved Vierordt effect, which refers to the overestimation of relatively short and the underestimation of relatively long temporal intervals. We conducted an experiment to examine this and related predictions by means of a temporal reproduction task. Specifically, participants were presented with two successive time intervals — a standard s with constant duration and a comparison c with variable duration. Instead of performing a comparison judgment, however, the participants were subsequently cued to reproduce one of the two presented stimuli. Reproductions were affected not only by the temporal position of the to-be-reproduced stimulus, but also by the stimuli presented on earlier trials. These results support the notion of a dynamically updated internal reference underlying our judgments about the time elapsed, which might also be the basis of the Vierordt effect.     

“I've Been a Long Time Leaving”: The Role of Limited Skill Transferability in Increasing Suicide‐Related Cognitions and Behavior in Veterinarians

Barriers to occupational mobility were investigated to determine whether they increased reported suicide‐related cognitions and behavior over 12 months. This was explored in a two‐wave longitudinal study. Intention to leave, depression, perceived skill transferability, and suicide‐related cognitions and behavior was measured at both time points approximately 12 months apart. Results indicated that when there was a high intention to leave at T1, reported suicide‐related cognitions and behavior increased over 12 months only when skill transferability to other professions was perceived to be limited. Findings support the role of limited occupational mobility in suicide‐related cognitions and behavior.