A crossmodal attentional blink between vision and touch

There is currently a great deal of interest regarding the possible existence of a crossmodal attentional blink (AB) between audition and vision. The majority of evidence now suggests that no such crossmodal deficit exists unless a task switch is introduced. We report two experiments designed to investigate the existence of a crossmodal AB between vision and touch. Two masked targets were presented successively at variable interstimulus intervals. Participants had to respond either to both targets (experimental condition) or to just the second target (control condition). In Experiment 1, the order of target modality was blocked, and an AB was demonstrated when visual targets preceded tactile targets, but not when tactile targets preceded visual targets. In Experiment 2, target modality was mixed randomly, and a significant crossmodal AB was demonstrated in both directions between vision and touch. The contrast between our visuotactile results and those of previous audiovisual studies is discussed, as are the implications for current theories of the AB.     

Contextual effects on word production: A lifespan study

The effect of sentence priming on picture naming was investigated across the lifespan, from age 3 to 87 years. Names that are normally acquired before 3 years of age were presented in auditory contexts that were semantically congruent, incongruent, or neutral in relation to each picture and its name. Sentential priming was present at all age levels. Facilitation (neutral vs. congruent) was significantly by 4 years of age and did not vary significantly with age. Interference (incongruent vs. neutral) was significant at all age levels, but changed nonmonotonically with age (largest in the youngest children, stable from young adulthood through age 70, with a small increase in the oldest participants). We conclude that picture naming is a useful tool for the investigation of sentential priming effects across the lifespan and that it can reveal potentially interesting developmental changes in the effects of sentential context on word retrieval.     

Dyskinesias differentiate autistic disorder from catatonia

Autistic disorder and catatonia are neuropsychiatric syndromes defined by impairments in social interaction, communication, and restricted, stereotypical motor routines. Assessments of children with these disorders are typically restricted in scope by the patients' limited ability to comprehend directions. The authors performed systematic assessments of dyskinesias on six prepubertal boys with autistic disorder and mental retardation and on one adolescent male with catatonia to determine if this type of information could be routinely obtained. The boys with autistic disorder had more stereotypies and tics, a greater degree of akathisia and hyperactivity, and more compulsions than the adolescent with catatonia. Catatonia was associated with catalepsy and dystonic postures. The authors conclude that the diagnostic accuracy and specificity of neuropsychiatric syndromes may be enhanced by the systematic assessment of the dyskinesias associated with each condition.     

Special section on theoretical models and conceptual analyses: second installment

The Journal of Applied Psychology's call for theoretical models and conceptual analyses brought a terrific response. The first set of articles accepted in response to the call appeared in the December 2004 issue. This installment contains the second set of articles.     

Role of orientation in perception of emotions

Our study examined whether perception of novel emotions, as with perception of novel objects, elicits a cardiac orientation reaction. Using a habituation-dishabituation paradigm, data from 11 adult subjects showed that orientation to both novel emotions and novel objects elicited a heart-rate deceleration. Results suggest that the orientation reaction may be an integral part of perception of emotion. Perception of emotions, therefore, is a complex, multistep process that includes an early orientation reaction.     

Associative learning improves visual working memory performance

The ability to remember visual stimuli over a short delay period is limited by the small capacity of visual working memory (VWM). Here the authors investigate the role of learning in enhancing VWM. Participants saw 2 spatial arrays separated by a 1-s interval. The 2 arrays were identical except for 1 location. Participants had to detect the difference. Unknown to the participants, some spatial arrays would repeat once every dozen trials or so for up to 32 repetitions. Spatial VWM performance increased significantly when the same location changed across display repetitions, but not at all when different locations changed from one display repetition to another. The authors suggest that a major role of learning in VWM is to mediate which information gets retained, rather than to directly increase VWM capacity.     

Especial skills: their emergence with massive amounts of practice

Differing viewpoints concerning the specificity and generality of motor skill representations in memory were compared by contrasting versions of a skill having either extensive or minimal specific practice. In Experiments 1 and 2, skilled basketball players more accurately performed set shots at the foul line than would be predicted on the basis of the performance at the nearby locations, suggesting considerable specificity at this distance. This effect was replicated even when the lines on the court were obscured (in Experiment 2). However, the effect was absent when jump shots were executed in Experiment 3. The authors argue that massive levels of practice at 1 particular member of a class of actions produce specific effects that allow this skill to stand out from the other members of the class, giving it the status of an especial skill. Various theoretical views are proposed to account for the development of these skills.     

Distinctive processing underlies skilled memory

Research on skilled memory has focused on organizational processes to the exclusion of item-specific processes, although theories of skilled memory do acknowledge the importance of both kinds of processes. Using the isolation methodology, we presented lists of American football team names to participants who had either a high or a low level of knowledge about American football. An isolation effect (greater recall of the target in the isolate list than in a homogeneous control list) was observed only with high-knowledge participants. When standard lists were used, an isolation effect was observed with both groups. These findings empirically validate the importance of both organizational and item-specific processing as the basis of distinctive processing underlying skilled memory performance.     

Are monkeys aesthetists? Rensch (1957) revisited

Three experiments assessed whether capuchin monkeys (Cebus apella) and squirrel monkeys (Saimiri sciureus) prefer regular and symmetrical visual patterns. Pictorial representations of faces were included in 1 stimulus set. When the monkeys could pick up and manipulate small cards bearing the stimuli, all preferences expressed by capuchins and most of those expressed by squirrel monkeys were for regular stimuli. Symmetry of the patterns was influential but not essential. Some preferences were also found for faces. When images of the patterns were presented on a touch screen, capuchins continued to express preferences especially for regular and symmetrical stimuli, but they showed some avoidance of faces. Squirrel monkeys responded less discriminatingly to the touch screen stimuli. The findings provide support for B. Rensch's (1957) claim that monkeys prefer visual stimuli that humans find aesthetically pleasing.     

Differences in Individual Approaches: Communication in the Familial Breast Cancer Consultation and the Effect on Patient Outcomes

This multicenter study aimed to assess (i) whether individual clinical geneticists and genetic counselors vary in their communication skills and (ii) whether this variation in communication impacts on patient outcomes, such as anxiety, depression, genetics knowledge, and satisfaction. One hundred and fifty women from high-risk breast cancer families attending their first genetic counseling consultation completed pre and post-consultation self-report questionnaires. The consultations were audiotaped and transcribed verbatim. Univariate analyses showed highly significant differences between individual clinical geneticists and genetic counselors in: facilitating understanding (p 0.001); facilitating active involvement (p 0.001); facilitating partnership building (p = 0.003); addressing emotional concerns (p 0.001); and discussing prophylactic mastectomy (p = 0.017). Multivariate linear regressions showed that this variation in communication resulted in a greater change in patients depression 4 weeks after the counseling session (p = 0.017). These findings suggest clinical geneticists and genetic counselors have achieved some standardization in communicating information, but showed diversity in their facilitation skills. Communication skills may be a useful area to explore further in this field.