An eye for relations: eye-tracking indicates long-term negative effects of operational thinking on understanding of math equivalence

Prior knowledge in the domain of mathematics can sometimes interfere with learning and performance in that domain. One of the best examples of this phenomenon is in students’ difficulties solving equations with operations on both sides of the equal sign. Elementary school children in the U.S. typically acquire incorrect, operational schemata rather than correct, relational schemata for interpreting equations. Researchers have argued that these operational schemata are never unlearned and can continue to affect performance for years to come, even after relational schemata are learned. In the present study, we investigated whether and how operational schemata negatively affect undergraduates’ performance on equations. We monitored the eye movements of 64 undergraduate students while they solved a set of equations that are typically used to assess children’s adherence to operational schemata (e.g., 3 + 4 + 5 = 3 + __). Participants did not perform at ceiling on these equations, particularly when under time pressure. Converging evidence from performance and eye movements showed that operational schemata are sometimes activated instead of relational schemata. Eye movement patterns reflective of the activation of relational schemata were specifically lacking when participants solved equations by adding up all the numbers or adding the numbers before the equal sign, but not when they used other types of incorrect strategies. These findings demonstrate that the negative effects of acquiring operational schemata extend far beyond elementary school.     

Homicide as conflict resolution

Homicide research at societal, subcultural, and interaction levels of analysis has not produced a comprehensive model for the killer‐victim transaction. But rules for organizing the experience of homicide can be generated from Simmel's definition of conflict as a “resolution of divergent dualisms” (1955:11). A model of homicide as a form of conflict resolution is demonstrated through interviews with a random sample of 35 adjudicated killers. Respondents’ definitions of homicide correspond to the conflict resolution model, with their verbal accounts, their socio‐psychological orientation to the victim at the point of the killing, their method of killing, and the general dynamics of the killer‐victim transaction, all varying as a resolution of a distinctive relationship, either between lovers, adversaries, or strangers. The situational definition casts homicide within the realm of normal behavior and at the same time delineates its distinctive features.     

Homicide and suicide: Structure and process

This article brings together major new findings on homicide and suicide in order to contribute to an awareness of the similarities and differences between the two at both the structural and process levels of analysis, to make causal inferences, and to stimulate future research. Both homicide and suicide are processes of fixation on conflict resolution. The process of conflict resolution in turn is conditioned by structural disorganization. The process of fixation is conditioned by structural segregation, taking the particular form of estrangement, self‐reliance, and partial isolation. Intentional suicide, as distinct from intentional homicide, involves a negative fixation on self resulting primarily from the physical or psychological unavailability of a victim. The lack of a victim leaves the would‐be suicide feeling overwhelmed by the emotion that he or she fears. This process is conditioned by age and societal centralization, which together deny opportunities for homicide and detract from the kind of social support that might make life seem worthwhile.     

Waves,streams, states,and self: An outline of an integral psychology 1

Abstract

Although far from unanimous, there seems to be a general consensus that neither mind nor brain can be reduced without remainder to the other. This essay argues that indeed both mind and brain need to be included in a nonreductionistic way in any genuinely integral theory of consciousness. In order to facilitate such integration, this essay presents the results of an extensive cross‐cultural literature search on the “mind” side of the equation, suggesting that the mental phenomena that need to be considered in any integral theory include developmental levels or waves of consciousness, developmental lines or streams of consciousness, states of consciousness, and the self (or self‐system). A “master template” of these various phenomena, culled from over one‐hundred psychological systems East and West, is presented. It is suggested that this master template represents a general summary of the “mind” side of the brain‐mind integration. The essay concludes with reflections on the “hard problem,” or how the mind‐side can be integrated with the brain‐side to generate a more integral theory of consciousness.     

Time Perception in Boys With Attention-Deficit/Hyperactivity Disorder According to Time Duration,Distraction and Mode of Presentation

The present study describes the incidence of test refusal at neuropsychological assessment, investigates its correlates, and its stability. The participants were 124 children aged 3.5 years whose development has been followed from birth in the Jyväskylä Longitudinal Study of Dyslexia (JLD). The frequency of test refusal on the Finnish version of the NEPSY was analyzed with respect to the children's concurrent and earlier cognitive and language skills, assessed using tests and parental ratings. Refusal during test-taking was found to be relatively common at this age, and high frequency of refusal at an earlier age was associated with similar tendency at a later age. High test refusal was associated with compromised neuropsychological and linguistic test scores. Missing data due to refusal were more common in neuropsychological tasks requiring verbal production. It is concluded that test refusals reflect a child's poor underlying skills and an attempt to avoid failure, rather than noncompliant or oppositional behavior.     

Social Problem-Solving Skills in Children with Traumatic Brain Injury: Long-Term Outcomes and Prediction of Social Competence

The effects of childhood traumatic brain injury (TBI) on social problem-solving were examined in 35 children with severe TBI, 40 children with moderate TBI, and 46 children with orthopedic injuries (OI). The children were recruited prospectively following injuries that occurred between 6 and 12 years of age. They were followed longitudinally, and ranged from 9 to 18 years of age at the time of the current study, which occurred on average 4 years post injury. They were administered a semi-structured interview used in previous research on social problem-solving to assess the developmental level of their responses to hypothetical dilemmas involving social conflict. Children in the severe TBI group defined the social dilemmas and generated alternative strategies to solve those dilemmas at the same developmental level as did children in the OI group. However, they articulated lower-level strategies as the best way to solve the dilemmas and used lower-level reasoning to evaluate the effectiveness of the strategies. After controlling for group membership, race, socioeconomic status, IQ, and age, children's social problem-solving, and particularly the developmental level of their preferred strategies for resolving conflicts, predicted parents ratings of children's social skills, peer relationships, aggressive behavior, and academic performance. The findings indicate that children with severe TBI demonstrate selective, long-term deficits in their social problem-solving skills that may help to account for their poor social and academic outcomes.     

Robert Burns in the counsellor's chair: A socio-cultural analysis of the Burns myth

To illustrate how difficult endings are, this paper first cites an Italian therapist's experience of the use of time with university students in Naples and then associates to contrasting examples in the novel, art, music and the cinema. It uses a dialogue about ending in the film Brief Encounter as a possible paradigm for what is needed in brief therapy. It then refers to the work of James Mann on different experiences of time which underlie the resistance to brief work. How can brief therapy contain the paradox between finite and infinite time? Incorporating another model of therapeutic intervention with the use of Milton Erickson's attitude to time and the unconscious, the paper then moves on to a clinical example, where treatment consisted of an assessment and five sessions. Here the practice of not interpreting the transference is challenged, along with an exploration of the concept of transference to the organization and the use of pre-treatment ‘maternal reverie’ associations. Using the combination of informal trance-like states with a clear focus on the ‘here and now’, the process of the therapeutic relationship is then worked with in the case material.     

25 years of research on the use of geometry in spatial reorientation: a current theoretical perspective

The purpose of this article is to review and evaluate the range of theories proposed to explain findings on the use of geometry in reorientation. We consider five key approaches and models associated with them and, in the course of reviewing each approach, five key issues. First, we take up modularity theory itself, as recently revised by Lee and Spelke (Cognitive Psychology, 61, 152–176, 2010a; Experimental Brain Research, 206, 179–188, 2010b). In this context, we discuss issues concerning the basic distinction between geometry and features. Second, we review the view-matching approach (Stürzl, Cheung, Cheng, & Zeil, Journal of Experimental Psychology: Animal Behavior Processes, 34, 1–14, 2008). In this context, we highlight the possibility of cross-species differences, as well as commonalities. Third, we review an associative theory (Miller & Shettleworth, Journal of Experimental Psychology: Animal Behavior Processes, 33, 191–212, 2007; Journal of Experimental Psychology: Animal Behavior Processes, 34, 419–422, 2008). In this context, we focus on phenomena of cue competition. Fourth, we take up adaptive combination theory (Newcombe & Huttenlocher, 2006). In this context, we focus on discussing development and the effects of experience. Fifth, we examine various neurally based approaches, including frameworks proposed by Doeller and Burgess (Proceedings of the National Academy of Sciences of the United States of America, 105, 5909–5914, 2008; Doeller, King, & Burgess, Proceedings of the National Academy of Sciences of the United States of America, 105, 5915–5920, 2008) and by Sheynikhovich, Chavarriaga, Strösslin, Arleo, and Gerstner (Psychological Review, 116, 540–566, 2009). In this context, we examine the issue of the neural substrates of spatial navigation. We conclude that none of these approaches can account for all of the known phenomena concerning the use of geometry in reorientation and clarify what the challenges are for each approach.     

Face gender recognition in developmental prosopagnosia: Evidence for holistic processing and use of configural information

Face identification deficits in developmental prosopagnosics (DPs) have been thought to be due to general difficulties with processing configural face information and integrating configural and parts information into a coherent whole (holistic processing). Gender recognition provides a further opportunity to more fully examine this issue as this ability may be intact in DPs and it has been shown to depend on processing configural information and holistic processing in neurotypical individuals. In the present study we first determined that, indeed, gender discrimination performance was similar in DPs and controls. Second, we found that inversion and scrambling (which we propose measures holistic processing and sensitivity to configural information, respectively) produced comparable deficits in DPs and controls, suggesting that both groups use holistic processing and configural information to recognize gender. This indicates that holistic processing and using configural face information are not general impairments in DP and may be more specific to face identity.     

Engaging the motor system with masked orthographic primes: A kinematic analysis

We report two experiments in which participants categorized target words (e.g., BLOOD or CUCUMBER) according to their canonical colour of red or green by pointing to a red square on the left or a green square on the right. Unbeknownst to the participants, the target words were preceded by the prime words “red” or “green”. We found that the curvature of participants’ pointing trajectories was greater following incongruent primes (green–BLOOD) than it was following congruent primes, indicating that individuals initiated a response on the basis of the prime and then corrected that response mid-flight. This finding establishes that the processing of masked orthographic stimuli extends down to include the formulation of an overt manual response.