Super-recognizers: People with extraordinary face recognition ability

We tested 4 people who claimed to have significantly better than ordinary face recognition ability. Exceptional ability was confirmed in each case. On two very different tests of face recognition, all 4 experimental subjects performed beyond the range of control subject performance. They also scored significantly better than average on a perceptual discrimination test with faces. This effect was larger with upright than with inverted faces, and the 4 subjects showed a larger “inversion effect” than did control subjects, who in turn showed a larger inversion effect than did developmental prosopagnosics. This result indicates an association between face recognition ability and the magnitude of the inversion effect. Overall, these “super-recognizers” are about as good at face recognition and perception as developmental prosopagnosics are bad. Our findings demonstrate the existence of people with exceptionally good face recognition ability and show that the range of face recognition and face perception ability is wider than has been previously acknowledged.     

Verisimilitude and Content

Popper’s original definition of verisimilitude in terms of comparisons of truth content and falsity content has known counter-examples. More complicated approaches have met with mixed success. This paper uses a new account of logical content to develop a definition of verisimilitude that is close to Popper’s original account. It is claimed that Popper’s mistake was to couch his account of truth and falsity content in terms of true and false consequences. Comparison to a similar approach by Schurz and Wiengartner show certain advantages of this new approach.     

Perceptual learning in monocular pattern masking: experiments and explanations by the twin summation gain control model of contrast processing

We investigated practice effects on contrast thresholds for target patterns. Results showed that practice decreased contrast thresholds when targets were presented on maskers. Thresholds tended to decrease more at the higher end of the masker contrast range. At least partially, learning transferred to stimuli of the untrained phase. We simulated changes in threshold versus contrast functions using a contrast-processing model and then fit the model to pre- and posttraining data. The simulation results and model fit suggest that learning in pattern masking can be accounted for by changes in nonlinear transducer functions for divisive inhibitory signals.     

Bayesian integration of spatial information

Spatial judgments and actions are often based on multiple cues. The authors review a multitude of phenomena on the integration of spatial cues in diverse species to consider how nearly optimally animals combine the cues. Under the banner of Bayesian perception, cues are sometimes combined and weighted in a near optimal fashion. In other instances when cues are combined, how optimal the integration is might be unclear. Only 1 cue may be relied on, or cues may seem to compete with one another. The authors attempt to bring some order to the diversity by taking into account the subjective discrepancy in the dictates of multiple cues. When cues are too discrepant, it may be best to rely on 1 cue source. When cues are not too discrepant, it may be advantageous to combine cues. Such a dual principle provides an extended Bayesian framework for understanding the functional reasons for the integration of spatial cues.     

Trustworthiness,friendships and self‐control: factors that contribute to young children's school adjustment

The aim of present study was to examine the relationship between young children's peer‐reported trustworthiness and their school adjustment. Two hundred and eleven (103 male and 108 female) children in the United Kingdom (mean age = 6 years 2 months) took part in this study. Measures of peer‐reported trustworthiness, child‐rated school adjustment, and teacher‐rated school adjustment were administered twice across a one‐year period. Also, children's number of friendships, peer acceptance, and self‐control were assessed at Time 2. Multisample path analyses were conducted separately by sex. For both samples there were direct longitudinal paths between peer‐reported trustworthiness and changes in teacher‐rated school adjustment. For boys, the longitudinal path between peer‐reported trustworthiness and changes in child‐rated loneliness was mediated by peer acceptance, and peer‐reported trustworthiness mediated the relationship between self‐control and teacher‐rated school adjustment. Sex differences in peer‐reported trustworthiness also emerged: girls were rated as more trustworthy by their peers than were boys. The findings support the hypothesis that young children's trustworthiness contributes to school adjustment, which is due in part to peer acceptance. Copyright © 2007 John Wiley & Sons, Ltd.     

Good for All? Hardly! Attending Church Does Not Benefit Religiously Unaffiliated

The existing literature addressing Religion and Spirituality supports the idea that attending church is positively associated with health outcomes. However, within this literature there has been an impoverished effort to determine whether the Religiously Unaffiliated will report these positive relationships. Using representative data from Ontario (N = 3620), the relationships between Religious/Spiritual variables (Attendance, Prayer/Meditation, and Religiosity) and health outcomes (Happiness, Self-Rated Health, and Satisfaction with Life) were assessed. Results focused on three recurring trends: the Religiously Unaffiliated experienced attending church less positively than Christians; when compared at the highest level of Attendance, the Religiously Unaffiliated were less healthy than Christians; and when only considering the Religiously Unaffiliated, Religious/Spiritual variables were not significant and positive predictors of health outcomes. The discussion focused on the need to delineate between how Christians and the Religiously Unaffiliated experience Religious/Spiritual variables, and the need to stop over-generalizing the positive relationship between Religious/Spiritual variables and health.     

First interactions between hydrogen and stress-induced reverse transformation of Ni–Ti superelastic alloy

The first dynamic interactions between hydrogen and the stress-induced reverse transformation have been investigated by performing an unloading test on a Ni–Ti superelastic alloy subjected to hydrogen charging under a constant applied strain in the elastic deformation region of the martensite phase. Upon unloading the specimen, charged with a small amount of hydrogen, no change in the behaviour of the stress-induced reverse transformation is observed in the stress-strain curve, although the behaviour of the stress-induced martensite transformation changes. With increasing amount of hydrogen charging, the critical stress for the reverse transformation markedly decreases. Eventually, for a larger amount of hydrogen charging, the reverse transformation does not occur, i.e. there is no recovery of the superelastic strain. The residual martensite phase on the side surface of the unloaded specimen is confirmed by X-ray diffraction. Upon training before the unloading test, the properties of the reverse transformation slightly recover after ageing in air at room temperature. The present study indicates that to change the behaviour of the reverse transformation a larger amount of hydrogen than that for the martensite transformation is necessary. In addition, it is likely that a substantial amount of hydrogen in solid solution more strongly suppresses the reverse transformation than hydrogen trapped at defects, thereby stabilising the martensite phase.     

Examining Parents’ Preferences for Group Parent Training for ADHD When Individual Parent Training is Unavailable

Parent training programs are considered well-established interventions for attention deficit hyperactivity disorder in children as they reduce behavioral impairment, but limited parent engagement decreases service effectiveness. We used a discrete choice experiment to examine how parent preferences for group vs. individual format might influence their participation in Parent training. Parents (N?=?260) seeking mental health services for children with elevated symptoms of attention deficit hyperactivity disorder in Ontario, Canada were participants. They preferred Individual parent training in another study and completed a discrete choice experiment composed of 30 choice tasks measuring Parent training format preference. In this paper, parents’ preferences for alternatives to Individual Parent training, specifically Group Parent training and Minimal Information options, were estimated. Specifically, this study asked “if first choice is unavailable, what is the second choice?” This question is important as many clinics may not be able to offer both group and individual therapy given state funding cuts for youth mental health services. Simulations predicted that 85.8?% of parents who initially preferred Individual Parent training would switch to Group Parent training that included step-by-step solutions to children’s emotional and behavior problems, and the possibility of feeling informed and confident. The remaining 14.2?% of parents preferred Minimal Information; these parents preferred internet services offered conveniently and timely. Findings highlight consideration of less appealing factors that families might trade for more desirable service elements in a cost-restrictive environment.