Larger forward memory displacement in the direction of gravity

An observer's memory for the final position of a moving stimulus is shifted forward in the direction of its motion. Observers in an upright posture typically show a larger forward memory displacement for a physically downward motion than for a physically upward motion of a stimulus (representational gravity; Hubbard & Bharucha, 1988). We examined whether representational gravity occurred along the environmentally vertical axis or the egocentrically vertical axis. In Experiment 1 observers in either upright or prone postures viewed egocentrically upward and downward motions of a stimulus. Egocentrically downward effects were observed only in the upright posture. In Experiment 2 observers in either upright or prone postures viewed approaching and receding motions of a stimulus along the line of sight. Only in the prone posture did the receding motion produce a larger forward memory displacement than the approaching motion. These results indicate that representational gravity depends not on the egocentric axis but on the environmental axis.     

Psychological support for junior high school students: sibling order and sex

This study is a re-analysis of published data on psychological support for 609 junior high school students (317 boys, 292 girls, mean age = 14.1, SD = 0.8) based on the self-report, Psychological Support Scale, to evaluate sibling order as eldest or youngest and sex. In an earlier study, the questionnaire had been modified to be applicable to junior high school students. The study re-examined the data by extracting samples for categories of eldest and youngest siblings, for re-analysis of self-reported psychological support by sibling order and sex. Eldest children reported receiving more psychological support from both mother and father than youngest. Also, eldest boys received significantly greater psychological support from both the parents than the youngest boys or girls.     

A hierarchical model of operational anticipation windows in driving an automobile

Driving an automobile is an example of a goal-directed activity with high complexity in which different behavioral elements have to be integrated and brought into a sequential order. On the basis of the reafference principle and experimental results on temporal perception and cognitive control, we propose a hierarchical model of driving behavior, which can also be adapted to other goal-directed activities. Driving is conceived of as being controlled by anticipatory neuronal programs; if these programs are disrupted by unpredictable stimuli, which require an instantaneous reaction, behavioral control returns after completion of the reactive mode to the anticipatory mode of driving. In the model different levels of anticipation windows are distinguished which, however, are interconnected, in a bi-directional way: (a) Strategic level with a representation of the driving activity from the beginning to reaching the final goal; (b) Segmented tactical level with the sequence of necessary milestones to reach the goal; (c) Maneuver level where actions like passing another car or keeping a lane are controlled; (d) Short-term integration level of a few seconds which allows immediate anticipations; and (e) Synchronization level for sensorimotor control and complexity reduction within neuronal assemblies. A flow diagram schematically describes different driving situations stressing the anticipatory mode of control. In a pilot experiment with 20 subjects using a virtual driving situation in a car simulator predictions of the model could be verified, i.e., subjects showed a significant preference for the anticipatory mode of driving.     

弗雷格,他的逻辑和他的哲学——迈克·比尼访谈录

本文是对国际知名的弗雷格学者迈克.比尼的访谈录,访谈从弗雷格的生平、性格特征开始,然后基本上按年代顺序,涉及有关弗雷格的学术贡献和学术思想的诸多话题,通过本访谈,我们可以对弗雷格其人和他的逻辑和哲学贡献获得轮廓性了解,并且获知有关弗雷格思想的各种新争论和新研究。     

The relationship between cognitive dissonance and helping behavior

An experiment was conducted to study the relationship between cognitive dissonance and helping behavior. A counterattitudinal procedure was employed to arouse dissonance. For half of the participants, an experimental confederate entered the room and elicited an opportunity for them to offer help. In this situation, fewer subjects in the dissonance condition offered help than subjects in the no‐dissonance condition. The least helping occurred among dissonance subjects with the highest level of commitment to the counterattitudinal task. Those with a medium level of commitment offered significantly more help. Despite the fact that results in line with Festinger's cognitive dissonance theory (subjects' attitudinal change) were obtained in the no‐helping situation, in helping situations, dissonance subjects who offered help presented significantly less attitude change than those who did not offer it. This was considered to be a result of helpfulness reducing dissonance arousal.     

COOPERATION,COMPETITION, INDIVIDUALISM AND INTERPERSONALISM IN JAPANESE FIFTH AND EIGHTH GRADE BOYS*

The study compared the expression of cooperation, competition, individualism and interpersonalism in Japanese youth. Forty-two 5th grade boys and 42 8th grade boys first completed two questionnaires about cooperation/competition and group/individualized activities. Their group structure was then coded (as working in trios, in duos, or separately) as trios of boys built houses with playing cards. The experimental design crossed instructions (1) to work individually or in a group and (2) compete or do one's own best. Subjects were questioned about their awareness of, liking for and preferences for the cooperative, individualistic, and group-centered aspects of the experimental tasks. On orientation scales, 8th graders chose equal numbers of individualistic and group-centered activities, while 5th graders chose more group activities. Both age groups strongly favored cooperative over competitive items. In group trials of the experiment, 8th graders tended to work alone for greater proportions of time than did 5th graders. Questionnaire data indicated that (1) 8th graders reported greater enjoyment of the individualistic aspect of the task than did 5th graders, (2) both age groups evidenced a strong sense of interpersonalism, and (3) cooperation was rated more positively than competition at both ages. The study was discussed in relation to recent studies on Japanes school socialization and cooperation/competition.     

Discrimination of moving video images of self by pigeons (<Emphasis Type="Italic">Columba livia</Emphasis>)

The ability to recognize self has been known to be limited to some animal species, but previous research has focused almost exclusively on the animal's reaction to a mirror. Recent studies suggest that the temporal contingency between a subject's action and the corresponding visual scene reflected in a mirror plays an important role in self-recognition. To assess the roles of visual-proprioceptive contiguity in self-recognition, we explored whether pigeons are able to discriminate videos of themselves with various temporal properties. We trained five pigeons to respond to live video images of themselves (live self-movies) and not to video filmed during previous training sessions (pre-recorded self-movies). Pigeons learned to peck trial-unique live self-movies more frequently than pre-recorded self-movies. We conducted two generalization tests after pigeons learned to discriminate between the two conditions. First, discrimination acquired during training sessions was transferred to a test session involving live self-movies and new pre-recorded self-movies. Second, the same pigeons were tested in extinction procedure using delayed live self-movies and new pre-recorded self-movies. Although pigeons responded to delayed presentations of live self-movies more frequently than to new pre-recorded self-movies, the relative response rate to delayed presentation of live self-movies gradually decreased as the temporal discrepancy between pigeons' own behavior and the corresponding video increased. These results indicate that pigeons' discrimination of self-movies with various temporal properties was based on the temporal contiguity between their behavior and its visual feedback. The methodology used in the present experiment is an important step toward improving the experimental analysis of self-recognition in non-human animals.     

How do shy people expand their social networks? Using social surrogates as a strategy to expand one's network

The authors examined the use of social surrogates by shy people to expand their social network when entering a new environment, following Bradshaw's social surrogate hypothesis. The authors conducted a panel survey of 70 friendship pairs of students 7 months after they entered university. The results revealed that when a friend acted as a surrogate, the shy students extended their joint networks more. In contrast, not-shy students extended their networks regardless of whether a friend acted as a surrogate. These results indicate that even shy people can adjust indirectly to new social circumstances because they can expand their social networks by using a close friend as a surrogate.     

Capacity limitation in short-term visual memory for contour curvature

I measured the difference threshold for contour curvature in short-term visual memory (STVM) using a two-interval forced-choice partial discrimination task. In experiments 1 and 2, the study stimulus consisting of 1 to 4 curved contours was briefly presented. It was followed by a single contour stimulus after a retention interval. The subjects judged if the test stimulus had a higher or lower curvature than the corresponding study contour. The results of experiment 1 showed that the Weber fraction increased monotonically with increasing set size. The results of experiment 2 clarified that the set-size effect was not due to a temporal limitation in encoding resulting from the short exposure time. In experiment 3, the study stimuli always consisted of 4 items, but the numbers of memorised items were different in each condition. Nevertheless, the results showed the set-size effect, which indicated that its occurrence depended largely on the capacity limitation in short-term visual memory (STVM) storage. Otherwise, the Weber fraction was not hugely higher for set size 4 compared with set size 1. It was concluded that only 1 object could be retained in STVM with high fidelity, but that at least 4 objects could be retained in STVM with some degree of fidelity.