The need for process research on psychophysical judgment: comments on "Ratio and subtractive processes in psychophysical judgment" by Veit

This article is a commentary on Veit's article "Ratio and Subtractive Processes in Psychophysical Judgment." Veit's article makes an important contribution to the area of psychophysical judgment by providing a systematic approach that combines measurement and psychological theory. Using multi-factor designs and a cross-task scale-invariance criterion, Veit shows how to concurrently examine the integration rule, response-transformation function, and psychophysical function for judgment tasks. The need to expand this methodology to further understand the operations and processes underlying psychophysical judgment is stressed in the present article, and an illustration involving feedback mechanisms is provided.     

Implicit learning for probable changes in a visual change detection task

Previous research demonstrates that implicitly learned probability information can guide visual attention. We examined whether the probability of an object changing can be implicitly learned and then used to improve change detection performance. In a series of six experiments, participants completed 120–130 training change detection trials. In four of the experiments the object that changed color was the same shape (trained shape) on every trial. Participants were not explicitly aware of this change probability manipulation and change detection performance was not improved for the trained shape versus untrained shapes. In two of the experiments, the object that changed color was always in the same general location (trained location). Although participants were not explicitly aware of the change probability, implicit knowledge of it did improve change detection performance in the trained location. These results indicate that improved change detection performance through implicitly learned change probability occurs for location but not shape.     

Nightmares, Bad Dreams, and Emotion Dysregulation: A Review and New Neurocognitive Model of Dreaming

ABSTRACT— Nightmares—vivid, emotionally dysphoric dreams—are quite common and are associated with a broad range of psychiatric conditions. However, the origin of such dreams remains largely unexplained, and there have been no attempts to reconcile repetitive traumatic nightmares with nontraumatic nightmares, dysphoric dreams that do not awaken the dreamer, or with more normative dreams. Based on recent research in cognitive neuroscience, sleep physiology, fear conditioning, and emotional-memory regulation, we propose a multilevel neurocognitive model that unites waking and sleeping as a conceptual framework for understanding a wide spectrum of disturbed dreaming. We propose that normal dreaming serves a fear-extinction function and that nightmares reflect failures in emotion regulation. We further suggest that nightmares occur as a result of two processes that we term affect load—a consequence of daily variations in emotional pressures—and affect distress—a disposition to experience events with high levels of negative emotional reactivity.     

Stability of choices in a risky decision‐making task: a 3‐year longitudinal study with children and adults

In a 3‐year follow‐up to Levin and Hart's ( 2003 ) study, we observed the same children, now 9–11 years old, and their parents in the same risky decision‐making task. At the aggregate level the same pattern of means was observed across time periods. At the individual level the key variables were significantly correlated across time periods for both children and adults. Taken together with the results from the original study and earlier studies, these results solidify the following conclusions: children utilize both probability and outcome information in risky decision‐making; the tendency to make more risky choices to avoid a loss than to achieve a gain of equal magnitude, which is a major tenet of the leading theories of risky decision‐making, occurs for children as well as adults; children make more risky choices than adults; temperamental predictors of risky choice are valid for children as well as for adults. Copyright © 2006 John Wiley & Sons, Ltd.     

Learning of letter names follows similar principles across languages: Evidence from Hebrew

Letter names play an important role in early literacy. Previous studies of letter name learning have examined the Latin alphabet. The current study tested learners of Hebrew, comparing their patterns of performance and types of errors with those of English learners. We analyzed letter-naming data from 645 Israeli children who had not begun formal reading instruction: a younger group (mean age 5 years 2 months) and an older group (mean age 6 years 2 months). Children's errors often involved letters with similar shapes or letters adjacent to one another in the alphabet. Most Hebrew letter names are not very similar to one another phonologically, and there were fewer phonologically based confusions than in English. We found both general frequency effects and frequency effects that reflected the letters in individual children's names. On average, girls knew more letter names than did boys. The results suggest that letter name learning follows similar principles across languages.     

The Double Cohort retention and academic success comparison: are students in the new Ontario secondary school program disadvantaged?

In September 2003, Ontario universities accepted a double cohort of new students resulting from the Ontario government’s decision to eliminate Grade 13. The admission to university of two categories of students distinguished by their age and high school program raised a number of questions, not only in terms of admission infrastructure but mostly in what concerns the sum of student retention, academic success, and graduation. Factors associated with success and with the maintenance of university studies are numerous: stress, socioeconomic status, parents’ education, intellectual capacities, motivation, social abilities, and social support (Olds & Papalia, 2000). Therefore, the objectives of this study were: (1) to test the hypothesis of a double cohort effect on student academic success during the first year of university, (2) to verify the hypothesis that high school academic history, socioeconomic variables related to stress and perceived stress predict academic success and retention at the end of first year university. In September 2003, 300 first year students answered questionnaires inquiring about their high school program and high school GPA, their socioeconomic characteristics, and their perceived stress. These measures were then used to predict drop out, final GPA, number of credits attempted, passed and failed in June 2004. Results showed that school persistence and first year university academic achievement are mostly predicted by gender, high school GPA, type of financial resources, and number of hours worked at a paid job. Although not significant, we have found a higher proportion of Grade 12 students who dropped out during first year at university, suggesting a possible long-term effect of high school program on academic achievement.     

Cognitive Behavioral Mobile Applications: Clinical Studies,Marketplace Overview,and Research Agenda

Objective

To review the current literature for evidence regarding the feasibility and efficacy of smartphone-based cognitive-behavioral intervention mobile applications, compare such to the number of applications on the commercial marketplaces, and explore potential steps forward for research in the field.

The role of representational volatility in recognizing pre- and postchange objects

Theories relating attention to change blindness (CB) imply that representations of objects in the focus of attention are stable and coherent. However, CB occurs for objects in the focus of attention. Here, we explore this apparent contradiction and the possibility that changes can be detected without having a complete and stable representation of the prechange object. The first experiment required observers to recognize a prechange object and a postchange object after viewing arrays of various sizes in which the prechange object was replaced by the postchange object after a brief delay. Results indicated that the representation of the prechange object was strong enough to cue a change but not strong enough to support accurate recognition. The remaining experiments demonstrated that the representation of the prechange object is volatile in that a shift in the display or the presence of a postchange object can disrupt the representation. These findings add to current theories of attention and representations by showing that attention may result in volatile representations that can support change detection without supporting accurate recognition.