ONE-SHOT VIEW INVARIANCE IN A MOVING WORLD

Abstract— How do people recognize an object in a novel orientation? Psychophysical and neurophvsiological studies have suggested that extensive practice is required before observers can recognize an object that has been rotated to a new orientation Because object orientation frequently vanes with object movement, we examined whether observers might more readily recognize a moving object in a new orientation Results from a priming study indicate that motion significantly arid readily enhances the recognition of new object orientations when those orientations fait within the path of the motion That is motion promotes view-invariant object recognition without practice     

Spiritual Values in Education: Lessons from Steiner?

This paper undertakes what might be described as an exploratory consideration of Steiner Waldorf education to see what light such an examination might throw upon and contribute to policy debates on spiritual education ^{1 1} This article is revised version of a paper presented at the Annual Meeting of the American Educational Research Association in Chicago, March 1997. View all notes. The paper seeks, through this, to further dialogue between Steiner Waldorf education and the ‘mainstream’ approaches to schooling represented in the UK state system, and considers possible research directions and policy strategies.

     

Counselling, careers education and pastoral care: Beyond the National Curriculum

The National Curriculum and other recent educational reforms in the UK have had the effect of compartmentalising children's education into the measurable—usually the academic—and of undervaluing its socio-emotional aspects. A symposium presenting different views of the implications of these reforms is introduced. A plea is made for all professionals involved in education to move from a reductionist view to one which truly enhances the whole child.     

TIMING AND APPARENT MOTION PATH CHOICE WITH HUMAN BODY PHOTOGRAPHS

Abstract— In demonstrations of apparent motion, observers typically report seeing motion along the shortest possible path between two sequentially presented objects. Recent work has demonstrated that violations of this shortest path rule occur with realistic photographs of a human body displayed for sufficiently long temporal intervals when a longer path is more anatomically plausible than the shortest path. The current set of experiments investigated the mechanisms by which information about biomechanical motion constrains apparent motion perception. In Experiment 1, we demonstrated, first, that the availability of extra processing time does not simply—in and of itself—result in the perception of longer paths of apparent motion. Second, we rejected the hypothesis that the perception of biomechanically correct paths of apparent motion depends on biologically appropriate velocities. In Experiment 2, we discovered that the longer the motion path required to satisfy the biomechanical movement limitations of the stimulus, the longer the time needed to construct and therefore perceive that path. These findings together suggest that additional processing time is necessary, but not sufficient, for interpolations of longer paths.     

Not all nonwords are alike: Implications for reading development and theory

Three experiments were designed to examine children's and adults' ability to pronounce consonant-vowel-consonant (CVC) nonsense words. Some of the nonwords, like tain and goach, shared their VC unit with a number of real words. Other nonwords, like goan and taich, shared their VC unit with few or no real words. Pooling across items, the very same grapheme-phoneme correspondences occurred in the two types of nonwords. First graders, good and poor third grade readers, and adults all performed better on the nonwords with the more common VC units than on the nonwords with the less common VC units. Although readers appeared to use VC units in the pronunciation of nonwords, we did not find evidence for use of initial CV units. Implications of the results for reading development, dyslexia, and models of nonword pronunciation are discussed.     

What is mental representation? A study of its elements and how they lead to language

Mental representation as a psychoanalytic concept has never found a central place in the family of psychoanalytic concepts and gradually has become a stepchild. A modest conceptual outline of infant mental development may help the mental representation concept become more central. The following ideas are hypothesized: (1) Registration is viewed separately from representation so that two distinct types of registration are initiated, one for distinctly mental phenomena, the other for unconscious, reflexive phenomena. (2) Perceptual-apperceptual focus is central, so that consciousness and interest in thinking always occur together whenever registrations are of the mental type. (3) A developmental schema process is proposed that will fill the humanistic object-self and motivational gap between Piaget's and Freud's ideas. (4) Analogy, metaphor, and syntax are seen to contribute to (in addition to being contributed to by) schema formation. (5) The mind is conceived as both an organization of information and as an organizer of information. This allows the separateness of representability from physical influences to be understood as both motivational and basically as process. With these hypotheses, mental representation may be viewed as central to mental organization.     

Social connectedness,mindfulness, and coping as protective factors during the COVID-19 pandemic

The COVID-19 pandemic has had an unprecedented psychological impact, revealing immense emotional disturbances among the general population. This study examined the extent to which social connectedness, dispositional mindfulness, and coping moderate symptoms of anxiety and depression in 1242 adults under the same government-issued COVID-19 stay-at-home mandate. Participants completed measures of anxiety, depression, dispositional mindfulness, social connectedness, and coping, and regression analyses were used to examine associations and interaction effects. Results indicated that social connectedness and dispositional mindfulness were associated with reduced symptoms. For individuals living with a partner, decreased mindfulness and avoidant coping were associated with anxious symptoms. In households with children, overutilization of approach coping served to increase symptoms of depression. Results indicate the importance of considering social connectedness, mindfulness, and coping in counseling to enhance factors serving to protect clients during a public health crisis. Implications for professional counselors and areas of future research are discussed.     

Stress and Risky Decision Making: Cognitive Reflection,Emotional Learning or Both.

Stressful situations hinder judgement. Effects of stress induced by anticipated public speaking on the Iowa Gambling Task (IGT) were examined. The Cognitive Reflection Test (CRT) was used to examine the relationship between reflective thinking and IGT performance. The stress manipulation increased blood pressure and was associated with poorer IGT and CRT performance. Stressed participants were slower to avoid the disadvantageous decks. Moreover, CRT scores correlated with optimal deck selections indicating the importance of reflective thinking for good performance on the IGT. These correlations were observed in relatively early trials, which challenges the view that analytic thinking is not important when card contingencies are being learned. Data revealed that IGT performance in healthy individuals is not always optimal; stress levels impair performance. A mediation analysis was consistent with the proposal that the stress manipulation reduced IGT performance by impeding reflective thinking. Thus, reflective processing is an important explanation of IGT performance in healthy populations. It was concluded that more reflective participants appear to learn from the outcomes of their decisions even when stressed. Copyright © 2016 John Wiley & Sons, Ltd.