Is better beautiful or is beautiful better? Exploring the relationship between beauty and category structure

We evaluate two competing accounts of the relationship between beauty and category structure. According to the similarity-based view, beauty arises from category structure such that central items are favored due to their increased fluency. In contrast, the theory-based view holds that people’s theories of beauty shape their perceptions of categories. In the present study, subjects learned to categorize abstract paintings into meaningfully labeled categories and rated the paintings’ beauty, value, and typicality. Inconsistent with the similarity-based view, beauty ratings were highly correlated across conditions despite differences in fluency and assigned category structure. Consistent with the theory-based view, beautiful paintings were treated as central members for categories expected to contain beautiful paintings (e.g., art museum pieces), but not in others (e.g., student show pieces). These results suggest that the beauty of complex, real-world stimuli is not determined by fluency within category structure but, instead, interacts with people’s prior knowledge to structure categories.     

SUSTAIN: a network model of category learning

SUSTAIN (Supervised and Unsupervised STratified Adaptive Incremental Network) is a model of how humans learn categories from examples. SUSTAIN initially assumes a simple category structure. If simple solutions prove inadequate and SUSTAIN is confronted with a surprising event (e.g., it is told that a bat is a mammal instead of a bird), SUSTAIN recruits an additional cluster to represent the surprising event. Newly recruited clusters are available to explain future events and can themselves evolve into prototypes-attractors-rules. SUSTAIN's discovery of category substructure is affected not only by the structure of the world but by the nature of the learning task and the learner's goals. SUSTAIN successfully extends category learning models to studies of inference learning, unsupervised learning, category construction, and contexts in which identification learning is faster than classification learning.     

Women's knowledge of prenatal ultrasound and informed choice

This study evaluated women's understanding of prenatal ultrasound in terms of meeting the requirements for informed choice. A cross-sectional survey was conducted to evaluate (1) how information is provided, (2) women's perceived value of the information received and, (3) their understanding of ultrasound in relation to the principles of informed choice. Women (n = 113) completed a questionnaire prior to their 18-week ultrasound. Fifty-five percent stated they received no information from their care provider. Only 31.9% considered health care providers as a very helpful source of information. Yet, 69.0% stated their care provider gave them information that facilitated their understanding. Gaps were identified in women's understanding of ultrasound. Specifically, 46.0% did not view ultrasound as a screen for anomalies; some were uncertain about the safety (18.6%), diagnostic capabilities (26.5%), and limitations of testing (37.2%). These results suggest that women's understanding of ultrasound does not meet the requirements of informed choice.     

The multifaceted nature of unsupervised category learning

A substantial portion of category-learning research has focused on one learning mode--namely, classification learning (a supervised learning mode). Subsequently, theories of category learning have focused on how the abstract structure of categories (i.e., the co-occurrence patterns of feature values) affects acquisition. Recent work in supervised learning has shown that a learner's interactions with the stimulus set also plays an important role in acquisition. The present study extends this work to unsupervised learning situations involving simple one-dimensional stimuli. The results suggest that categorization performance is a function of both learning mode (i.e., study conditions) and learning problem (i.e., category structure). Unsupervised learning, like supervised learning, appears to be multifaceted, with different learning modes best paired with certain learning problems.     

MOTHERS AS EFFECTIVE THERAPISTS FOR AUTISTIC CHILDREN'S PHOBIAS

Two autistic children were treated for specific fears. A three-component participant modeling procedure was implemented within a multiple baseline design across subjects. Children were exposed gradually to fearful situations, with mothers serving as therapists and reinforcers. Dependent measures were (a) number of approach steps completed, (b) frequency of verbalizations and vocalizations of fear, and (c) overall appearance of fear. Following treatment, the children functioned effectively in previously fearful situations without verbalizations or appearance of fear. Five-month and 1-year follow-up assessments with 1 child showed maintenance of treatment effects.     

Humor appreciation as a function of sexual,aggressive, and sexist content

The purpose of the present investigation was to examine the relationship between the rated sex, aggression, and sexism values of cartoons with their rated funniness values. Multiple regression analyses indicated that for women, only sexism values correlated with cartoon funniness, albeit negatively. For men, however, only sex values correlated (positively) with cartoon funniness. The results were interpreted by Zillmann's social predisposition theory. Women, more likely having been victims of sex discrimination, identified with the cartoon victim and thus found sexist cartoons less funny. Men, because of their social history, made no such identification and were more aware of the sexual aspects of the cartoons. This influenced their funniness ratings of the cartoons, which replicated previous research.     

Hurricane Andrew: Psychological distress among shelter victims

This study examined psychological distress and functioning among Hurricane Andrew victims who lost their homes and were living in shelters. Four and one-half weeks after Hurricane Andrew struck southern Florida, 89 (45 males, 44 females) Blacks, Hispanics, and Whites completed a questionnaire. The questionnaire asked for information about psychological and psychophysiological symptoms, use of mental health services, coping responses, and extent of preparation for the storm. The findings suggest that loss of home and property were related to distress and depression. About one-quarter of the sample were moderately depressed. Over one-third of the sample reported experiencing psychological and psychophysiological distress. Approximately one-half of the subjects did not take the hurricane warnings seriously. White subjects began preparing earlier for the storm, and evacuated their homes more frequently than did Black subjects. Implications of the findings and future research directions are discussed.     

Rehearsal in Spatial Working Memory: Evidence From Neuroimaging

A variety of biological evidence has identified a frontal-parietal circuit underlying spatial working memory for visual stimuli. But the question remains, how do these neural regions accomplish the goal of maintaining location information on-line? We tested the hypothesis that the active rehearsal of spatial information in working memory is accomplished by means of focal shifts of spatial selective attention to memorized locations. Spatial selective attention has been shown to cause changes in the early visual processing of stimuli that appear in attended locations. Thus, the hypothesis of attention-based rehearsal predicts similar modulations of visual processing at memorized locations. We used functional magnetic resonance imaging to observe posterior visual activations during the performance of a spatial working memory task. In line with the hypothesis, spatial rehearsal led to enhanced activation in the early visual areas contralateral to the memorized locations.     

At-Risk Urban High School Students' Commitment to Career Choices

The purpose of this study was to examine the commitment to career choices process for at-risk urban high school students. Data from 189 at-risk urban high school students were sampled. Results indicated that students' level of commitment to their career choices was related to their vocational identity, their need for occupational information, their perceived barriers to occupational goals, and the number of occupations they considered. The tendency to foreclose was related to the adherence to career myths. Implications and limitations for career theory, research, and practice are addressed.