The effect of lightness contrast on the colored Müller-Lyer illusion

Two subjects estimated the length of the central line in red-and blue Müller-Lyer figures that were viewed both foveally and parafoveally. The illusion figures were defined by either lightness and hue differences between figure and ground or by a hue difference alone. For both subjects, the figures defined solely by hue produced larger illusions. Since depth-cue scaling and other cognitive factors did not cause the enlargement, it was concluded that the robust, hue-produced illusions resulted from contour interactions generated within parvocellular channels that are specialized for coding color.     

Effect of changes in fin-length on apparent shaft-length and depth in the Müller-Lyer illusion.

Müller-Lyer figures with outgoing fins were back illuminated and apparent shaft-length and depth were both judged by 20 undergraduates. With the angle between the fins constant, progressive increases in fin-length produced first an increase in the apparent shaft-length and then a decrease. Changes in fin-length, however, had no significant effect on apparent depth. These data were interpreted as inconsistent with an account of the Müller-Lyer illusion in terms of perspective theory, since the latter predicts systematic changes in perceived shaft-length to be associated with systematic changes in perceived depth.     

The Association of Gender,Ethnicity, and Length of Residence in the Bay Area to Adolescents' Knowledge and Attitudes about Acquired immune Deficiency Syndrome1

A large-scale survey was conducted in San Francisco to assess adolescents' knowledge, attitudes, and beliefs about AIDS. Data obtained from 1,326 adolescents demonstrate marked variability in knowledge across informational items, particularly about the precautionary measures to be taken during sexual intercourse which may reduce the risk of infection. The findings identified ethnic differences in knowledge about AIDS, with Asians having a lower overall knowledge score than Hispanics, Blacks, and Caucasians. Adolescents who score below the median for total number of correct responses were more than twice as likely to perceive themselves as very susceptible to AIDS. A comparison of surveys from other parts of the country suggests that proximity to an AIDS epicenter has great saliency for adolescents with respect to their knowledge and attitudes about AIDS. The proportion of adolescents reporting correct responses, for questions in common, between the surveys indicates that students in San Francisco score appreciably higher. A framework is also described for providing school-based risk-reduction health education for adolescents.     

Attributions of Blame and Responsibility in Relation to Distress and Health Behavior Change in People with AIDS and AIDS-related Complex1

There are conflicting views expressed in the literature about whether and under what conditions attributions of self-responsibility or self-blame for one's health affect such variables as distress, emotional adjustment, and adaptive coping. This study examined the impact of attributions of blame and responsibility for the cause and course of disease in 103 persons with the Acquired Immune Deficiency Syndrome (AIDS) and AIDS-related complex (ARC). Attributing the cause of disease to the self was significantly positively correlated with dysphoria (a combined measure of depression, anxiety, and negative mood) in persons with ADS, whereas possible improvement attributed to the self was significantly negatively correlated with dysphoria in the ARC group. Persons with AIDS who attributed more responsibility for improvement to themselves also made more health behavior changes. Conversely, in the ARC group, health behavior change was not associated with attributing possible improvement to the self. We found no relationship between self-blame and any of the distress or behavior measures. Our findings that the pattern of association between attribution of responsibility are different between persons with AIDS and ARC underscores the need to examine psychological processes within the context of particular health conditions. The results also suggest that attributing self-responsibility for improvement does not have the negative psychological effects of “blaming the victim” as does attributing responsibility for the cause of AIDS to the self.     

Life-span ontogeny of the parallel-lines illusion

The magnitude of two assimilative and one contrastive version of the parallel-lines illusion was measured using 72 observers whose ages ranged in years from the teens to the seventies. Only the overestimated assimilative illusion varied significantly with age, producing smaller misestimations in both youth and old age and a maximal distortion in the 50s. This quadratic trend duplicated the adult-age course of the overestimated Müller-Lyer illusion thereby reinforcing the belief that the two are kindred visual anomalies. As with the Müller-Lyer, the ontogeny of the parallel-lines illusion is best explained by age-induced changes in the vigor of contour interactions.     

The role and relevance of theory in careers professionalisation and practice

ABSTRACT

A new qualification benchmark, the Qualification and Credit Framework (QCF) Diploma Level 6 in Career Guidance and Development was established in the UK in 2011. This study was conducted to ascertain whether a theoretical nexus is necessary for practice and how this could contribute to the professionalisation of the adult careers sector in England. The study was undertaken with practitioners, all of whom had trained either through the work-based competency route or the academic route. Practitioners were asked to consider their theoretical modalities and how this influenced the embedding of theory within their professional practice. Analysis of survey and case study data revealed that degrees of exposure to theory during initial training affect capacities for theoretical integration during ongoing practice and development.     

The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection

Student teachers’ reflective thinking is closely associated with learning and improving practice. Novice student teachers require adequate support to reflect more deeply. The role of ‘others’ in collective reflection and knowledge generation as an outcome creates a platform for deep reflection, addressing both the processes and premises of reflective thinking. Facilitation styles of practicum supervisors could influence the level of student teachers’ reflective thinking during collective reflection. This is a case study using purposeful sampling involving a Malaysian teacher training institution that conducted an undergraduate early childhood programme in collaboration with a UK university. Sources of evidence were interviews, direct observations and documents. Data collected were analysed using both inductive and deductive methods. It was found that facilitation styles influence the depth of student teachers’ reflective thinking during group dialogic reflection. A continuum of facilitation styles from collaborative to instructive typologies was constructed. The implications of these findings are discussed.     

Moving beyond “shame is bad”: How a functional emotion can become problematic

Shame research has been divided. At present, the shame literature can be broadly dichotomized into whether it argues for a problematic or functional view of shame. Shame is commonly linked, for example, to aggression, poor health and wellbeing, and psychopathologies such as post‐traumatic stress disorder, eating disorders, and depression. Some researchers, however, suggest that shame is functional as it serves the purpose of gauging when one's social self is threatened, because of a loss of status or social bonds. To resolve this conflict, shame has been redefined in a variety of ways in an attempt to distinguish functional shame from problematic shame. However, approaches that ever more narrowly define the construct can lead to a defining away of the complexity of the lived experience of shame. In this review, we integrate the conflicting research on shame, examining how shame, as an emotion that evolved for a functional purpose, can become problematic. Avoidance in response to shame can move shame from being a functional social gauge that motivates repair to a problematic emotion, and avoidance is more likely to the extent that shame seems irreparable. Therefore, understanding what factors impact on perceived reparability will be important for understanding how shame can become problematic. How we see ourselves, others, our actions, and the costs of repair are all likely to impact on whether or not shame becomes functional or problematic.