Searching in the dark: Cognitive relevance drives attention in real-world scenes

We investigated whether the deployment of attention in scenes is better explained by visual salience or by cognitive relevance. In two experiments, participants searched for target objects in scene photographs. The objects appeared in semantically appropriate locations but were not visually salient within their scenes. Search was fast and efficient, with participants much more likely to look to the targets than to the salient regions. This difference was apparent from the first fixation and held regardless of whether participants were familiar with the visual form of the search targets. In the majority of trials, salient regions were not fixated. The critical effects were observed for all 24 participants across the two experiments. We outline a cognitive relevance framework to account for the control of attention and fixation in scenes.     

Attributing “Third World Poverty” in Australia and Malawi: A Case of Donor Bias?1

Causal attributions for poverty in the developing world were examined from the perspectives of “actors” living in a “developing country” (Malawi) and “observers” living in a “developed country” (Australia). Ninety‐eight Malawian and 100 Australian weekend shoppers responded to the Causes of Third World Poverty Questionnaire (CTWPQ) and the Just World Scale (JWS), with Australian participants also providing information about their frequency of donating to foreign‐aid charities. Consistent with the actor–observer bias, Australians were more likely than were Malawians to attribute poverty to dispositional characteristics of the poor, rather than to situational factors. Among the Australians, situational attributions were in turn associated with frequency of donation behavior. The finding of a donor bias in this sample has important implications for the social marketing of foreign aid to Western donor publics.     

Computer-Assisted Careers Guidance Systems as Decision Support Systems

'Decision support systems' are computer systems which are aimed at improving decisions made by managers. An examination of the literature on decision support systems suggests that there are similarities between these systems and computer-aided careers guidance systems. These similarities —and differences -are explored, and a number of ways in which each approach might learn from the other are suggested.     

The group-as-a-whole approach in Foulksian group analytic psychotherapy

The group analytic group-as-a-whole approach of Foulkes privileges the concept of the group matrix. The term matrix is a metaphor for the network of all individual mental processes, the psychological medium in which they meet, communicate, and interact. The developing group matrix acts both as a container and as a holding environment for the psychic processes of the individual members in the group context. The concept of coherency is evoked to describe the process of the developing capacity of a group to be therapeutic. The concept of coherency is applied both to conscious and to unconscious mental process.     

Better Candidates Fly Fewer Training Hours: Another Time Testing Pays Off

The relationship between Pilot Candidate Selection Method (PCSM) scores and the number of flying training hours required to complete United States Air Force Undergraduate Pilot Training (UPT) was investigated on a sample of 1,082 graduates. This was done to demonstrate that ability testing has real world correlates and that cost savings accrued as a result of ability testing. The criterion ‘extra flying hours’ was computed by subtracting each student's cumulative flying hours from the sample mean. The correlations (corrected for range restriction) between PCSM scores and primary and advanced flying training extra hours were ?0.206 and ?0.270, respectively. Demonstrating that UPT graduates with higher PCSM scores required fewer flying hours to complete training facilitates the estimation of the cost avoidance achieved by ability tests.     

The effect of instruction with relational and item-specific elaborative strategies on young children's organization and free recall

One hundred and sixty second-grade children were assigned on the basis of a free recall pretest to four instruction conditions and were given a series of lists of pictures for free recall. For three groups, the instructions were directed at encoding either (a) list organizational information, (b) item-specific semantic information, or (c) organizational and individual item information, while the fourth group constituted a “No-training” control with standard free recall instructions. The subjects received either related or unrelated lists during the training phase and related or unrelated lists during two post-tests, immediately following and 1 week after training. For both types of lists, instructions emphasizing list organization were more effective than those emphasizing item-specific elaboration. Subjects given individual item elaborative instructions showed levels of recall which were comparable to those of the control subjects. While the combined effect of organizational and individual item processing did not exceed the performance produced by organizational instructions alone, the degree of generalization was greater for subjects processing both kinds of information, especially when subjects received related lists during training.     

Do children find movements which cross the body midline difficult?

Young children asked to make hand movements which cross the body are likely to respond with a movement confined to the same body side as the hand used. This crosslateral inhibition effect (CIE) features in Kephart's (1971) perceptualmotor theory; there is an extensive, earlier, literature on CIE in adults following cerebral insult; since the twenties, attempts have been made to relate developmental, clinical and neuropathological findings. In the present study 120 children aged from 3 to 8 years faced and copied hand movements of a model in a procedure following Head's (1920) Hand, Eye and Ear Test. CIE was confirmed, but differences between groups did not convincingly relate to age. CIE was greatest not at 3, 4 or 5 but at 6 years; further, 4-year-olds subjects made more preferred hand crosslateral responses than any other group. Analysis of imitation performance showed that older subjects applied a “proximity” strategy to both body part touched and hand use, whereas younger subjects disregarded the latter. It is argued that developmental CIE stems from procedural constraints and an agerelated choice of response strategy, and not learning related to a lateral bifurcation of perceptual-motor organization.