Parts and wholes in face recognition

Are faces recognized using more holistic representations than other types of stimuli? Taking holistic representation to mean representation without an internal part structure, we interpret the available evidence on this issue and then design new empirical tests. Based on previous research, we reasoned that if a portion of an object corresponds to an explicitly represented part in a hierarchical visual representation, then when that portion is presented in isolation it will be identified relatively more easily than if it did not have the status of an explicitly represented part. The hypothesis that face recognition is holistic therefore predicts that a part of a face will be disproportionately more easily recognized in the whole face than as an isolated part, relative to recognition of the parts and wholes of other kinds of stimuli. This prediction was borne out in three experiments: subjects were more accurate at identifying the parts of faces, presented in the whole object, than they were at identifying the same part presented in isolation, even though both parts and wholes were tested in a forced-choice format and the whole faces differed only by one part. In contrast, three other types of stimuli--scrambled faces, inverted faces, and houses--did not show this advantage for part identification in whole object recognition.     

Naming of object-drawings by dyslexic and other learning disabled children

On the Oldfield-Wingfield Picture-Naming Test, sensitive to subtle chronic dysphasia in adults, dyslexic children name fewer pictures correctly. Even when correct on words with less than 30 per million frequency of occurrence, they perform more slowly than do nondyslexic subjects suffering from minimal brain dysfunction (MBD) or normal controls. However, there is no evidence for “perceptual impairment” underlying dyslexic subjects' low scores and prolonged latencies, as the distribution of their errors is similar to that of normal children. Rather it is the nondyslexic MBD group which produces a high percentage of wrong names, suggestive of mistaking the pictured stimuli for other, visually similar, objects.     

The Effect of Action Valence and Race on 3- to 8-Year-Old Children's Social Cognitive Judgments

The present study investigated children's judgments of actions as a function of the valence of the action and the race of the actor. Three- to 8-year-old children were read an illustrated storybook in which 1 character did not share (a negatively valenced action) and the other character was helpful (a positively valenced action). The race of the characters was manipulated such that in the story, there was 1 Black character and 1 White character. Children were asked to make judgments about how mean/nice the characters were and what consequence (reward or punishment) they should receive for their actions. Despite the fact that children of this age show explicit and implicit pro-White biases (e.g., Baron & Banaji, 2006 Baron, A. S., & Banaji, M. R. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6 and 10 and adulthood. Psychological Science, 17, 53–58. doi:10.1111/j.1467-9280.2005.01664.x[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]), children's judgments were based solely on the valence of action and not on character race. The findings are discussed in light of moral development and the development of bias as it pertains to race.     

Hope as empowerment model: A client-based perspective on the process of hope development

Abstract

Research on the relationship of client hope to successful therapy outcome underlines the need to discover the processes and conditions when hope flourishes. Snyder’s Hope Theory has been applied to psychotherapy but client subjective experiences are needed to illuminate nuances in the process. The present study examined the trajectory of hope development in psychotherapy using interviews with 18 counseling clients, analyzed using grounded theory methodology. Findings were synthesized into a dynamic model titled hope as empowerment model (HEM) that shares features of Snyder’s Hope Theory. HEM introduces patterns of particular salience to psychotherapy. The compatibility of client preferences with therapist input raised faith in the process of counseling and, in turn, hope in a positive outcome. A number of conditions, including the flexibility of client role preferences and the directiveness of hope-inspiring therapeutic strategies, influenced the nature and strength of client hope. Implications for therapy and positive psychology are considered.     

Long-term maintenance of immediate or delayed extinction is determined by the extinction-test interval

Short acquisition-extinction intervals (immediate extinction) can lead to either more or less spontaneous recovery than long acquisition-extinction intervals (delayed extinction). Using rat subjects, we observed less spontaneous recovery following immediate than delayed extinction (Experiment 1). However, this was the case only if a relatively long extinction-test interval was used; a relatively short extinction-test interval yielded the opposite result (Experiment 2). Previous data appear consistent with this observation suggesting that, although delayed extinction appears more beneficial in the short term, immediate extinction may have more favorable long-term effects. These observations may have important implications for attenuation of relapse in clinical situations.     

Three Reviews of For Life Abundant: Practical Theology,Theological Education,and Christian Ministry,edited by Dorothy C. Bass and Craig Dykstra, 2008

For Life Abundant, the fruit of sustained reflection among systematic theologians, practical theologians, and pastors, is an important new work that deserves attention. The volume provokes creative and critical thinking about practical theology. Its contributors conceptualize the field as a disciplined practice of imagination and skill residing at the confluence of Christian tradition and living ecclesial communities, and ask what such a construal of practical theology might mean for theological education. Given the significance of For Life Abundant, Teaching Theology and Religion asked three theological educators who are located in different regions, types of institutions, and fields, to review and respond to it. Rebecca Slough describes the volume's central questions and organization, and considers how it might contribute to the deliberations of a seminary faculty regarding a school's curriculum. Martha Stortz shows how the process and structure of For Life Abundant are in themselves illustrative of the conceptualization of practical theology for which it argues. Kwok Pui‐lan notes the volumes strengths and goes on to probe its lacunae, particularly with regard to global, gender, and multi‐cultural considerations relevant to a robust construal of pastoral theology in our time. While the authors of these three reviews and responses to the volume did not interact as they wrote them, together they comprise a conversation that should be on‐going. TTR invites further responses to the volume.