Reduced visual feature binding in the near-hand space

Growing evidence suggests that visual information is processed differently in the near-hand space, relative to the space far from the hands. To account for the existing literature, we recently proposed that the costs and benefits of hand proximity may be due to differential contributions of the action-oriented magnocellular (M) and the perception-oriented parvocellular (P) pathways. Evidence suggests that, relative to the space far from the hands, in near-hand space the contribution of the M pathway increases while the contribution of the P pathway decreases. The present study tested an important consequence of this account for visual representation. Given the P pathway’s role in feeding regions in which visual representations of unified objects (with bound features) are formed, we predicted that hand proximity would reduce feature binding. Consistent with this prediction, two experiments revealed signs of reduced feature binding in the near-hand space, relative to the far-hand space. We propose that the higher contribution of the M pathway, along with the reduced contribution of the P pathway, shifts visual perception away from an object-based perceptual mode toward a feature-based mode. These results are discussed in light of the distinction between action-oriented and perception-oriented vision.     

Contracting,equal, and expanding learning schedules: The optimal distribution of learning sessions depends on retention interval

In laboratory and applied learning experiments, researchers have extensively investigated the optimal distribution of two learning sessions (i.e., initial learning and one relearning session) for the learning of verbatim materials. However, research has not yet provided a satisfying and conclusive answer to the optimal scheduling of three learning sessions (i.e., initial learning and two relearning sessions) across educationally relevant time intervals. Should the to-be-learned material be repeated at decreasing intervals (contracting schedule), constant intervals (equal schedule), or increasing intervals (expanding schedule) between learning sessions? Different theories and memory models (e.g., study-phase retrieval theory, contextual variability theory, ACT-R, and the Multiscale Context Model) make distinct predictions about the optimal learning schedule. We discuss the extant theories and derive clear predictions from each of them. To test these predictions empirically, we conducted an experiment in which participants studied and restudied paired associates with a contracting, equal, or expanding learning schedule. Memory performance was assessed immediately, 1 day, 7 days, or 35 days later with free- and cued-recall tests. Our results revealed that the optimal learning schedule is conditional on the length of the retention interval: A contracting learning schedule was beneficial for retention intervals up to 7 days, but both equal and expanding learning schedules were better for a long retention interval of 35 days. Our findings can be accommodated best by the contextual variability theory and indicate that revisions are needed to existing memory models. Our results are practically relevant, and their implications for real-world learning are discussed.     

Musical Training,Bilingualism, and Executive Function: A Closer Look at Task Switching and Dual‐Task Performance

This study investigated whether musical training and bilingualism are associated with enhancements in specific components of executive function, namely, task switching and dual‐task performance. Participants (n = 153) belonging to one of four groups (monolingual musician, bilingual musician, bilingual non‐musician, or monolingual non‐musician) were matched on age and socioeconomic status and administered task switching and dual‐task paradigms. Results demonstrated reduced global and local switch costs in musicians compared with non‐musicians, suggesting that musical training can contribute to increased efficiency in the ability to shift flexibly between mental sets. On dual‐task performance, musicians also outperformed non‐musicians. There was neither a cognitive advantage for bilinguals relative to monolinguals, nor an interaction between music and language to suggest additive effects of both types of experience. These findings demonstrate that long‐term musical training is associated with improvements in task switching and dual‐task performance.     

Theology after Dialogue: Christian–Muslim Engagement Today and Tomorrow

The phenomenon of Christian–Muslim dialogue has had a very chequered history. At varying times, three broad modes of engagement can be said to have operated: antipathy, affinity and inquiry, and these three modes can be found still in today's world. In some places, hostility and antipathy abound. In others, voices and actions express cordial friendship, détente and affinity. In this latter climate, the prospect of engagement in mutual inquiry and cooperative ventures is not only theoretically possible, but actively pursued, and in the first decade of the twenty-first century, a number of notable initiatives in the arena of mutual inquiry have taken place. This article addresses aspects of the context and development of Christian–Muslim dialogue as a modern phenomenon, and then turns to a review of three twenty-first century developments – the Building Bridges seminar series; the Stuttgart-based Christian–Muslim Theological Forum and the “Common Word” letter. It also reflects on the models and theology of dialogue, including not only theology for dialogue, but also theology in and – importantly – after dialogue.     

Ideomotor perception modulates visuospatial cueing

The ideomotor theory of action posits that the cognitive representation of an action includes the learned perceptual effects of the action. Support for this theory has come from studies demonstrating how perceptual features that match the outcome of a response can facilitate selection of that response. We investigated another, complementary implication of ideomotor theory: would a bias toward selecting a response result in a perceptual bias toward the known effect of the response? In other words, would an action tendency direct attention to the anticipated perceptual features? Through an initial acquisition phase, participants learned that two possible responses (left/right keypress) consistently produced two distinct colors. Next, in a test phase, we manipulated response bias at the beginning of each trial, using an uninformative spatial prime presented at the left or right periphery. We then examined the extent to which color transients that either matched or mismatched the induced response bias can orient participants’ visual attention. Results revealed a perceptual bias toward the color effect of the primed response, manifested in a stronger visual orienting toward this color. Thus, biasing response selection can bias perception. These findings extend the scope of the ideomotor theory to visual perceptual processes.     

School readiness in children living in non-parental care: Impacts of Head Start

The current study examines the effects of Head Start on the development of school readiness outcomes for children living in non-parental care. Data were obtained from the Head Start Impact Study, a randomized controlled trial of Head Start conducted with a nationally representative sample of Head Start programs and families. The sample included 253 children living in non-parental care (defined as a primary caregiver who self-identified as someone other than a biological, adoptive, or step-parent), who experienced elevated rates of child and family risk factors. Results revealed modest direct short-term and indirect longer-term impacts of Head Start on school readiness outcomes (increased pre-academic skills, more positive teacher–child relationships, and reductions in behavior problems) for children living in non-parental care. Limitations of this study and directions for future research are discussed.     

Does the "eyes lead the hand" principle apply to reach-to-grasp movements evoked by unexpected balance perturbations?

A fundamental principle that has emerged from studies of natural gaze behavior is that goal-directed arm movements are typically guided by a saccade to the target. In this study, we evaluated a hypothesis that this principle does not apply to rapid reach-to-grasp movements evoked by sudden unexpected balance perturbations. These perturbations involved forward translation of a large (2 × 6 m) motion platform configured to simulate a “real-life” environment. Subjects performed a common “daily-life” visuo-cognitive task (find a telephone and make a call) that required walking to the end of the platform, which was triggered to move as they approached a handrail mounted alongside the travel path. A deception was used to ensure that the perturbation was truly unexpected. Eleven of 18 healthy young-adult subjects (age 22-30) reached to grasp or touch the rail in response to the balance perturbation. In support of the hypothesis, none of these arm reactions was guided by concurrent visual fixation of the handrail. Seven of the 11 looked at the rail upon first entering the environment, and hence may have used “stored” central-field information about the handrail location to guide the subsequent arm reaction. However, the other four subjects never looked directly at the rail, indicating a complete reliance on peripheral vision. These findings add to previous evidence of distinctions in the CNS control of volitional and perturbation-evoked arm movements. Future studies will determine whether similar visuo-motor behavior occurs when the available handhold is smaller or when subjects are not engaged in a concurrent visuo-cognitive task.