Does intermodal equivalence exist between heteromodal stimulus dimensions or between stimulus values on those dimensions?

In a same--different judgement task with successively presented signals, subjects matched dots in different vertical positions and tones of different frequencies intramodally and intermodally. The first and second stimuli of trials in each of the four modality conditions were drawn from a set consisting of two, three or five alternatives. In all intermodal set size conditions, the dimensions of pitch and vertical position were related by the same equivalence rule. While intramodal performance improvement depended only on the total number of practice trials at matching on the relevant dimensions, intermodal performance improvement appeared to be related to the number of trials practice with each heteromodal stimulus pairing in a particular set. After performance had approached asymptotic level neither intramodal nor intermodal matching reaction time depended on set size. Mean “same” reaction time was less than mean “different” reaction time, and this difference was greater for intermodal matching than for intramodal matching. The results indicated that intermodal equivalence exists between discrete stimulus values on heteromodal dimensions rather than between the dimensons themselves.     

The recovery of a visually masked target

Ss were briefly shown pairs of letters under backward masking and disinhibitive backward masking conditions. For the backward masking condition, a single homogeneous flash of light (M1), varying in duration, followed the presentation of letters after a varying delay (IS11), and recognition of the target letters (TS) was found to be a function of M1 duration and ISI1. For the disinhibition condition, a variable second mask (M2) followed M1 after a variable delay (ISI2) and disinhibition of M1’s effect on TS recognition occurred. Provided the ISIs were adequate, a relatively powerful M2 wass found to disinhibit a moderate Ml’s effect on the TS. Current theories of visual masking were examined in the light of these findings.     

Women's Dress Fashions as a Function of Reproductive Strategy

Despite many speculations, there is no well-supported explanation for cycles of fashion in.women's dress and scholars cannot agree whether fashions reflect societal changes. Generalizing from cycles of bodily attractiveness for women, it was hypothesized that dress styles are reflective of reproductive economics. Using data from three studies of dress fashion extending from 1885-1976, the prediction was tested thatshortskirts (signaling sexual accessibility) would be correlated with low sex ratios (indicating limited marital opportunity for women), with increased economic opportunities for women and with marital instability. Predictions for narrowwaists and low necklines (which signal reproductive value) were opposite. These predictions received strong support indicating that dress styles, like standards of bodily attractiveness may be partly determined by marital economics.     

Women's and Men's Reactions to Man-to-Man Sexual Harassment: Does the Sexual Orientation of the Victim Matter?

We manipulated the sexual orientation of the victim in a hypothetical case to address 3 key questions: Is it harassment, does the case need to be investigated further, and is the harasser's behavior punishable? Our sample comprised 433 undergraduates (91.5% of whom were White). We hypothesized that women would rate the case as more sexually harassing, as needing further investigation, and as more punishable than men would. We also hypothesized that the sexual orientation of the victim would affect perceptions of the case; specifically, students would significantly rate the incident as more harassing, as needing further investigation, and would recommend more punishment when the victim was homosexual rather than heterosexual. We hypothesized that female respondents would perceive more categories of inappropriate behaviors perpetrated by men on other men as constituting sexual harassment than would male respondents. Furthermore, we hypothesized that lewd comments and enforcement of the traditional masculine gender role would predict responses to the 3 key questions asked about the case. With the exception of recommending greater punishment when the victim was homosexual rather than heterosexual, all hypotheses were supported.     

Student mental health: how can psychiatrists better support the work of university medical centres and university counselling services?

Student psychiatric morbidity is rising. Whilst the influence of university counselling services is widely reported, NHS involvement by psychiatrists and general practitioners is not so well described. Counselling and mental health service providers for students at the University of Leeds were approached for numerical data and a university Group on Student Mental Health discussed the findings. The Student Counselling Centre, the University Medical Practice and a dedicated student psychiatric clinic have all seen a rise in referral rates. The University Medical Practice has also seen a rise in the prescribing of psychoactive medication. Collaborative links at the University of Leeds are explored and options for the future discussed. These include self-help over the internet, a research project to assess student mental health needs and the provision of a dedicated NHS psychiatric team for the university.     

Assessment of visual-spatial deficits in patients with Parkinson's disease and closed head injuries using virtual environments.

Cognitive spatial deficits have been reliably reported in patients with Closed Head Injury (CHI), though in patients with Parkinson's disease (PD) the phenomenon is disputed. CHI and non-demented PD patients were tested using a Judgement of Line Orientation Test, and two spatial tests using virtual environments (VEs). Performance on the Line Orientation and one VE test was worse in the CHI group than controls, but PD patients showed no apparent spatial deficits. However, performance on the second VE test (virtual tray of objects task) did reveal a deficit, both CHI and PD groups being significantly impaired. The data illustrate that particular spatial deficits can be differentiated using appropriate VE-based tasks, and that non-demented PD patients show a paradigm-specific visual-spatial impairment.     

An Investigation of Sound-Symbolism in the Context of Tactile Feeling

Sound symbolism suggests a non-arbitrary relationship between speech sounds and the concepts to which those sounds refer (Hinton, Nichols, &; Ohala, 2006 Hinton, L., Nichols, J., &; Ohala, J. J. (2006). Sound symbolism. Cambridge, UK: Cambridge University Press. [Google Scholar]). Supporting evidence comes primarily from studies investigating how speech sounds relate to semantically compatible visual concepts. The present study therefore attempted to examine sound symbolism in the context of tactile perception. Contrary to the propositions of sound symbolism, participants in Experiment 1 did not consistently assign names with plosive consonant to objects with curved frames. Experiment 2, however, found that names with fricative consonants were more likely to be applied to materials with rough surfaces. The results suggested the existence of a direct relationship between speech sounds and their referent concepts that could be crucial in revealing the phenomenon of sound symbolism. A future study was also proposed to study the contributions of mouth shape and airflow to associations between speech sounds and tactile feelings. (161 words)     

Teaching about Christianity: a configurative review of research in English schools

This article presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion’s current place within English religious education. The value of a configurative review is set out, and inclusion criteria are outlined, leading to the selection of 58 publications. Then the article’s theoretical frame is explained, drawing on activity theory, and the analysis is set out under three broad organising principles: (1) Teachers’ professional and pedagogical intentions; (2) How teachers draw on different pedagogical strategies to enact these intentions, for example systematic or thematic approaches; and (3) How these intentions and strategies affect pupil learning, such as pupils’ conceptions of difficult topics. The implications for research in religious education are then drawn together, notably the need to consider the pedagogical issues for different religions individually.     

Richard Hooker and the Principle of Sola Scriptura

The traditional view that Richard Hooker argued for the religiousauthority of Scripture, reason, and tradition, in that order,has come under sustained criticism in recent years, especiallyfrom those scholars who assert that Hooker was in fact an orthodoxReformed theologian. Although Hooker placed a distinctivelyhigh value on the role of reason in authenticating Holy Scripture,it is claimed that this is fully compatible with the Protestantprinciple of sola Scriptura, and reflects wider developmentsin the Reformed tradition on the role of reason in proving thatScripture is divine revelation. This article seeks to refutethese claims by examining Reformed thought on the religiousauthority of Scripture and reason in matters of Christian doctrine,looking at representatives from the Reformers, early orthodoxy,and high orthodoxy. This is then compared with Hooker's work,where, it is argued, the Reformed doctrine that Scripture isthe principium cognoscendi theologiae, with reason merely anancillary ‘handmaid’, is replaced by the radicalposition that Scripture and demonstrative reasoning are bothprincipial authorities in matters of Christian doctrine. Inpropounding his triple-source theory of religious authority,therefore, Hooker is concluded to have broken fundamentallywith the principle of sola Scriptura.