Incomplete figure perception and invisible masking

The Gollin test (measuring recognition thresholds for fragmented line drawings of everyday objects and animals) has traditionally been regarded as a test of incomplete figure perception or 'closure', though there is a debate about how such closure is achieved. Here, figural incompleteness is considered to be the result of masking, such that absence of contour elements of a fragmented figure is the result of the influence of an 'invisible' mask. It is as though the figure is partly obscured by a mask having parameters identical to those of the background. This mask is 'invisible' only consciously, but for the early stages of visual processing it is real and has properties of multiplicative noise. Incomplete Gollin figures were modeled as the figure covered by the mask with randomly distributed transparent and opaque patches. We adjusted the statistical characteristics of the contour image and empty noise patches and processed those using spatial and spatial-frequency measures. Across 73 figures, despite inter-subject variability, mean recognition threshold was always approximately 15% of total contour in naive observers. Recognition worsened with increasing spectral similarity between the figure and the 'invisible' mask. Near threshold, the spectrum of the fragmented image was equally similar to that of the 'invisible' mask and complete image. The correlation between spectral parameters of figures at threshold and complete figures was greatest for figures that were most easily recognised. Across test sessions, thresholds reduced when either figure or mask parameters were familiar. We argue that recognition thresholds for Gollin stimuli in part reflect the extraction of signal from noise.     

‘When my mummy and daddy aren't looking at me when I do my maths she helps me’; Children can be taught to create imaginary companions: An exploratory study

Spontaneous imaginary companion (SIC) creation in childhood is a typical imaginative play behaviour associated with advanced sociocognitive skills; however, the direction of causality has not been established. To investigate this experimentally, researchers must determine whether children can create, on request, qualitatively equivalent imaginary companions (ICs) to those created spontaneously. We examined whether children could create ICs, and how these compared to SICs. Nine elementary school children were encouraged to create ICs in a 3-month intervention. Accounts of elicited ICs were compared with an age-matched sample of interviewees with SICs. Seven children maintained ICs for 6 months post intervention. Template analysis of IC interviews found four themes: Realistic Play, Multifaceted IC Mind, Utility of the IC, and Elicited IC Across Time. Analysis suggests elicited and SICs were similar in nature and utility, although intervention ICs tended to have animal rather than human appearances. Findings support the argument that children can be encouraged to create ICs similar to SICs.     

Judgmental forecasting of univariate time series

To forecast numbers appearing in sequence, do people just take some sort of average of past items or do they use temporal pattern information that they have extracted from the sequence? In an experiment, subjects forecast successive numbers generated by a first-order auto regressive algorithm. Afterwards, they were asked to generate their own series of numbers to simulate the sequence they had been forecasting. It was found that (1) generation performance was good—subjects acquired an internal representation of the pattern in the sequence while forecasting it; (2) generation and forecasting performance were uncorrelated—this internal representation was not used for forecasting; (3) learnt ability to forecast a sequence did not transfer to another sequence that was of the same type but that subjects believed to come from another source; (4) subjects were good at estimating the probability that their forecasts would be correct but this ability declined with practice.     

Representations of Self and Other: A Semantic Space Model

ABSTRACT This article describes a semantic space model of personality. According to the model, representations of facets of the self (e.g., actual self, self) and of others are arrayed in a semantic space, with proximities among representations predicted to be associated with mood, self-evaluation, broad personality dimensions. The relation of proximities among pairs of representations to personality and mood measures was found to be mediated by spatial proximity of other representations, indicating that the representations constitute dynamic systems. Proximities among representations were shown predict self-esteem and self-evaluative moods even after controlling for the contribution of the personality dimensions of Neuroticism, Extraversion, and Agreeableness. Generally, the semantic space model led to better predictions did several related models concerning representations of self and other.     

Linguistic factors and meaningfulness of personal constructs

Studied the effect of linguistic development and social appropriateness of a language upon the meaningfulness of personal constructs articulated in this language. Subjects were 60 bilingual pupils from a boys secondary school in Tanzania. Linguistic development was manipulated by choosing pupils who had either 1½ years or 3½ years experience of instruction in English. For each subject constructs were elicited and grids administered in both English and Swahili. Two types of elements were used, for one of which Swahili was the socially more appropriate language and for the other, English. Results from the study indicate that rating polarization is a function of both linguistic development and appropriateness of language for construing the domain in question. These results are therefore interpreted as indicating that meaningfulness of personal constructs, as indicated by rating polarization, can have linguistic determinants.     

Computer game playing in adolescence: Prevalence and demographic indicators

Computer game playing is a popular activity among adolescents yet there have been no systematic studies in the U.K. on its prevalence and its demographics. A questionnaire study was undertaken with 387 adolescents (12–16 years of age) to establish the time spent playing computer games, who they first started playing with, the reasons why they first started and why they play now and negative consequences of play. Results revealed that for many adolescents, home computer game playing can take up considerable time with 7% of the sample playing for at least 30 hours a week. Although there were no differences between males and females in who played computer games, it was established that males were found to play significantly more regularly than females.     

The impact of discredited evidence

How do people revise their beliefs when evidence is discredited? In three studies, mock jurors read simplified criminal cases and then judged the probability that a suspect was guilty on the basis of sequentially presented evidence. Study 1 showed an extension effect: When two items of incriminating evidence were presented, a subsequent discrediting of the second item also lessened belief in the first item, irrespective of whether it was directly related to the discredited item. Study 2 showed that this effect depended on the order of evidence presentation: When the discrediting evidence was presented early, rather than late, in the sequence, there was no extension to unrelated items. Study 3 showed that the extension effect held only when items of evidence were both incriminating or both exonerating, but not when they were mixed. To explain these findings, we draw on coherence-based models of juror reasoning and propose that people group evidence according to its direction with respect to the guilt hypothesis.     

Improving the peer-review process for grant applications: reliability, validity, bias, and generalizability

Peer review is a gatekeeper, the final arbiter of what is valued in academia, but it has been criticized in relation to traditional psychological research criteria of reliability, validity, generalizability, and potential biases. Despite a considerable literature, there is surprisingly little sound peer-review research examining these criteria or strategies for improving the process. This article summarizes the authors' research program with the Australian Research Council, which receives thousands of grant proposals from the social science, humanities, and science disciplines and reviews by assessors from all over the world. Using multilevel cross-classified models, the authors critically evaluated peer reviews of grant applications and potential biases associated with applicants, assessors, and their interaction (e.g., age, gender, university, academic rank, research team composition, nationality, experience). Peer reviews lacked reliability, but the only major systematic bias found involved the inflated, unreliable, and invalid ratings of assessors nominated by the applicants themselves. The authors propose a new approach, the reader system, which they evaluated with psychology and education grant proposals and found to be substantially more reliable and strategically advantageous than traditional peer reviews of grant applications.