Complexity factors in visuo-spatial working memory

Three experiments are presented that use a technique of selective interference--irrelevant pictures--to develop our understanding of visuo-spatial working memory. Visual noise fields are used as the irrelevant pictures. Using two related measures of simple visual complexity, the experiments demonstrate that the greater the complexity the greater the degree of interference, even within a paradigm where subjects are instructed to look at but otherwise ignore the irrelevant pictures. Both the number of dots and the density of the dots comprising the visual noise fields affect the degree of interference in a concurrent memory task. In addition, increasing the size of the field increases the amount of interference. It is argued that the results give insight into the properties of visual working memory and contribute to its theoretical development. For example, it is argued that the store is directly accessible by externally presented interference and that particular aspects of the noise displays cause interference with visual memory.     

Duhem in different contexts: Comments on Brenner and Martin

These comments consist of reflections on the papers Anastasios Brenner and R. N. D. Martin presented at the Conference on Pierre Duhem: Historian and Philosopher of Science. I argue they present nicely complementary accounts of Duhem's turn to history of science: Brenner emphasizes reasons internal to Duhem's philosophical concern with scientific methodology while Martin highlights reasons derived from the broader context of Duhem's engagement with religious controversies of his culture. I go on to suggest that seeing Duhem in this broader perspective can help us cope with the conflicts between science and religion in our own culture.     

Thinking about Morality and Moral Thinking: Is There a Distinction?

ABSTRACT A recent exchange with Shaffer (this issue) reveals several points of agreement underscoring the utility of our subject-based approach to understanding moral thought. Shaffer's latest reply raises the interesting question of whether thinking about morality, the focus of our study, constitutes moral thinking. Our response underscores how Shaffer's approach to studying moral thought differs from our own. More important, we emphasize how disagreements over what constitutes moral thinking can and should be settled empirically.     

Treatment Techniques for Adult Female Survivors of Childhood Sexual Abuse

The author reviews recent empirical, case study, and conceptual literature that examines or discusses treatment techniques for adult female survivors in individual therapy. These techniques are divided into the following 11 categories: relationship-building techniques; questioning: family-of-origin techniques; writing techniques; gestalt work, role playing, and psychodrama; transactional analysis and inner-child work: hypnotherapy and guided imagery; cognitive techniques; behavioral techniques; life-skills training; and other techniques. The author concludes with implications for researchers and practitioners.     

A scale to assess the restrictiveness of educational settings

The placement of students into educational settings is perhaps one of the most debated issues in special education, particularly for students with emotional and behavioral disorders (EBD). A primary consideration in this decision is the restrictiveness of the setting, yet no scale to assess restrictiveness of educational settings exists. We undertook two surveys that asked respondents to rate the restrictiveness of 18 educational placements. The first survey was sent to a national panel of experts, the second survey was sent to supervisors of programs for students with EBD. The results of the surveys led to the development of theScale to Assess Restrictiveness of Educational Settings. This scale is designed to provide a measure of restrictiveness of educational settings that can provide data to evaluate student progress and program outcomes.     

Abortion: identity and loss

The fetus is characterized as a "human organism" which, according to both the "stage" and "process" ontological theories, is a partly but not fully real individual human being. Abortion deprives the fetus of a future full-fledged human life, and this susceptibility to loss entitles it to certain moral rights, though not to the entire range of rights accorded a fully human being. Therefore, as the fetus becomes more fully human, the seriousness of abortion approaches that of infanticide.     

Asymmetrical responding to male versus female other-race categories in 9- to 12-month-old infants

Faces can be categorized along various dimensions including gender or race, an ability developing in infancy. Infant categorization studies have focused on facial attributes in isolation, but the interaction between these attributes remains poorly understood. Experiment 1 examined gender categorization of other-race faces in 9- and 12-month-old White infants. Nine- and 12-month-olds were familiarized with Asian male or female faces, and tested with a novel exemplar from the familiarized category paired with a novel exemplar from a novel category. Both age groups showed novel category preferences for novel Asian female faces after familiarization with Asian male faces, but showed no novel category preference for novel Asian male faces after familiarization with Asian female faces. This categorization asymmetry was not due to a spontaneous preference hindering novel category reaction (Experiment 2), and both age groups displayed difficulty discriminating among male, but not female, other-race faces (Experiment 3). These results indicate that category formation for male other-race faces is mediated by categorical perception. Overall, the findings suggest that even by 12 months of age, infants are not fully able to form gender category representations of other-race faces, responding categorically to male, but not female, other-race faces.     

Evaluating video modeling and video modeling with video feedback to enhance the performance of competitive dancers

This study evaluated the use of video modeling and video modeling plus video feedback to enhance four adolescents' performance of a dance movement. Intervention was evaluated in a multiple baseline across participants design. This study found that video modeling enhanced performance from baseline, but the addition of video feedback produced further increases. For one participant, improvement was dependent on the perspective of the video model. Implications of these findings and suggestions for future research are discussed.     

Are some gestalt principles deployed more readily than others during early development? The case of lightness versus form similarity

Four experiments investigated how readily infants achieve perceptual organization by lightness and form similarity. Infants were (a) familiarized with elements that could be organized into rows or columns on the basis of lightness or form similarity and tested with vertical versus horizontal bars depicting the familiar versus novel organization or (b) familiarized with bars and tested with elements. For lightness similarity, generalization occurred in both tasks; however, for form similarity, generalization occurred only in the elements --> bars task. The findings indicate that lightness similarity is more readily deployed than form similarity and are discussed in the context of (a) whether the difference reflects speed of application or experience-based learning, (b) evidence from visual agnosic patients and the time course of application of the principles in healthy adults, and (c) development of dorsal and ventral visual processing streams.