The effects of the binocular disparity differences between targets and maskers on visual search

A visual search for targets is facilitated when the target objects are on a different depth plane than other masking objects cluttering the scene. The ability of observers to determine whether one of four letters presented stereoscopically at four symmetrically located positions on the fixation plane differed from the other three was assessed when the target letters were masked by other randomly positioned and oriented letters appearing on the same depth plane as the target letters, or in front, or behind it. Three additional control maskers, derived from the letter maskers, were also presented on the same three depth planes: (1) random-phase maskers (same spectral amplitude composition as the letter masker but with the phase spectrum randomized); (2) random-pixel maskers (the locations of the letter maskers’ pixel amplitudes were randomized); (3) letter-fragment maskers (the same letters as in the letter masker but broken up into fragments). Performance improved with target duration when the target-letter plane was in front of the letter-masker plane, but not when the target letters were on the same plane as the masker, or behind it. A comparison of the results for the four different kinds of maskers indicated that maskers consisting of recognizable objects (letters or letter fragments) interfere more with search and comparison judgments than do visual noise maskers having the same spatial frequency profile and contrast. In addition, performance was poorer for letter maskers than for letter-masker fragments, suggesting that the letter maskers interfered more with performance than the letter-fragment maskers because of the lexical activity they elicit.     

Improving Accuracy on Bayesian Inference Problems Using a Brief Tutorial

Research suggests that most people struggle when asked to interpret the outcomes of diagnostic tests such as those presented as Bayesian inference problems. To help people interpret these difficult problems, we created a brief tutorial, requiring less than 10 minutes, that guided participants through the creation of an aid (either graph or table) based on an example inference problem and then showed the correct way to calculate the positive predictive value of the problem (i.e., likelihood that positive tests correctly indicate presence of condition). Approximately 70% of those in each training condition found the correct response on at least one problem in the format for which they were trained. Just under 55% of those in the control condition (i.e., no training) were able to find the correct response on at least one table or graph problem. We demonstrated a relationship between numeracy and performance on both problem formats, although we did not find evidence for a relationship between graph literacy and performance for either problem format. Potential improvements to and applications of the tutorial are discussed. Copyright © 2016 John Wiley & Sons, Ltd.     

Issues Arising in Psychological Consultations to Help Parents Talk to Minor and Young Adult Children about their Cancer Genetic Test Result: a Guide to Providers

The defining difference between genetic and traditional medicine is that genetic findings have implications not just for the patient, but also for their relatives. Discussion of a test result between parent and child is both a transformative and a translational moment in the life of a family. Parents report wanting help in talking to their children. The challenge for genetic counselors and other providers is to be able to recognize which issues are at the core of parental distress and be able to offer recommendations to empower and support parents. The complexity of potential genetic findings, including variants of uncertain significance (VUS) and incidental findings have vastly increased, requiring considerable explanation and leaving less time for discussion of emotional issues. While the nature of the testing (single gene to multigene panel and genomic testing) is dramatically changing, the nature of parent concerns remains remarkably constant. Families differ in many respects, so no “recipe” suffices to answer parents’ questions about how this important task should be approached in each family. Successful consultation to parents requires true counseling, matching parents’ fears and questions with information, exploration and advice specific to their concerns, their circumstances and strengths.     

Social makes smart: rearing conditions affect learning and social behaviour in jumping spiders

There is a long-standing debate as to whether social or physical environmental aspects drive the evolution and development of cognitive abilities. Surprisingly few studies make use of developmental plasticity to compare the effects of these two domains during development on behaviour later in life. Here, we present rearing effects on the development of learning abilities and social behaviour in the jumping spider Marpissa muscosa. These spiders are ideally suited for this purpose because they possess the ability to learn and can be reared in groups but also in isolation without added stress. This is a critical but rarely met requirement for experimentally varying the social environment to test its impact on cognition. We split broods of spiders and reared them either in a physically or in a socially enriched environment. A third group kept under completely deprived conditions served as a ‘no-enrichment’ control. We tested the spiders’ learning abilities by using a modified T-maze. Social behaviour was investigated by confronting spiders with their own mirror image. Results show that spiders reared in groups outperform their conspecifics from the control, i.e. ‘no-enrichment’, group in both tasks. Physical enrichment did not lead to such an increased performance. We therefore tentatively suggest that growing up in contact with conspecifics induces the development of cognitive abilities in this species.     

The Development of Media Sign Literacy—A Longitudinal Study With 4-Year-Old Children

In a longitudinal study, 137 children at the age of 4 years were tested for media sign literacy, intelligence, and several precursors of academically relevant skills, such as phonological awareness and preschool quantity-number competencies. The children were tested four times over two years, measuring the development of these skills every six months. The purpose of the study was to explore whether children’s level of media sign literacy helps them acquire academically relevant symbolic skills like reading and mathematical competencies. The results indicate that media sign literacy as well as intelligence predict mathematical and linguistic competencies. Longitudinal findings indicate that children with higher levels of media sign literacy also achieve higher scores in precursors of mathematical and reading and writing skills, and structural equation modeling revealed a rich interconnectedness between media sign literacy and intelligence. Media sign literacy had a direct and significant effect on mathematical competencies at measurement point 2 and indirect effects on the precursors of reading and writing skills at measurement point 4.     

Pain perception in patients undergoing bone marrow puncture--a pilot study

The objective of this study was to establish the relationship between the perception of pain, anxiety, and depressive tendency in performance of bone marrow puncture. 93 consecutive patients (62% men, 38% women) from a hematological oncology outpatient department ages 20 to 85 years (M age = 53.7, SD = 15.1) were questioned. On average, the patients had undergone 2.5 (+/- 2.6) punctures. The underlying disease was leukemia in 49%, malignant lymphoma in 41%, another malignant disease in 2%, and there was a benign condition in 8%. Depression and general anxiety were measured using the Hospital Depression and Anxiety Scale (HADS-D). Fear of puncture and perception of pain were registered with visual analog scales. Patients with increased scores of anxiety or depressive tendency on the HADS-D suffered significantly more severely from fear of puncture and pain than patients with normal scores. However, the puncture-related fear in the group as a whole correlated markedly more closely with the intensity and tolerability of pain than did general fear and depressive tendency. This finding must be considered when planning psychological interventions in this group of patients.     

Rorschach oral dependency in psychopaths, sexual homicide perpetrators, and nonviolent pedophiles

Rorschach Oral Dependency scores (Masling, Rabie, & Blondheim, 1967) were compared among nonsexually offending psychopaths (NSOPs, n = 32), sexual homicide perpetrators (SHPs, n = 38), and non-violent pedophiles (NVPs, n = 39) as initially reported by Gacono, Meloy, and Bridges (2000). The aggressive special scores of Gacono and Meloy (1994; Gacono, unpublished doctoral dissertation, 1998) were also scored and compared with ROD scores. Consistent with theory and predictions, NVPs were found to have significantly higher levels of oral dependency scores than NSOPs or SHPs. Additionally, there was a high degree of association between oral dependency and aggression in the SHP and NSOP groups. These Rorschach differences support the validity of the ROD as an implicit measure of dependency and add to the understanding of the dynamics that fuel sexually deviant violence.     

Aging: a switch from automatic to controlled processing of sounds?

In this article, the authors show that aging differentially affects peoples' ability to automatically and voluntarily process auditory information. Young, middle-aged, and older adults matched behaviorally in an auditory discrimination task showed similar patterns of neural activity indexing the voluntary and conscious detection of deviant (i.e., target) stimuli. In contrast, a negative wave indexing automatic processing (the mismatch negativity) was elicited only in young adults for near-threshold stimuli. These results indicate that aging affects the ability to automatically register small changes in a stream of homogeneous stimuli. However, this age-related decline in automatic detection of small change in the auditor environment can be compensated for by top-down controlled processes.     

Cell phone use and visual attention

The purpose of the present study was to evaluate how much cell phones and just speaking (similar to speaking to someone in the car vs a hands-free cell phone task) interfere with visual attention skills as might be required in a driving situation. Influence of cell phones on attention has been noted but little research has been completed. Licensed adult drivers were divided into three groups (ns = 15) with all subjects taking the Connors Continuous Performance Test II. Group 1 performed without any distractions: those in Group 2 performed with someone in the same room talking to them: Group 3 engaged in a cell phone conversation during the task. Overall, there were substantial differences among groups on all variables, but primarily between the control group and the two experimental groups. While the cell phone group had lower mean scores than the talking group overall, the differences were not significant. Thus, while cell phones were distracting to visual attention functions on the Connors task, they were not more distracting than a similarly active conversation without a cell phone.