The spatial attributes of stimulus frequency and their role in monaural localization of sound in the horizontal plane

Listeners, whose right ears were blocked, located low-intensity sounds originating from loudspeakers placed 15 deg apart along the horizontal plane on the side of the open, or functioning, ear. In Experiment 1, the stimuli consisted of noise bursts, 1.0 kHz wide and centered at 4.0 through 14.0 kHz in steps of .5 kHz. We found that the apparent location of the noise bursts was governed by their frequency composition. Specifically, as the center frequency was increased from 4.0 to about 8.0 kHz, the sound appeared to move away from the frontal sector and toward the side. This migration pattern of the apparent sound source was observed again when the center frequency was increased from 8.0 to about 12.0 kHz. Then, with center frequencies of 13.0 and 14.0 kHz, the sound appeared once more in front. We referred to this relation between frequency composition and apparent location in terms of spatial referent maps. In Experiment 2, we showed that localization was more proficient if the frequency content of the stimulus served to connect adjacent spatial referent maps rather than falling within a single map. By these means, we have further elucidated the spectral cues utilized in monaural localization of sound in the horizontal plane.     

Components of geometric analogy solution

Geometric analogy solution was investigated as a function of systematic variations in the information structure of individual items. Latency data from the verification of true and false items indicated that individuals decompose figural patterns in a way that represents a sequential determination of the various elements that need to be isolated. They also appear to identify and evaluate the transformations applied to elements in a way that represents a sequential determination of the separate or successive transformations that fully specify an item rule. Analysis and evaluation of transformations took more time than element analysis and was the primary source of errors. The combined effects of element and transformation processing violated a simple additive model and the best fitting functions suggested that nonadditive increases in solution latency and error rates were due to working memory limitations associated with the representation and manipulation of item features at high levels of rule complexity. Correlational data also indicated that these factors partially account for individual differences in performance on psychometric tests. The latency and error data for true and false items are used to develop a general theoretical system that incorporates assumptions about the form of item representation, working memory factors, and processing components and strategies in analogical reasoning tasks.     

On Future Ontology: A Reply to Longenecker

Axiomathes - The supporters of Indeterminate Futurism Theory [IFT] suggest three different reasons for preferring their view over Growing Block Theory [GBT]. If compared to GBT, IFT offers a better...     

Mood regulation and relationship quality predict change in homesickness during college

Recent theorizing has implicated affect regulation as central to the experience of homesickness. Conceptualized as grief due to losing social connections with close others when relocating, homesickness is associated with poor emotional and social adjustment. The present study examined how mood regulation and relationship quality – at home and in college – predict homesickness and negative affect among college students (N = 168). We assessed 16 mood regulation strategies as well as relationship quality each week over the first college term. As predicted, time-lagged multilevel analyses demonstrate that avoidance-oriented strategies were helpful in the short term (the following week), but chronic avoidance (across the college term) predicted higher levels of homesickness. Approach-oriented regulatory strategies did not predict homesickness, however. Relationship quality demonstrated differential main effects at the between-person level but did not predict fluctuations in homesickness from week to week. Across the college term, closer ties at home predicted greater homesickness, whereas closer ties in college predicted lower homesickness. Notably, there were distinct effects of mood regulation for homesickness compared to negative affect. The present study is among the first to examine effects of mood regulation on homesickness longitudinally, suggesting it is important to consider the type of regulation strategies being used as well as the time scale.     

Martin Luther and Philip Melanchthon on the care and feeding of [future] Pastors

This article argues that humanist training was all-encompassing, not just for Philip Melanchthon but also for Martin Luther. By reexamining the relationship between the two reformers in this area, the article shows how their substantial, overarching agreements, especially in matters of pedagogy, led to a single-minded reform of Wittenberg's curriculum. Finally, it argues that their revolutionary approach to seminary training also addresses its collapse in our own day.     

Reshaping Couple Configurations that Get in the Way of Relationship Repair and Healing

In the context of relationship trauma, partners' reactive patterns of engagement can disrupt and derail attempts at relationship correction and healing. A circumplex typology of couple patterns of engagement in relational trauma context is defined in terms of partners' underlying views of self in relation to other (VSIRO). VSIRO is conceptualized along a continuum anchored at opposite poles by inflated (self-aggrandizing) versus collapsed (self-abnegating) VSIRO, with a balanced (egalitarian) VSIRO, characterized by accountability and forbearance, as the target position. The circumplex model delineates four problematic couple configurations—a dejected couple, a taker–enabler couple, an ultimate fighting couple, and a debtor–collector couple. Where problematic engagement occurs, therapists need to reshape couple engagement toward the balanced, egalitarian position prior to relational trauma work. Clinical vignettes depict these couples and springboard an analysis of unique needs and interventions associated with each couple configuration. Reshaping couple patterns of engagement using a circumplex model of couple configurations is an essential prerequisite to effective and ethical relational trauma work.     

Efficacy of teacher-implemented good behavior game despite low treatment integrity

The Good Behavior Game (GBG) is a well-documented group contingency designed to reduce disruptive behavior in classroom settings. However, few studies have evaluated the GBG with students who engage in severe problem behavior in alternative schools, and there are few demonstrations of training teachers in those settings to implement the GBG. In the current study, 3 teachers were trained to implement the GBG in a restrictive setting for students with histories of emotional and behavioral disorders and delinquency. The teachers used the GBG to produce substantial reductions in problem behavior despite low treatment integrity. Clinical implications and future directions for research are discussed.     

Consequentialism,Animal Ethics,and the Value of Valuing

Peter Singer argues, on consequentialist grounds, that individuals ought to be vegetarian. Many have pressed, in response, a causal impotence objection to Singer’s argument: any individual person’s refraining from purchasing and consuming animal products will not have an important effect on contemporary farming practices. In this article, I sketch a Singer-inspired consequentialist argument for vegetarianism that avoids this objection. The basic idea is that, for agents who are aware of the origins of their food, continuing to consume animal products is morally bad because it leads to not appropriately disvaluing the origins of their food. That is a morally bad outcome that can be avoided by becoming vegetarian.     

Regaining access to marginal knowledge in a classroom setting

Students learn large amounts of information, but not all of it is remembered after courses end – meaning that valuable class time is often spent reviewing background material. Crucially, laboratory research suggests different strategies will be effective when reactivating previously learned information (i.e. marginal knowledge), as opposed to learning new information. In two experiments, we evaluated whether these laboratory results translated to the classroom. Topics from prior courses were tested to document which information students could no longer retrieve. Half were assigned to a not-tested control and half to the intervention; for these topics, students answered multiple-choice questions (without feedback) that gave them the chance to recognize the information they had failed to retrieve. Weeks later, students completed a final assessment on all topics. Crucially, multiple-choice testing increased the retrieval of previously forgotten information, providing the first classroom demonstration of the reactivation of marginal knowledge.