A new variant of the Ouchi illusion reveals Fourier-component-based processing

We report that anomalous motion illusion in a new variant of the Ouchi figure is well predicted by the strength of its Fourier fundamentals and harmonics. The original Ouchi figure consists of a rectangular checkerboard pattern surrounded by an orthogonal rectangular checkerboard pattern, in which illusory relative motion between the two regions is perceived. Although this illusion has been explained in terms of biases in integrating one-dimensional motion signals to determine the two-dimensional motion direction, the physiological mechanism has not been clarified. With our new stimuli, which consisted of thin lines instead of rectangles, we found that the perceived illusion is drastically reduced when the position of each line element is randomly shifted. This is not predicted by simple models of local motion integration along the visible edges. We demonstrate that the relative amplitude of the relevant Fourier fundamentals and harmonics leads to a quantitative prediction. Our analysis was successfully applied to other variants of the Ouchi figure (Khang and Essock 1997 Perception 26 585-597), closely predicting the reported rating. The results indicate that the underlying physiological mechanism is sensitive to the Fourier components of the stimuli rather than the visible edges.     

Effects of self-efficacy on adjustment to college

This study examined the effects of self-efficacy on adjustment to college among 1385 Japanese college students. The College Adjustment Self-Efficacy Scale (CASES) was constructed in order to evaluate the degree of confidence in the skills necessary for college adjustment. Three subscales were identified in the CASES: judgmental ability based on objective information, self-controlled persistence of activity, and self-adjustment in human relations. There were slight gender differences in the first and the third subscales. The CASES subscale scores were compared between well and poorly adjusted students in each college major. Differences in the score patterns of well adjusted students were compared across 13 college majors. The implications for academic career counseling are discussed.     

Robust Improvements on Reasoning Performance Following Discussion in Japan

Group discussion significantly improves performance on intellective problems. However, most experiments have been conducted in Western cultures. Cross‐cultural psychology suggests that members of Eastern cultures might be less likely to benefit from group discussion. One experiment in Japan suggested that this was not the case, but this experiment suffered from some limitations. To address these limitations, Japanese participants were asked to solve an intellective task four times: individually (pre‐test), in small discussion groups (test), individually again (transfer task, post‐test), and individually after a delay (delayed post‐test). The results revealed a robust improvement during group discussion. Groups in which at least one member had found the correct answer individually agreed on it during the discussion. Moreover, and in contrast with results obtained in Western cultures, most groups with no such member also found the correct answer. The gains obtained during discussion were maintained in the transfer tasks. This result provides further evidence that the improvement of reasoning performance in group discussion is a universal phenomenon, and provides support for the practice of collaborative learning in Japan.     

Multiple EMG activity and intracortical inhibition and facilitation during a fine finger movement under pressure

The 1st purpose of this study was to examine multiple electromyography (EMG) during voluntary hand movements. A secondary purpose was to investigate possible effects of pressure on intracortical inhibition (ICI) and intracortical facilitation (ICF) functions of the motor cortex, using paired-pulse transcranial magnetic stimulation. Twelve participants traced a 15-cm diameter target circle using a small laser pointer attached to the right index finger. After 5 acquisition trials, they performed 3 nonpressure trials followed by 3 pressure trials. The results showed that pressure had effects not only on agonist EMG activity but also on multiple muscles, such as synergist. In addition, a decrease in ICI and an increase in ICF were both observed under pressure for muscles other than the agonist.     

The difference between implicit and explicit associative processes at study in creating false memory in the DRM paradigm

The effects of implicit and explicit associative processes for false recognition were examined by manipulating exposure duration of studied items; 20 ms or 2000 ms. Participants studied lists of words that were high associates to a nonpresented word (critical lure) in either condition. After learning each list, they took a recognition test and remember/know judgements immediately (Experiment 1) or 1 minute later (Experiment 2). In Experiment 1, know responses for critical lures were more in the 20 ms than in the 2000 ms conditions, while remember responses for them were more in the 2000 ms condition. Implicit associative processes create familiarity of critical lures, and explicit associative processes create details of false memories. Comparing the results of Experiment 1 with those of Experiment 2, remember responses for critical lures were increased with the prolonged time only in the 20 ms condition. Characteristics of false memory made by implicit associative processes could be changed by prolonged time.     

The difference between implicit and explicit associative processes at study in creating false memory in the DRM paradigm

The effects of implicit and explicit associative processes for false recognition were examined by manipulating exposure duration of studied items; 20 ms or 2000 ms. Participants studied lists of words that were high associates to a nonpresented word (critical lure) in either condition. After learning each list, they took a recognition test and remember/know judgements immediately (Experiment 1) or 1 minute later (Experiment 2). In Experiment 1, know responses for critical lures were more in the 20 ms than in the 2000 ms conditions, while remember responses for them were more in the 2000 ms condition. Implicit associative processes create familiarity of critical lures, and explicit associative processes create details of false memories. Comparing the results of Experiment 1 with those of Experiment 2, remember responses for critical lures were increased with the prolonged time only in the 20 ms condition. Characteristics of false memory made by implicit associative processes could be changed by prolonged time.     

Systems of Quantum Logic

Logical implications are closely related to modal operators. Lattice-valued logic LL and quantum logic QL were formulated in Titani S (1999) Lattice Valued Set Theory. Arch Math Logic 38:395–421, Titani S (2009) A Completeness Theorem of Quantum Set Theory. In: Engesser K, Gabbay DM, Lehmann D (eds) Handbook of Quantum Logic and Quantum Structures: Quantum Logic. Elsevier Science Ltd., pp. 661–702, by introducing the basic implication → which represents the lattice order. In this paper, we fomulate a predicate orthologic provided with the basic implication, which corresponds to complete ortholattices, and then formulate a quantum logic which is equivalent to QL, by using a modal operator instead of the basic implication.     

Fourteen-month-old infants copy an action style accompanied by social-emotional cues

Human adults exaggerate their actions and facial expressions when interacting with infants. These infant-directed modifications highlight certain aspects of action sequences and attract infants’ attention. This study investigated whether social-emotional aspects of infant-directed modifications, such as smiling, eye contact, and onomatopoeic vocalization, influence infants’ copying of another's action, especially action style, during the process of achieving an outcome. In Study 1, 14-month-old infants (n = 22) saw an experimenter demonstrate goal-directed actions in an exaggerated manner. Either the style or the end state of the actions was accompanied by social-emotional cues from the experimenter. Infants copied the style of the action more often when social-emotional cues accompanied the style than when they accompanied the end state. In Study 2, a different group of 14-month-old infants (n = 22) watched the same exaggerated actions as in Study 1, except that either the style or the end state was accompanied by a physical sound instead of social-emotional cues. The infants copied the end state consistently more often than the style. Taken together, these two studies showed that accompanying social-emotional cues provided by a demonstrator, but not accompanying physical sound, increased infants’ copying of action style. These findings suggest that social-emotional cues facilitate efficient social learning through the adult–infant interaction.