Binocular disparity magnitude affects perceived depth magnitude despite inversion of depth order

The hollow-face illusion involves a misperception of depth order: our perception follows our top-down knowledge that faces are convex, even though bottom-up depth information reflects the actual concave surface structure. While pictorial cues can be ambiguous, stereopsis should unambiguously indicate the actual depth order. We used computer-generated stereo images to investigate how, if at all, the sign and magnitude of binocular disparities affect the perceived depth of the illusory convex face. In experiment 1 participants adjusted the disparity of a convex comparison face until it matched a reference face. The reference face was either convex or hollow and had binocular disparities consistent with an average face or had disparities exaggerated, consistent with a face stretched in depth. We observed that apparent depth increased with disparity magnitude, even when the hollow faces were seen as convex (ie when perceived depth order was inconsistent with disparity sign). As expected, concave faces appeared flatter than convex faces, suggesting that disparity sign also affects perceived depth. In experiment 2, participants were presented with pairs of real and illusory convex faces. In each case, their task was to judge which of the two stimuli appeared to have the greater depth. Hollow faces with exaggerated disparities were again perceived as deeper.     

Does theory of mind performance differ in children with early‐onset and regressive autism?

A deficit in theory of mind (ToM), or the ability to infer the mental states of others, has been implicated as one of the major characteristics of Autism Spectrum Disorder (ASD); however, little attention has been devoted to possible differences in ToM ability within ASD. The current study examined ToM performance in children with early-onset autism and regressive autism in comparison to typically developing children. Results indicated that children in the regressive autism group performed significantly better than the early-onset autism group on the non-verbal appearance-reality task. Additionally, Fisher's exact tests indicated a pattern of lowest scores in the early-onset group and highest scores in the typically developing group, whereas the regressive autism group tended to score in between the early-onset and typically developing groups. The apparent heterogeneity in ToM performance within ASD could account for the lack of universality in ToM ability found in previous studies.     

History,philosophy and science teaching what can be done in an undergraduate course?

This paper describes an attempt to introduce philosophy and history of science to pre-service science teachers. I argue briefly for the view that science in the schools cannot be taught without implicitly assuming a particular philosophy of science. Therefore, both philosophy and history of science are necessary components of undergraduate science education courses.     

Schedule-induced kinesic and taxic behavioral stereotypy in the pigeon

Two experiments explored the functional character of 2 schedule-induced interim behaviors (pacing and retreat) and 1 terminal behavior (keypecking) that developed on fixed-time (FT) schedules of food delivery with a keylight that increased in brightness throughout the interstimulus interval. In Experiment 1, this ramp procedure was compared with a less discriminable ramp, and FT and Random Time (RT) procedures without a signal. Decreased discriminability expanded keypecking in the trial. The FT schedule eliminated only keypecking and the RT procedure eliminated keypecking and retreat while pacing remained. In Experiment 2, predictive and unpredictive ramps were added to the RT procedure. The data suggest that schedule-induced stereotypy can be divided into kinesic stereotypy (pacing), which arises from repeated reinforcer presentations, and taxic stereotypy, which is tied to an increase (keypecking) or decrease (retreat) in the momentary probability of reinforcement.     

Associative factors in free recall

An experiment on the free recall of 18-word lists is reported in which variations were made in associative frequency, word frequency and the number, and therefore size, of the presented groups. Recall efficiency was positively related to increasing associative frequency and larger presented group size. Measures of clustering were obtained along with subjects' own reports on the associative labels helpful to them in organizing their recall. A two-level storage model is proposed to account for the results.