Sensory and conceptual representations in memory: Motor images that cannot be imaged

Summary The paper argues for a distinction between sensory-and conceptual-information storage in the human information-processing system. Conceptual information is characterized as meaningful and symbolic, while sensory information may exist in modality-bound form. Furthermore, it is assumed that sensory information does not contribute to conscious remembering and can be used only in data-driven process reptitions, which can be accompanied by a kind of vague or intuitive feeling. Accordingly, pure top-down and willingly controlled processing, such as free recall, should not have any access to sensory data. Empirical results from different research areas and from two experiments conducted by the authors are presented in this article to support these theoretical distinctions. The experiments were designed to separate a sensory-motor and a conceptual component in memory for two-digit numbers and two-letter items, when parts of the numbers or items were imaged or drawn on a tablet. The results of free recall and recognition are discussed in a theoretical framework which distinguishes sensory and conceptual information in memory.     

Identification of vowels in “vowelless” syllables by 3-year-olds

The ability of 3-year-old children to perceive the identity of vowels in full-vowel and silentcenter, consonant-vowel-consonant (CVC) syllables was investigated using a two-alternative pointing procedure. Silence replaced the middle 10%, 35%, 65%, or 90% of the steady-state formants of synthetic “bad” and “bud” syllables. Identification of the two full-vowel syllables was 87% correct, whereas performance for the silent-center syllables was somewhat lower (72%, 70%, 67%, and 66% correct for the 10%, 35%, 65%, and 90% deletion stimuli, respectively). The performance of individual children fell into two subgroups: (1) those who performed like adults by maintaining correct vowel identification for all of the silent-center syllables, and (2) those who identified the full-vowel syllables correctly but performed at chance for all of the silent-center syllables. Three additional experiments showed that none of the children performed poorly when noise replaced the gap in the silent-center syllables. These results demonstrate that many 3-year-olds can identify vowels correctly in CVC syllables in the absence of the full spectral properties of steady-state formants.     

Enhancing Well‐being of Homeless Individuals by Building Group Memberships

There is growing recognition that social isolation and a lack of connectedness with social groups is one of the reasons why the subjective well‐being of homeless individuals is generally worse than the rest of the population. Past research amongst a range of populations suggests that the ability of an individual to take on new group memberships and/or their ability to maintain their memberships in meaningful groups is an important predictor of well‐being. In a mixed method study (N = 119), we examined the extent to which experiences at homeless accommodation form building blocks for the formation of multiple group memberships and to what extent this predicts positive well‐being. Qualitative analysis reveals the importance of feeling connected to the homeless service and supported by homeless accommodation staff. Linking these data to quantitative data from a second wave, we found that these experiences predicted well‐being. These findings provide further support for a strength‐based approach to homelessness, by providing insights into the ways that experiences at homeless accommodation can contribute to the development of multiple group memberships (i.e. social capital), and enhance the well‐being of those experiencing, and exiting, homelessness. Copyright © 2016 John Wiley & Sons, Ltd.     

The Self in Post-Freudian Psychoanalytic Theory

This article relates a theory of the duplex self constituted by consciousness and experienced as I and me to the various post-Freudian interpretations of the self.     

Coping with systematic bias during bilateral movement

The present studies examined the nature of kinematic interlimb interference during bilateral elbow movements of 1:1, 2:1 and 3:1 frequency ratios and the manner in which subjects cope with coordination bias. Analysis of movement trajectories in the first experiment indicated progressively greater angular velocity assimilation across 2:1 and 3:1 conditions. The desired temporal relationship was maintained by slowing or pausing the low-frequency movement at peak extension while the high-frequency arm produced intervening cycles. An increase in amplitude was also evident for concurrent, homologous cycles. Movement smoothness was emphasized and additional practice was provided in a second experiment. This resulted in dissociated peak angular velocity between limbs and eliminated hesitations and amplitude effects. Bias was still evident, however, as an intermittent approach toward a 1:1 ratio within each cycle. This systematic tendency was somewhat greater at the lower of two absolute frequency combinations but was not influenced by the role of each arm in producing the higher or lower frequency movement. The findings from the first experiment suggest that subjects initially accommodate interlimb kinematic assimilation, while producing the intended timing ratio, by intermittently slowing or pausing the lower-frequency movement. This attenuates the need for bilaterally-disparate movement parameters and provides additional time for organizing residual kinematic differences, perhaps reducing transient coupling. Evidence from the second experiment indicates that subtle relative motion preferences are still evident following sufficient practice to perform the movements smoothly. The within-cycle locations of the points of greatest interlimb bias for the 2:1 rhythms were positively displaced from those previously observed for 1:1 oscillations. The persistent coordination tendencies noted in both experiments perhaps reflect an assimilation/compensation cycle and constitute one potential source of the systematic error that often emerges during the acquisition of complex skills.     

Commentary on "Family dynamics and children in medical research.

Gordon and Bonkovsky describe a disturbing case of research involving minors in their article "Family Dynamics and Children in Medical Research." As presented in the case, there is little doubt that the assent obtained from the children was inadequate for the proposed research and that the institutional review board (IRB) failed to assess sufficiently the risk-benefit ratio of the research to the child-subjects.     

Attitudes Toward Rape Among African American Male and Female College Students

The purpose of this study was to investigate how African American male and female college students differ in their attitudes concerning rape. Two-hundred and ten college students completed a 12-item questionnaire designed to measure their views toward this issue. A 2-group multivariate analysis of variance (MANOVA) revealed statistically significant differences between African American men and women, with men being more accepting of stereotypes and myths about rape. These differences are discussed in the context of sexism and rape myths. Strategies for changing students' attitudes toward rape are proposed.     

The Effects of Cooperation and Competition on Ingroup-Outgroup Bias1

A matrix game format was employed in a 2 × 2 design to study the effects of within group cooperation and competition under conditions of success and failure on subjects' subsequent treatment of own group and outgroup persons. Subjects in two-person groups either succeeded or failed at a cooperative or competitive game and then awarded points (worth money) to themselves, their partner, and two other people. A review of the relevant literature suggested that ingroup-outgroup bias would be greater after successful competition than after unsuccessful competition. The results supported this hypothesis. It was also found that subjects in the Cooperation-Failure condition displayed greater ingroup-outgroup bias than subjects in the Cooperation-Success condition. A qualification of the previous research supporting a positive relationship between group cohesiveness and ingroup-outgroup bias was suggested on the basis of the results.     

School psychology and early education: Contributions of Boyd R. McCandless

The writings of Boyd R. McCandless and his colleagues concerned with socialization, sex role development, research methodology, early education, and the relationship of his work to school psychology and early education are discussed. McCandless' interests were diverse, but revolved around a central and continuous concern for those who have less access to experiences which are basic to productive and self-fulfilling lives. There is much in a review of this person's life and work that is instructive for both the academic and the practitioner.