Field dependence as a limiting factor in solving a complex learning problem

Subjects in a prior study of complex learning often experienced difficulty in mastering the task because of an apparent reluctance to release one perceptual field and reconstrue the task on a higher cognitive level. It was hypothesized that were this the correct explanation, the faster learners would be more field independent on a measure of field dependence, since independence has been defined in terms of ease in releasing one's attention from the immediate perceptual field. This hypothesis was tested with 22 undergraduate subjects for whom Group Embedded Figures Test scores were correlated with the number of trials to completion on the complex learning task. A moderate but significant correlation supported the hypothesis.     

Lateral eye-movement responses to visual stimuli

The association of left lateral eye-movement with emotionality or arousal of affect and of right lateral eye-movement with cognitive/interpretive operations and functions was investigated. Participants were junior and senior students enrolled in an undergraduate course in developmental psychology. There were 37 women and 13 men, ranging from 19 to 45 yr. of age. Using videotaped lateral eye-movements of 50 participants' responses to 15 visually presented stimuli (precategorized as neutral, emotional, or intellectual), content and statistical analyses supported the association between left lateral eye-movement and emotional arousal and between right lateral eye-movement and cognitive functions. Precategorized visual stimuli included items such as a ball (neutral), gun (emotional), and calculator (intellectual). The findings are congruent with existing lateral eye-movement literature and also are additive by using visual stimuli that do not require the explicit response or implicit processing of verbal questioning.     

Some comments on Shettel-Neuber and O'Reilly's "handedness and career choice: another look at supposed left/right differences" (1983)

A property of attitudes, namely, the fact that attitudes select facts, is used to comment upon a paper on handedness and career choice.     

What can it mean to know?

This paper offers a critique of the prevailing epistemological assumptions which undergird modern Pastoral Care and Counseling education. By drawing upon emerging insights in Transpersonal Psychology and Consciousness disciplines, along with the ontological perspectives of Martin Heidegger and John Macquarrie, the attempt is made to reclaim the modes of knowing of William James and Anton Boison. This paper includes practical and concrete examples of how one supervisor is attempting to put a new paradigm into practice.