Vision following extended congenital blindness

Animal studies suggest that early visual deprivation can cause permanent functional blindness. However, few human data on this issue exist. Given enough time for recovery, can a person gain visual skills after several years of congenital blindness? In India, we recently had an unusual opportunity to work with an individual whose case history sheds light on this question. S.R.D. was born blind, and remained so until age 12. She then underwent surgery for the removal of dense congenital cataracts. We evaluated her performance on an extensive battery of visual tasks 20 years after surgery. We found that although S.R.D.'s acuity is compromised, she is proficient on mid- and high-level visual tasks. These results suggest that the human brain retains an impressive capacity for visual learning well into late childhood. They have implications for current conceptions of cortical plasticity and provide an argument for treating congenital blindness even in older children.     

The influence of culture: holistic versus analytic perception

There is recent evidence that perceptual processes are influenced by culture. Westerners tend to engage in context-independent and analytic perceptual processes by focusing on a salient object independently of its context, whereas Asians tend to engage in context-dependent and holistic perceptual processes by attending to the relationship between the object and the context in which the object is located. Recent research has explored mechanisms underlying such cultural differences, which indicate that participating in different social practices leads to both chronic as well as temporary shifts in perception. These findings establish a dynamic relationship between the cultural context and perceptual processes. We suggest that perception can no longer be regarded as consisting of processes that are universal across all people at all times.     

Task‐Related Factors that Influence the Spontaneous Use of Diagrams in Math Word Problems

Diagrams are effective tools for problem solving. However, previous findings indicate that students generally do not use diagrams spontaneously. This study examined task‐related factors that may influence the spontaneity of diagram use. Experiment 1 compared two possible explanations: the first, that the length‐relatedness of the story context of the problem (i.e. whether it involves the measurement of length) determines the likelihood of diagram use; and the second, that the cognitive cost of transforming the situation described in the word problem to an abstract diagrammatic representation is the more important factor. Four math word problems, differing in their story context and structure, were administered to eighth‐grade Japanese students (n = 125) to solve. The results provide support for the cognitive transformation cost explanation. The results of experiment 2, in which the problems were administered to students in both Japan (n = 291) and New Zealand (n = 323), confirm this finding. Copyright © 2011 John Wiley & Sons, Ltd.     

Cultural grounding of regret: Regret in self and interpersonal contexts

The purpose of this study was to explore cultural similarities and differences in regret, focusing on distinctions between interpersonal and self-situations, and between action and inaction regrets. Japanese and American undergraduates were asked to describe regrets experienced in interpersonal and self-situations. We found that both situational and cultural contexts influenced the likelihood of regretting inactions over actions. Participants were more likely to recall inaction regrets in self-situations than in interpersonal situations, and that the likelihood of recalling inaction regrets was more pronounced for Americans than for Japanese. Furthermore, we examined the intensity of the regret. Whereas American students experienced regret as intense as that of Japanese students in self-situations, Japanese students experienced regret more strongly than American students in interpersonal situations. Detailed content analysis also showed that individuals experienced regret in ways consistent with cultural values. The situational and cultural grounding of regret is discussed.     

Information-Hierarchical Organization of Mankind and Problems of Its Sustainable Development

The information-hierarchical approach is used to analyze the evolutionary developed organization of mankind. This organization is shown to be hierarchical, from molecular hierarchical levels to the religious ones. Time cycles of each level operation are included in the greater cycle of the next level according to the specific schemes defined by the common information principle of natural system development. Time cycles of levels have duration of 1 second, 6 seconds, 42 seconds, 24 hours, 11 days, 1 years, 33 year, 1,000 years, 3,000 years or 6,000 years and all together make up the mankind clock that is similar to the formerly ascertained biosphere clock. The cycles of duration from 1 second to 33 years form the human biological clock, so the information-hierarchical organization of cell metabolism manifests itself as the key mechanism of the clock. The new scientific field has been characterized. It is the management of sustainable development of the states as evolutionary developed systems with the use of information relationships of their functioning. In the case of Christianity adoption by any large ethnos the next 1,000-year cycle of the Christianity-Judaism system will start.     

The backward masking red light effect in schizophrenia: relationship to clinical features and neurocognitive performance

The "backward masking red light effect" involves a change in visual backward masking performance with a red (compared with a green or gray) background that is in the opposite direction relative to nonpsychiatric controls. This effect has been previously reported in individuals with schizophrenia, their first-degree relatives, and a schizotypy sample. The current study provides the first examination of the relationship of this effect with clinical and neurocognitive measures in a new sample of higher functioning patients with schizophrenia. A location backward masking by pattern task was administered to 16 outpatients with schizophrenia and 21 nonpsychiatric controls. The task was presented on red, green, and gray backgrounds. There was a significant group by color interaction at the 60-ms stimulus onset asynchrony: Participants with schizophrenia tended to decrease accuracy with a red (compared with a gray) background, whereas controls tended to increase accuracy. This interaction remained significant after covarying for baseline (gray) backward masking accuracy. In the schizophrenia patients, a decrease in backward masking accuracy to the red background was correlated with more negative symptoms, lower estimated premorbid IQ, and greater color-word Stroop interference but was not related to positive or disorganized symptoms, age of onset, duration of illness, digit symbol coding performance, or baseline (gray) backward masking accuracy. In contrast, there was no relationship between the red light change score and any of the neurocognitive variables in the control group.     

Power fosters context-independent, analytic cognition

The present research tested the hypothesis that power, defined as the capacity to influence others, promotes analytic cognitive processing, by examining the use of linguistic categories and the categorization of objects. Supporting the hypothesis, recalling instances of influencing others facilitated the use of adjectives and discouraged the use of verbs to describe others (Study 1). Recalling instances of influencing others also promoted taxonomic, instead of thematic, categorization (Study 2). Furthermore, the authors also examined the effect of power in a real-life context. They examined whether socioeconomic status (SES) differences in cognitive processing can be partly explained by sense of agency, an antecedent of power (Study 3); high SES individuals made more taxonomic categorization than did low SES individuals, and a sense of agency partially mediated the SES differences in categorization. These findings underscore the role of power in shaping cognitive processes.