The theory of the organism-environment system: III. Role of efferent influences on receptors in the formation of knowledge

The present article is an attempt to give—in the frame of the theory of the organism-environment system (jarvilehto, 1998a)—a new interpretation to the role of efferent influences on receptor activity and to the functions of senses in the formation of knowledge. It is argued, on the basis of experimental evidence and theoretical considerations, that the senses are not transmitters of environmental information, but create a direct connection between the organism and the environment, which makes the development of a dynamic living system, the organism-environment system, possible. In this connection process, the efferent influences on receptor activity are of particular significance because, with their help, the receptors may be adjusted in relation to the parts of the environment that are most important in achieving behavioral results. Perception is the process of joining of new parts of the environment to the organism-environment system; thus, the formation of knowledge by perception is based on reorganization (widening and differentiation) of the organism-environment system, and not on transmission of information from the environment. With the help of the efferent influences of receptors, each organism creates its own peculiar world that is simultaneously subjective and objective. The present considerations have far-reaching influences as well on experimental work in neurophysiology and psychology of perception as on philosophical consideration of knowledge formation.     

MODELING INFLUENCES ON ALCOHOLICS' RATES OF ALCOHOL CONSUMPTION

Two experiments were designed to examine modeling influences on alcoholics' alcohol consumption. Three male alcoholics were paired with confederates, posing as alcoholics. In Experiment 1, alcoholic-confederate pairs participated in a 1-hour taste-rating task, which involved rating different wines on a list of adjectives. Experiment 2 consisted of 1-hour ad lib access to wine in a naturalistic bar setting. In both experiments, confederates alternated 15-minute periods of heavy and light consumption, drinking fluids resembling wine. The amount of wine consumed by alcoholics in each period was secretly recorded and the data examined on a single subject basis. In Experiment 1, two subjects increased and decreased consumption along with their confederate. The third subject followed the confederate's pattern only after the confederate demonstrated heavy consumption. All three subjects varied consumption with the confederate during Experiment 2, performed later on the same day. These results suggest that alcoholics' alcohol consumption can be modified by the social influences of modeling. The implications of this finding for the loss of control hypothesis and alcoholism treatment maintenance were discussed.     

The Politics of Identity and the Experience of Learning: Insights for Pluralism from Western Educational History

The eight short explorations in the first part of this paper attempt to identify some crucial developments in the history of Western learning which eclipsed pluralist educational practices in their (Socratic) infancy and thereafter, and which contributed to the widespread employment of education as a force for cultural uniformity, or assumed superiority. Drawing together the lessons of the first part with contemporary insights from hermeneutic philosophy, the second part sets forth briefly the promising educational possibilities for human self-understanding and co-existence which are furnished by a newly-inspired reclamation of the long-eclipsed heritage.     

Pinning down the problems and influences: Disordered eating and body satisfaction in male wrestlers

ObjectivesDisordered eating and body dissatisfaction are common concerns among athletes. However, these variables have been minimally explored in male wrestlers. Sociocultural influences can impact drive for muscularity, body satisfaction, and disordered eating, but it is unclear which influences are most prominent in this population. The present study had two aims: 1) examine the nature of drive for muscularity, body satisfaction, and disordered eating in collegiate wrestlers, and 2) investigate which sociocultural influence (general, coach/teammate, sport appearance pressures) most strongly predicts drive for muscularity, body satisfaction, and disordered eating.Methods and designThis study was cross-sectional. Participants included 103 National Collegiate Athletic Association Division I male collegiate wrestlers in the U.S. who completed surveys in season on sociocultural influences, drive for muscularity, body satisfaction, and disordered eating.ResultsWrestlers had a high drive for muscularity and engaged in many unhealthy behaviors to lose weight; however, they had relatively high body satisfaction. Relative weight analyses showed that sport appearance pressures were the strongest predictor of drive for muscularity while general pressures were the strongest predictor of body satisfaction and restricting eating behaviors.ConclusionsFindings suggests that disordered eating needs to be addressed among wrestlers and potential influences to target.     

Contextual cueing is not flexible

Target detection is faster when search displays repeat, but properties of the memory representations that give rise to this contextual cueing effect remain uncertain. We adapted the contextual cueing task using an ABA design and recorded the eye movements of healthy young adults to determine whether the memory representations are flexible. Targets moved to a new location during the B phase and then returned to their original locations (second A phase). Contextual cueing effects in the first A phase were reinstated immediately in the second A phase, and response time costs eventually gave way to a repeated search advantage in the B phase, suggesting that two target-context associations were learned. However, this apparent flexibility disappeared when eye tracking data were used to subdivide repeated displays based on B-phase viewing of the original target quadrant. Therefore, memory representations acquired in the contextual cueing task resist change and are not flexible.     

Obligatory and optional personal life investments in old and very old age: Validation and functional relations

Personal life investment (PLI) measures motivational energy invested in central life domains. We distinguished between obligatory PLIs, that is, required investments, and optional PLIs, that is, investments that are possible but not necessary. Data from the Berlin Aging Study (N = 516; 70–103 years) were employed to investigate the validity of this distinction. We further explored how both PLI types relate to aging satisfaction and whether associations with validation variables and satisfaction differed depending on resource limitations (poor health). As expected based on conceptual affinities between the distinctions of obligatory-optional PLI and approach-avoidance tendencies, both PLI types showed positive relations with extraversion (a correlate of approach), but only obligatory PLI was positively related to neuroticism (a correlate of avoidance). Optional PLI (not obligatory PLI) was related to higher aging satisfaction, but only in fairly healthy people. This underscores differential functional relations of optional PLI depending on resource availability.

Interpreting ambiguous stimuli: Separating perceptual and judgmental biases

Interpreting ambiguous situations is not a purely data-driven process but can be biased towards positive interpretations by top-down influences. The present study tries to identify the underlying processes of these top-down influences. There are two separable types of processes that can be influenced by motivational biases: A perceptual bias affects information uptake whereas a judgmental bias affects acceptance criteria for positive and negative outcomes. In the present study, motivated influences on perception and judgment were investigated with a simple color discrimination task in which ambiguous stimuli had to be classified according to their dominating color. One of two colors indicated a financial gain or a loss, whereas a third color was neutral. To separate perceptual and judgmental biases, Ratcliff’s [Ratcliff, R. (1978). A theory of memory retrieval. Psychological Review, 85, 59–108] diffusion model was employed. Results revealed motivational influences on perception and judgment.     

Designs of Learning and the Formation and Transformation of Knowledge in an Era of Globalization

In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized era vs. the introduction of individual curricula and new digital learning resources in the post-industrialized era of globalization and multiculturalism. Quite different teaching and learning strategies have been emphasized, which I will call here “designed information and teaching” vs. “designs for learning”. It seems obvious that our current society is in a stage of change that requires a new understanding of knowledge, learning and identity formation. The new position and role of the learner underlines the productive and constructive aspect of learning. Pupils not only read texts, they also produce texts, pictures, film and music and they compile and edit virtual texts. Multimodal texts, as well as the information flow of the Internet, are the consequences of, and at the same time a vehicle for, new social patterns. “Learning Design Sequences” (LDS) is introduced as a theoretical map for the purpose of analyzing critical incidents in (a creative) learning process, using different genres, modes and media in a process of meaning-making.

Clinically Referred ODD Children with or without CD and Healthy Controls: Comparisons Across Contextual Domains

This study compares 6–11-year-old, clinically referred boys and girls diagnosed with Oppositional Defiant Disorder, either with (ODD + CD, n = 40) or without Conduct Disorder (ODD only; n = 136), to a matched sample of healthy control children (HC; n = 69). Multiple informants completed intake diagnostic interviews and self-reports to evaluate constructs examining the child’s functioning and contextual influences on functioning (e.g., parent, family, peer, community). ODD + CD and ODD only children were each distinguished from HCs by greater exposure to delinquent peers and lowered parental self-efficacy. In further comparisons to the HC group, ODD only status was associated with parental use of psychological aggression and more stressful life events, whereas ODD + CD status was associated with greater parental hostility. Relative to ODD alone status, ODD + CD status was comparable on all but one variable (greater parental hostility). Similar findings were reported using a subset of girls only. The characteristics that distinguish children with DBDs from controls and, in particular, ODD + CD from ODD only, bear implications for understanding and treating both CD and ODD.

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