社会场景下联合表征的整合机制

人们在交互过程中会同时表征自我和他人相关的信息,形成社会性联合表征.然而,自我和他人相关信息是以整合还是分离的形式存在,这一问题尚未厘清.本研究以工作记忆蓬佐错觉为指标展开了探讨.实验中要求两名被试分别记忆部分构成蓬佐错觉的线段并回忆.结果发现,竞争和合作场景下的个体不仅表征了他人相关的信息,还将其和自身相关的信息进行了整合,形成工作记忆蓬佐错觉效应,表明社会交互条件下会自动整合成社会性共同表征.     

Assessing automaticity in audiovisual speech integration: evidence from the speeded classification task

The McGurk effect is usually presented as an example of fast, automatic, multisensory integration. We report a series of experiments designed to directly assess these claims. We used a syllabic version of the speeded classification paradigm, whereby response latencies to the first (target) syllable of spoken word-like stimuli are slowed down when the second (irrelevant) syllable varies from trial to trial. This interference effect is interpreted as a failure of selective attention to filter out the irrelevant syllable. In Experiment 1 we reproduced the syllabic interference effect with bimodal stimuli containing auditory as well as visual lip movement information, thus confirming the generalizability of the phenomenon. In subsequent experiments we were able to produce (Experiment 2) and to eliminate (Experiment 3) syllabic interference by introducing 'illusory' (McGurk) audiovisual stimuli in the irrelevant syllable, suggesting that audiovisual integration occurs prior to attentional selection in this paradigm.     

Age-related differences in the visual processes implied in perception and action: distance and location parameters

The aim of the two present experiments was to examine the ontogenetic development of the dissociation between perception and action in children using the Duncker illusion. In this illusion, a moving background alters the perceived direction of target motion. Targets were held stationary while appearing to move in an induced displacement. In Experiment 1, 30 children aged 7, 9, and 12 years and 10 adults made a perceptual judgment or pointed as accurately as possible, with their index finger, to the last position of the target. The 7-year-old children were more perceptually deceived than the others by the Duncker illusion but there were no differences for the goal-directed pointing movements. In Experiment 2, 50 children aged 7, 8, 9, 10, and 11 years made a perceptual judgment or reproduced as accurately as possible, with a handle, the distance traveled by the target. Participants were perceptually deceived by the illusion, judging the target as moving although it was stationary. When reproducing the distance covered by the target, children were unaffected by the Duncker illusion. Our results suggest that the separation of the allocentric visual perception pathway from the egocentric action pathway occurs before 7 years of age.     

A Müller-Lyer-type illusion of egocentric distance with 3D convex and concave objects

An illusion of egocentric distance with concave and convex objects at a distance of 135 cm is reported. When the centre of a concave object was viewed with both eyes its surface appeared nearer than the centre of the surface of a convex object at the same distance. The distortion was about two per cent of the viewing distance with right-angle objects and about five per cent with hemicylindrical objects. The distortion was slightly reduced when size cues for distance were attached to the surfaces of the objects, absent with monocular viewing, greater with convex than with concave objects, and occurred with the generally convex surface of a model human face. Possible explanations of the findings are discussed.     

Do we need positive illusions to carry out plans? Illusion: and instrumental coping

This study tested the theory that positive illusions and instrumental (problem-focused) coping behaviours are related (Brown, J. D. (1993). Coping with stress: The beneficial role of positive illusions. In A. P. Turnbull, J. M. Patterson, S. K. Behr, D. L. Murphy, J. G. Marquis, & M. J. Blue-Banning (Eds.), Cognitive coping, families, and disability, Baltimore: Paul H. Brookes.). Positive illusion was assessed as a discrepancy between positive bias towards the self in trait ratings and positive bias towards average others, where ratings were self-favouring. Problem-focused coping was assessed through recall of coping with a recent stressful situation. The results showed that positive illusion scores were unrelated to problem-focused coping scores. It was suggested that although individuals need to be positive to cope well they do not need positive illusions. Tests for gender differences showed that males held more positive illusions than females. No gender differences were found for problem-focused coping but females used emotion-focused coping more than males to cope with a recent stressful situation.     

Roughness perception during the rubber hand illusion

Watching a rubber hand being stroked by a paintbrush while feeling identical stroking of one’s own occluded hand can create a compelling illusion that the seen hand becomes part of one’s own body. It has been suggested that this so-called rubber hand illusion (RHI) does not simply reflect a bottom–up multisensory integration process but that the illusion is also modulated by top–down, cognitive factors. Here we investigated for the first time whether the conceptual interpretation of the sensory quality of the visuotactile stimulation in terms of roughness can influence the occurrence of the illusion and vice versa, whether the presence of the RHI can modulate the perceived sensory quality of a given tactile stimulus (i.e., in terms of roughness). We used a classical RHI paradigm in which participants watched a rubber hand being stroked by either a piece of soft or rough fabric while they received synchronous or asynchronous tactile stimulation that was either congruent or incongruent with respect to the sensory quality of the material touching the rubber hand. (In)congruencies between the visual and tactile stimulation did neither affect the RHI on an implicit level nor on an explicit level, and the experience of the RHI in turn did not cause any modulations of the felt sensory quality of touch on participant’s own hand. These findings first suggest that the RHI seems to be resistant to top–down knowledge in terms of a conceptual interpretation of tactile sensations. Second, they argue against the hypothesis that participants own hand tends to disappear during the illusion and that the rubber hand actively replaces it.     

A strange hand: On self-recognition and recognition of another

This article provides a phenomenological analysis of the difference between self-recognition and recognition of another, while referring to some contemporary neuroscientific studies on the rubber hand illusion. It examines the difference between these two forms of recognition on the basis of Husserl’s and Merleau-Ponty’s work. It argues that both phenomenologies, despite their different views on inter-subjectivity, allow for the specificity of recognition of another. In explaining self-recognition, however, Husserl’s account seems less convincing. Research concerning the rubber hand illusion has confirmed that self-recognition involves more than an immediate experience of oneself. Merleau-Ponty’s later work, describing self-recognition as the result of assimilative identification, will be used to explain the possibility of illusion between one’s “hereness” and “thereness”. The possibility of this illusion is inherent to self-recognition, while it is lacking in recognition of another.

Enhancing performance expectancies through visual illusions facilitates motor learning in children

In a recent study by Chauvel, Wulf, and Maquestiaux (2015), golf putting performance was found to be affected by the Ebbinghaus illusion. Specifically, adult participants demonstrated more effective learning when they practiced with a hole that was surrounded by small circles, making it look larger, than when the hole was surrounded by large circles, making it look smaller. The present study examined whether this learning advantage would generalize to children who are assumed to be less sensitive to the visual illusion. Two groups of 10-year olds practiced putting golf balls from a distance of 2 m, with perceived larger or smaller holes resulting from the visual illusion. Self-efficacy was increased in the group with the perceived larger hole. The latter group also demonstrated more accurate putting performance during practice. Importantly, learning (i.e., delayed retention performance without the illusion) was enhanced in the group that practiced with the perceived larger hole. The findings replicate previous results with adult learners and are in line with the notion that enhanced performance expectancies are key to optimal motor learning (Wulf & Lewthwaite, 2016).