The influence of distracter and target features on distracter induced blindness

The inhibitory effect of the processing of target-like distracters has already been shown to affect the conscious detection of simple motion and simple orientation stimuli in a random dot kinematogram. In two experiments we examined the effects of single-feature motion distracters, single-feature orientation distracters, and combined-feature distracters containing both motion and orientation information. The target was specified as a coherent motion episode (Experiment 1) or as a combined-feature episode where the coherent motion was accompanied by an abrupt change in line orientation (Experiment 2). Results showed that (a) the respective feature-specific inhibitory processes operate separately even when the distracter features are presented simultaneously and (b) both inhibitory processes contribute to the blindness effect when the conjunction of two features is defined as the target. Again, this inhibitory-process is feature-specific: Only features that are defined in the task are represented in the inhibitory task set. In case of combined- feature task-sets, these representations remain separate, so that combined-feature distracters as well as single-feature distracters are able to induce blindness effects.     

Influence of Passive Rotation on the Intonation of the Voice

Seventy-two subjects were randomly drawn across grades K-2 and administered an instrument designed to measure developmental skills within seven skill area categories. A three-way ANOVA, fixed effects model, was used for data analysis. Subjects were blocked by eye color, sex, and grade level for the purpose of investigating the relationship between eye color and sex to self-paced and reactive behaviors. Significant differences were obtained on the main effect of eye color in five of the seven categories examined. There were three significant first order interactions (sex × eye color) and one three-way interaction. The findings support the hypothesis of Worthy that eye color is a dependable predictor of subjects' general behavioral competency area (self-paced or reactive) and adds considerable support for his thesis that self-paced and reactive behaviors are to some degree inherited.     

Achieving Sustainable Gains in Happiness: Change Your Actions, not Your Circumstances*

Although attaining happiness is a nearly universal goal, surprisingly little research has focused on how happiness can be increased and then sustained. Three studies test predictions of a model (Lyubomirsky et al., 2005) positing that sustainable happiness is possible through intentional activity changes, more so than through circumstantial changes. Study 1 shows that less hedonic adaptation is reported in response to activity changes than to circumstantial changes. Study 2 tests a dynamic process model, showing that while both positive activity changes and positive circumstantial changes predict rank-order increases in subjective well-being from Time 1 to Time 2, only activity changes predict maintained gains at Time 3. Study 3 replicates the Study 2 findings and extends them to psychological well-being (Ryff and Keyes, 1995). Implications for positive psychology and “the pursuit of happiness” are discussed. *This work was supported in part by grants from the Positive Psychology Network.     

Inflexibility of experts--reality or myth? Quantifying the Einstellung effect in chess masters

How does the knowledge of experts affect their behaviour in situations that require unusual methods of dealing? One possibility, loosely originating in research on creativity and skill acquisition, is that an increase in expertise can lead to inflexibility of thought due to automation of procedures. Yet another possibility, based on expertise research, is that experts' knowledge leads to flexibility of thought. We tested these two possibilities in a series of experiments using the Einstellung (set) effect paradigm. Chess players tried to solve problems that had both a familiar but non-optimal solution and a better but less familiar one. The more familiar solution induced the Einstellung (set) effect even in experts, preventing them from finding the optimal solution. The presence of the non-optimal solution reduced experts' problem solving ability was reduced to about that of players three standard deviations lower in skill level by the presence of the non-optimal solution. Inflexibility of thought induced by prior knowledge (i.e., the blocking effect of the familiar solution) was shown by experts but the more expert they were, the less prone they were to the effect. Inflexibility of experts is both reality and myth. But the greater the level of expertise, the more of a myth it becomes.     

Light Affine Set Theory: A Naive Set Theory of Polynomial Time

In [7], a naive set theory is introduced based on a polynomial time logical system, Light Linear Logic (LLL). Although it is reasonably claimed that the set theory inherits the intrinsically polytime character from the underlying logic LLL, the discussion there is largely informal, and a formal justification of the claim is not provided sufficiently. Moreover, the syntax is quite complicated in that it is based on a non-traditional hybrid sequent calculus which is required for formulating LLL.In this paper, we consider a naive set theory based on Intuitionistic Light Affine Logic (ILAL), a simplification of LLL introduced by [1], and call it Light Affine Set Theory (LAST). The simplicity of LAST allows us to rigorously verify its polytime character. In particular, we prove that a function over {0, 1}* is computable in polynomial time if and only if it is provably total in LAST.     

A Randomized Controlled Pilot Study of Motivational Interviewing to Change Attitudes about Adherence to Medications for Asthma

The day-to-day management of asthma relies on patient self-care practices; in particular, adherent use of asthma medications is fundamental for asthma management. However, most persons with asthma do not use their medications to clinically acceptable standards. The purpose of this study was to test the efficacy of a brief educational intervention to enhance knowledge and skills relevant to asthma self-care, and the efficacy of motivational interviewing to improve attitudes toward taking medications as prescribed. Twenty-five adults with asthma were randomly assigned to receive a brief educational intervention alone, or education plus motivational interviewing. Over time, all participants improved their knowledge of asthma and skills using a metered dose inhaler. Participants who received education alone showed a decreased level of readiness to adhere with their medications over time, whereas participants who received motivational interviewing were more likely to show a stable or increased level of readiness to adhere over time. Among participants who described themselves as not consistently adhering with their medications at the first evaluation, those who received motivational interviewing endorsed more positive attitudes toward taking medications over time. The results are supportive of the utility of motivational interviewing in enhancing participants' attitudes toward adherent medication use. Future research should test if attitude change is reflected in change in medication use.     

The influence of unawareness set and order effects in consumer regret

Prior research on regret has assumed a consideration set of only two-alternatives. The authors have relaxed that assumption and have developed hypotheses to examine the influence of the unawareness set and order effects in the measurement of consumer regret in a post-purchase evaluation. The results demonstrated that the brands consumers were previously unaware of, do indeed influence consumer regret, especially in a post-purchase upward comparison situation (comparing to superior unknown brands); this was not the case in a post-purchase downward comparison situation (comparing to inferior unknown brands). Order effects were also found to moderate consumer regret.     

Binary Refinement Implies Discrete Exponentiation

Working in the weakening of constructive Zermelo-Fraenkel set theory in which the subset collection scheme is omitted, we show that the binary re.nement principle implies all the instances of the exponentiation axiom in which the basis is a discrete set. In particular binary re.nement implies that the class of detachable subsets of a set form a set. Binary re.nement was originally extracted from the fullness axiom, an equivalent of subset collection, as a principle that was su.cient to prove that the Dedekind reals form a set. Here we show that the Cauchy reals also form a set. More generally, binary refinement ensures that one remains in the realm of sets when one starts from discrete sets and one applies the operations of exponentiation and binary product a finite number of times. Presented by Victor Marek     

Optimal Experience Among Teachers: New Insights Into the Work Paradox

Several studies highlighted that individuals perceive work as an opportunity for flow or optimal experience, but not as desirable and pleasant. This finding was defined as the work paradox. The present study addressed this issue among teachers from the perspective of self-determination theory, investigating work-related intrinsic and extrinsic motivation, as well as autonomous and controlled behavior regulation. In Study 1, 14 teachers were longitudinally monitored with Experience Sampling Method for one work week. In Study 2, 184 teachers were administered Flow Questionnaire and Work Preference Inventory, respectively investigating opportunities for optimal experience, and motivational orientations at work. Results showed that work-related optimal experiences were associated with both autonomous regulation and with controlled regulation. Moreover, teachers reported both intrinsic and extrinsic motivation at work, with a prevailing intrinsic orientation. Findings provide novel insights on the work paradox, and suggestions for teachers’ well-being promotion.