The Relative Dominance of Schemata in a Manual Tracking Task: Input Patterns,System Dynamics,and Movement Patterns

As subjects repeatedly track the same spatiotemporal pattern, they learn to anticipate the pattern and thereby to reduce their effective time delay. The successive organization of perception hypothesis suggests that subjects progress from an error-nulling mode to a pursuit mode, in which they respond to the estimated instantaneous input pattern, and then to a precognitive mode, in which they rely on memory of the input pattern or movement pattern. We used a transfer of training experiment involving position and rate control systems to distinguish among these strategies by determining the relative dominance of schemata for the input pattern, system dynamics, and movement pattern. Results indicated that subjects relied on a memorized movement pattern, which is characteristic of the precognitive mode. Adaptations of this transfer methodology may be useful in testing other theories that postulate multiple schemata for the control of perceptual-motor behavior.     

Resolving Power of the Perceptual-and Sensorimotor Systems in 6- to 10-Year-Old Children

Children aged 6 to 10 were tested on their ability to move accurately and to perceptually evaluate their motor response. Subjects performed a directional and an amplitude visuo-manual aiming task without vision of their moving limb. They were asked to correct their error, after completion of their movements, only if they felt they were not accurate. Terminal aiming errors and correction responses (adjustments) were analyzed, and threshold detection was determined relative to terminal aiming error. Action accuracy and evaluation of action accuracy are two abilities that do not develop synchronously. Moreover, the relationship between these abilities depends on whether accuracy and direction or amplitude are required. Amplitude undergoes more corrections than direction, suggesting that the spatial system of reference involved depends more upon the coding of the final position than on direction. Two spatial comparators, operating on the basis of two types of evaluation, seem to have a variably distinct contribution to movement and perception accuracy, according to age.     

Effectiveness Evaluation of Search and Target Acquisition Training Prototype Using Performance Metrics With Eye-Tracking Data

Despite the increased use of sensor technologies, including unmanned vehicles, the vast majority of improvised explosive device (IED) detections are made by human vision. Thus, TRAC-Monterey developed a simulation-based training prototype called the perceptual learning trainer (PLT). Fourteen novice and 5 expert IED detectors participated in human-in-the-loop experiments in which all participants were trained using the PLT tool while their eye-movement and IED detection performance were tracked in real-time. A series of 100 IED images with various degrees of difficulty was used for the training session. Pre- and posttraining assessments were conducted. Both speed and accuracy improved after just 1 session of the PLT training: RT decreased by 3.7 s for novices (p < .001) and 3.4 s for experts (p = .031), and detection probability increased by 5.9% for novices (p = .001). The PLT tool improved IED detection performance more in novice IED detectors than in experts. Novices and experts showed different visual scan patterns.     

空间-时间联合编码效应:表现、影响因素及其理论

空间?时间联合编码效应(spatial-temporal association of response codes effect,STEARC)是指时间的心里表征具有空间特性。这种时空关联现象具有多方向性、多通道性和不同文化背景下优势轴的差异性。影响这种现象的因素主要有阅读和书写习惯、语言、空间参考框架和情绪状态等。目前空间?时间联合编码效应的理论解释主要有隐喻构念观、具身理论、命题符号理论和知觉符号理论等。未来的研究需要进一步综合三条空间轴线,深入探讨空间?时间联合编码效应的影响因素及其神经生理机制。     

Reliability and validity of the Leuven Perceptual Organization Screening Test (L‐POST)

Neuropsychological tests of visual perception mostly assess high‐level processes like object recognition. Object recognition, however, relies on distinct mid‐level processes of perceptual organization that are only implicitly tested in classical tests. Furthermore, the psychometric properties of the existing instruments are limited. To fill this gap, the Leuven perceptual organization screening test (L‐POST) was developed, in which a wide range of mid‐level phenomena are measured in 15 subtests. In this study, we evaluated reliability and validity of the L‐POST. Performance on the test is evaluated relative to a norm sample of more than 1,500 healthy control participants. Cronbach's alpha of the norm sample and test–retest correlations for 20 patients provide evidence for adequate reliability of L‐POST performance. The convergent and discriminant validity of the test was assessed in 40 brain‐damaged patients, whose performance on the L‐POST was compared with standard clinical tests of visual perception and other measures of cognitive function. The L‐POST showed high sensitivity to visual dysfunction and decreased performance was specific to visual problems. In conclusion, the L‐POST is a reliable and valid screening test for perceptual organization. It offers a useful online tool for researchers and clinicians to get a broader overview of the mid‐level processes that are preserved or disrupted in a given patient.     

Visual perceptual learning by operant conditioning training follows rules of contingency

Visual perceptual learning (VPL) can occur as a result of a repetitive stimulus-reward pairing in the absence of any task. This suggests that rules that guide Conditioning, such as stimulus-reward contingency (e.g., that stimulus predicts the likelihood of reward), may also guide the formation of VPL. To address this question, we trained subjects with an operant conditioning task in which there were contingencies between the response to one of three orientations and the presence of reward. Results showed that VPL only occurred for positive contingencies, but not for neutral or negative contingencies. These results suggest that the formation of VPL is influenced by similar rules that guide the process of Conditioning.     

Cognitive distortions in sexual aggressors against children: An examination of the Abel and Becker Cognition Scale (ABCS)

IntroductionCognitive distortions are generally considered a key factor in the evaluation and treatment of sexual aggressors against children.AimThe aim of this study was to examine the discriminant properties of the Abel and Becker Cognition Scale.Method and resultsThe results of analyses of covariance, in a sample of 265 aggressors against children, do not support ABCS's discriminating properties.ConclusionLimits and implications for future researches are discussed.     

不同年级学生阅读知觉广度及预视效益的眼动研究

本研究以小学五年级学生和大学生为被试, 采用眼动技术, 从阅读知觉广度和副中央凹预视效益相结合的角度考察读者在阅读过程中一次注视获得信息的情况。实验一采用呈现随眼动变化技术探讨了不同年级学生一次注视获取信息的范围, 即阅读知觉广度。实验二采用边界范式进一步考察不同年级学生在知觉广度范围内, 副中央凹预视获取信息的类型。研究发现, 大学生读者知觉广度范围较大, 能够在副中央凹预视中获取字形和语音的信息, 而小学生读者的知觉广度范围较小, 在副中央凹预视中仅能获取字形的信息。上述结果表明, 不同年级学生在注视时, 获取信息的范围及在副中央凹预视时获取信息的类型上均存在一定差异。     

反馈对知觉类别学习的影响及其认知神经生理机制

知觉类别学习是一种人类对知觉刺激进行分类、习得类别的过程, 反馈是进行知觉类别学习不可或缺的重要部分。研究者通过操纵反馈的不同特征, 如反馈延迟(即时、延迟)、反馈性质(积极、消极)、反馈类型(丰富、简单)等, 对反馈如何影响知觉类别学习进行了广泛的研究, 并试图从神经生理学方面给出合理的解释。但是目前反馈对知觉类别学习影响的研究还存在许多不足, 特别在反馈延迟时间的细化、延迟反馈时间临界点、无关因素掩蔽、反馈试次等影响方面的研究较少涉及, 现有的反馈机制尚需进一步研究。     

中文阅读知觉广度的影响因素研究

研究以Eyelink2000车载眼动仪为工具,采用6×3×2×2的四因素混合设计,借助经典的移动窗口技术,探讨了72名被试阅读知觉广度的发展情况,以及材料难度和阅读能力对知觉广度的影响。结果表明:(1)年级、材料难度、阅读能力均各自独立地影响知觉广度。(2)小学三年级被试知觉广度的右侧范围为1~2个字,小学五年级被试接近成人大学生的知觉广度,右侧范围均为2~3个汉字。(3)难度对知觉广度有影响,被试阅读难材料的知觉广度为2~3个汉字,易材料为2~4个汉字。(4)高阅读能力被试的知觉广度大于低阅读能力被试,阅读容易材料时比低阅读能力被试有更大的向右眼跳幅度。