Understanding phylogenies in biology: the influence of a Gestalt Perceptual Principle

Cladograms, hierarchical diagrams depicting evolutionary histories among (groups of) species, are commonly drawn in 2 informationally equivalent formats--tree and ladder. The authors hypothesize that these formats are not computationally equivalent because the Gestalt principle of good continuation obscures the hierarchical structure of ladders. Experimental results confirmed that university students (N = 44) prefer to subdivide ladders in accordance with good continuation rather than with the underlying hierarchical structure. Two subsequent experiments (N = 164) investigated cladogram understanding by examining students' ability to translate between formats (e.g., from tree to ladder). As predicted, students had greater difficulty understanding ladders than trees. This effect was larger for students with weaker backgrounds in biology. These results have important implications for evolution education reform.     

The utility of the AusEd driving simulator in the clinical assessment of driver fatigue

Several driving simulators have been developed which range in complexity from PC based driving tasks to advanced "real world" simulators. The AusEd driving simulator is a PC based task, which was designed to be conducive to and test for driver fatigue. This paper describes the AusEd driving simulator in detail, including the technical requirements, hardware, screen and file outputs, and analysis software. Some aspects of the test are standardized, while others can be modified to suit the experimental situation. The AusEd driving simulator is sensitive to performance decrement from driver fatigue in the laboratory setting, potentially making it useful as a laboratory or office based test for driver fatigue risk management. However, more research is still needed to correlate laboratory based simulator performance with real world driving performance and outcomes.     

Sleep and the affective response to stress and pain.

OBJECTIVE: The current study examined sleep disturbance (i.e., sleep duration, sleep quality) as a correlate of stress reactivity and pain reactivity. DESIGN AND OUTCOME MEASURES: An ecological momentary assessment design was used to evaluate the psychosocial functioning of men and women with fibromyalgia or rheumatoid arthritis (N=49). Participants recorded numeric ratings of pain, the occurrence of a stressful event, as well as positive and negative affect 7 times throughout the day for 2 consecutive days. In addition, participants reported on their sleep duration and sleep quality each morning. RESULTS: Sleep disruption was not found to be an independent predictor of affect. However, sleep was found to buffer the relationship between stress and negative affect and the relationship between pain and both positive and negative affect. CONCLUSION: These results are consistent with a model in which good-quality sleep acts as a biobehavioral resource that minimizes allostatic load.     

Inference is bliss: using evolutionary relationship to guide categorical inferences

Three experiments, adopting an evolutionary biology perspective, investigated subjects' inferences about living things. Subjects were told that different enzymes help regulate cell function in two taxa and asked which enzyme a third taxon most likely uses. Experiment 1 and its follow-up, with college students, used triads involving amphibians, reptiles, and mammals (reptiles and mammals are most closely related evolutionarily) and plants, fungi, and animals (fungi are more closely related to animals than to plants). Experiment 2, with 10th graders, also included triads involving mammals, birds, and snakes/crocodilians (birds and snakes/crocodilians are most closely related). Some subjects received cladograms (hierarchical diagrams) depicting the evolutionary relationships among the taxa. The effect of providing cladograms depended on students' background in biology. The results illuminate students' misconceptions concerning common taxa and constraints on their willingness to override faulty knowledge when given appropriate evolutionary evidence. Implications for introducing tree thinking into biology curricula are discussed.