Lateral eye-movement responses to visual stimuli

The association of left lateral eye-movement with emotionality or arousal of affect and of right lateral eye-movement with cognitive/interpretive operations and functions was investigated. Participants were junior and senior students enrolled in an undergraduate course in developmental psychology. There were 37 women and 13 men, ranging from 19 to 45 yr. of age. Using videotaped lateral eye-movements of 50 participants' responses to 15 visually presented stimuli (precategorized as neutral, emotional, or intellectual), content and statistical analyses supported the association between left lateral eye-movement and emotional arousal and between right lateral eye-movement and cognitive functions. Precategorized visual stimuli included items such as a ball (neutral), gun (emotional), and calculator (intellectual). The findings are congruent with existing lateral eye-movement literature and also are additive by using visual stimuli that do not require the explicit response or implicit processing of verbal questioning.     

The value of a liberal education: An essay on the power of knowing

Conclusion It is not easy to summarize what has been suggested in this essay. But in greatly simplified terms, something like this may serve.The understanding which comes through education increases the power of man over himself and his world; it increases his awareness, his capacity to influence, to accept and to enjoy. Everybody knows these things, but an explanation of how this power arises has been attempted. To do this, understanding, was said to be a process, a dynamic act, and four perspectives on this act, each showing one of the ways in which power is created have been presented.First, it was suggested that thought is the process of discriminating the field of feeling. This implies a much closer connection between thought and feeling than is ordinarily held. The particular power here is expressed in terms of the idea that the form of thought both expresses and limits at the same time. Due to this you get clear elements not only expressed in their own right, but deriving part of their clarity and individuality because of their explicit exclusion from other elements of the same field. Second, the power of knowing was explained as due to the tension between levels of significance It was suggested that concepts are fields of meaning composed of mutually constituting levels or particularity and generality.Third, it was suggested that the power of knowing comes through the extension of the range of significant feeling through the use of imagination.Finally, the double aspect of consciousness, which allows man both to do something consciously and to guide such doing self-consciously, was indicated as of major importance to the power and practice of a liberal education because it constitutes the power which frees man from himself.No one can liberate another person by organizing his experience for him. That he must do for himself; it is his life. But educators are in the business of disciplining the student in the truly human fashion which includes the organization of our experience in terms of dynamically interacting levels of generality and significance, the objectifying and clarifying of the field of feeling through thought, the broadening and deepening of that range of feeling through the imaginative projection of possibilities for feeling, as well as the steady consciousness of self that frees man from himself.These four aspects constitute the power which man's nature gives to him alone. It is because of this power that man has been called a rational animal. And along side of this power any others which he may be said to possess are as nothing. Indeed, it is open to question whether there are any other separate powers. Someone may want to mention the power of human love, but a moment of reflection should show that all we consider of most value in human love is an expression of the powers of which we have spoken. A liberal education is of value precisely because it is aimed at the development of those qualities of truly human activity which characterize man at his best. We may have to accept something less than this due to human frailty, but we need not be content to aim at anything less.     

The practical element in ancient exact sciences

When ancient mathematical treatises lack expositions of numerical techniques, what purposes could ancient mathematical theories be expected to serve? Ancient writers only rarely address questions of this sort directly. Possible answers are suggested by surveying geometry, mechanics, optics, and spherics to discover how the mathematical treatments imply positions on this issue. This survey shows the ways in which these ancient theoretical inquiries reflect practical activity in their fields. This account, in turn, suggests that the authors may have intended their theorems not to predict, but to explain phenomena. We may then consider what kind of explanations they were seeking.     

Sexually selective cognition: beauty captures the mind of the beholder

Across 5 experimental studies, the authors explore selective processing biases for physically attractive others. The findings suggest that (a). both male and female observers selectively attend to physically attractive female targets, (b). limiting the attentional capacity of either gender results in biased frequency estimates of attractive females, (c). although females selectively attend to attractive males, limiting females' attentional capacity does not lead to biased estimates of attractive males, (d). observers of both genders exhibit enhanced recognition memory for attractive females but attenuated recognition for attractive males. Results suggest that different mating-related motives may guide the selective processing of attractive men and women.     

Big secrets do not necessarily cause hills to appear steeper

Slepian, Masicampo, Toosi, and Ambady (Journal of Experimental Psychology: General, 141, 619–624, 2012, Study 1) found that individuals recalling and writing about a big, meaningful secret judged a pictured hill as steeper than did those who recalled and wrote about a small, inconsequential secret (with estimates unrelated to physical effort unaffected). From an embodied cognition perspective, this result was interpreted as suggesting that important secrets weigh people down. Answering to mounting calls for the crucial need of independent direct replications of published findings to ensure the self-correcting nature of our science, we sought to corroborate Slepian et al.’s finding in two extremely high-powered, preregistered studies that were very faithful to all procedural and methodological details of the original study (i.e., same cover story, study title, manipulation, measures, item order, scale anchors, task instructions, sampling frame, population, and statistical analyses). In both samples, we were unsuccessful in replicating the target finding. Although Slepian et al. reported three other studies supporting the secret burdensomeness phenomenon, we advise that these three other findings need to be independently corroborated before the general phenomenon informs theory or health interventions.     

Human dignity and technology: A study and commentary∗

Several contradictory definitions were provided for evolution. It was viewed as progress or as local adaptation, as widening or as exploiting of transformation perspectives, as emergence of non‐historical patterns or as history of Life.

The conflicting views of evolution can be reconciled by taking the rival terms as different moments, or phases, of a single process. The first phase is form creation, the second is form selection. Progress and adaptation, widening and reduction of perspectives, emergence and history orderly mark the two successive phases.

Dynamic Structuralism and Darwinism differ in the preferential emphasis they put, respectively, in the first or in the second phase. According to structuralists, mere history does not depict a process: nothing can happen outside a frame, without a grid of meanings. A chance event, a non‐intelligible event is not a fact. A set of generative principles, of rules of form, is required both to produce evolution and to make it understandable.

By entrusting innovation to chance the Darwinian historical view is essentially pessimistic. Any small step forward can only be achieved at a price of innumerable sacrifices, and only the very few survive. In the dynamic structuralist view, forms (e.g. the mild “splash” by D'Arcy Thompson) emerge spontaneously and immediately, with no need of countless failures. They express concealed potentialities, explore the varied inventory of Nature, and do not result from the meaningless trouble of history.     

Equal Opportunity Programs: A Case for Counseling

The Civil Rights Act of 1964, under Title VI, requires that institutions of higher education submit enrollment figures according to ethnic breakdown for federal monies to be allocated. Such requirements are indicative of efforts to diversify student populations. The Higher Education Act of 1965 also incorporates a number of related programs—Supplemental Opportunity Grants, College Work Study, Talent Search, Upward-Bound—which are designed to provide direct or indirect assistance to disadvantaged students. (Gordon, 1975)     

The relationship between the method of successive residuals and the method of exhaustion

The relationship between Horst's method of successive residuals and Gengerelli's method of exhaustion is demonstrated by transforming both methods intoL notation. TheL notation form is much more efficient computationally.     

Socioeconomic Status and Perceived Expectations As Measures of Family Influence

This is a study of changes in the educational plans of a longitudinal group of 255 males over grades 8, 9, 10, and 11. Subjected to testing and confirmed is the hypothesis that the student's perceived interaction with parents, regardless of socioeconomic status, is more directly associated with his educational plans than is socioeconomic status itself. The results also suggest that peers do not exceed parents in their influence upon adolescent plans when both sources of possible influence are measured by the same method.