Texture perception in sighted and blind observers

The purpose of the present study was to evaluate the utility of visual imagery for texture perception. In Experiment 1, sighted, early-blind, and late-blind observers made relative smoothness judgments of abrasive surfaces using active or passive tough. In Experiment 2, subjects compared vision and touch in the accuracy of smoothness detection, using a broad range of textures, including very fine surfaces. No differences appeared between the sighted and the blind, and it did not matter if touch were active or passive. Vision and touch showed similar performance with relatively coarse textures, but touch was superior to vision for much finer surface textures. The results were consistent with the notion that visual coding of tactual stimuli is not advantageous (or necessary) for texture perception, since touch may hold advantages for the detection of the smoothness of surfaces.     

Infant hypotonia, obesity, hypogenitalism and oligophrenia--new viewpoints on the etiology and symptoms of Prader-Willi syndrome

We present four cases of Prader-Willi syndrome. Two of them have an abnormality of a chromosome 15, the other both show different chromosomal abnormalities. Translocations or deletions were found recently in the bands 15q11/12 in about 60% of the cases of Prader-Willi syndrome. The consequences for diagnosis, symptomatology and genetic counselling of the syndrome are discussed.     

The relationships among gender concepts and cognitive maturity in preschool children

Several aspects of gender concept development were investigated in 60 children of mixed socioeconomic background ranging in age from 3 to 6 years. Tasks were designed to assess gender constancy, knowledge of sex stereotypes, differential memory and preference for sex-typed material, and gender categorization. Cognitive maturity was assessed with a conservation task and total recall on a memory task. Performance improved linearly with age on the gender concepts, individual children of both sexes learned the gender concepts in the same sequence, and cognitive maturity measures were positively related to performance on the gender concept tasks.This research was supported by grants from the Graduate School and the Women's Studes Program, Indiana University. An earlier report of this research was presented at the meeting of the American Psychological Association, San Francisco, August 1977. The author thanks John E. Bates and Candace Schau for their advice and help throughout the project.     

Behavioral consequences of song learning: Discrimination of song types by male white-crowned sparrows

The functional significance of learned population differences in male song in the white-crowned sparrow was explored in natural populations using playback tests. Laboratory results have shown that learning of the population-specific song seems to take place in early life and is strongly dependent upon the nature of the auditory experience at that time. However, the varied results of recent studies make it difficult to reach a confident conclusion about the ecological functions of song learning. The present research took advantage of naturally occurring variation in the differences between songs of adjacent populations to determine a function relating degree of difference in song to intensity of territorial singing elicited. Applying a typological evaluation of syllable structure to the four segments of the song allowed a crude quantitative ranking of the differences between local songs and playback stimuli. These results, together with those of other studies, suggest a unimodal aggressive response function of males to songs of other males. A maximum response to songs slightly different from the local song environment suggests that male exclusion based upon acquired song components may contribute to the maintenance of discrete and stable song dialects.     

Revival of psychology in former Czechoslovakia and the contemporary Czech Republic after the fall of Totalitarian communist regimes

After the general societal and political change in November 1989 in Czechoslovakia, the subject “History of Psychology” became the stable component of curriculum of studying psychology at the Department of Psychology of Faculty of Arts of Charles University in Prague. The author of this paper has taught “History of Psychology” in Czech since 1998 for more than 20 years all students of psychology and he is teaching this subject the students of ERASMUS+ program from whole Europe, studying at Charles University in Prague, now. Indivisible part of the curriculum is represented by the history of Czechoslovak and Czech psychology. In References, the most important publications in the field of history of Czechoslovak and Czech psychology are presented.