Feeling cold is contagious

Seeing someone plunge into an ice-cold bath induces feelings of cold. However, it was recently demonstrated that viewing another's skin temperature change also induces a small congruent temperature change in the observer. This synchronization suggests top-down influences on peripheral temperature regulation mechanisms and lends supports to somatic-simulation theories of inter-subjectivity

Using the lens of 'possible selves' to explore access to higher education: A new conceptual model for practice, policy, and research

© 2018 by the authors. The concept of 'aspiration-raising' has been ubiquitous in the discussion of differential rates of participation in higher education in England for many years. Potential students from disadvantaged backgrounds are constructed as setting their sights too low and therefore not considering higher education or ignoring elite universities that they could access. However, it is increasingly understood that aspiration-raising is unable to explain patterns of participation and that it risks 'blaming the victim' by failing to appreciate the structural constraints forged through their sociocultural context. The purpose of this paper is to present an alternative lens in the form of 'possible selves'. This is drawn from the discipline of psychology and aims to explain how we all conceive and develop visions of ourselves in future states. These images create a motivational impetus for actions in the present in order to achieve a like-to-be self-or evade a like-to-avoid self. Notably, the theory takes specific account of the individual's expectations and the importance of having a clear pathway towards a long-term destination. This paper provides an overview of the foundational theory and empirical evidence for a general readership, before presenting a new conceptual model focused on access to higher education. This is then used to explore the principles that might underpin interventions to support participation from disadvantaged groups within highly stratified systems, as well as suggesting a new policy agenda and priorities for future research

The effect of colour and size on attentional bias to alcohol-related pictures

"Attentional bias plays an important role in the development and maintenance of alcohol addiction, and has often been measured with a visual probe task, where reaction times are compared for probes replacing either a substance related cue or a neutral cue. Systematic low-level differences between image classes are a potential cause of low internal reliability of the probe task (Ataya et al., 2012). Moreover, it is unclear whether automatic attentional capture by low-level properties such as size and colour in the non-substance related image could reduce attentional bias to the alcohol-related cue. Here, alcohol-related attentional bias was assessed in moderate social drinkers by measuring reaction times to targets that replaced either an alcohol related or a non-alcohol related (i.e., neutral) picture. All alcohol-related images were greyscale, and the neutral stimulus could be either greyscale (‘control’), in colour (‘colour’), or greyscale and 25% larger in size (‘25% larger size’). We found attentional bias towards the alcohol-related stimuli in the control and 25% larger size conditions, but not in the colour condition. The magnitude of attentional bias was significantly reduced in the colour condition compared to the control and 25% larger size conditions. These findings indicate that salient low-level features in the non-substance related cue, in particular colour, can reduce the effect of alcohol-related content on the allocation of alcohol drinkers’ attention. Further, the results highlight the need for image pairs in visual probe tasks to be closely matched on basic perceptual dimensions.

Effect anticipation affects perceptual, cognitive, and motor phases of response preparation: evidence from an event-related potential (ERP) study

The anticipation of action effects is a basic process that can be observed even for key-pressing responses in a stimulus-response paradigm. In Ziessler, Nattkemper and Vogt’s (2012) experiments participants first learned arbitrary effects of key-pressing responses. In the test phase an imperative stimulus determined the response, but participants withheld the response until a Go-stimulus appeared. Reaction times were shorter if the Go-stimulus was compatible with the learned response effect. This is strong evidence that effect representations were activated during response planning. Here we repeated the experiment using event-related potentials (ERPs), and we found that Go-stimulus locked ERPs depended on the compatibility relationship between the Go-stimulus and the response effect. In general, this supports the interpretation of the behavioural data. More specifically, differences in the ERPs between compatible and incompatible Go-stimuli were found for the early perceptual P1 component and the later frontal P2 component. P1 differences were found only in the second half of the experiment and for long SOAs between imperative stimulus and Go-stimulus, i.e. when the effect was fully anticipated and the perceptual system was prepared for the effect-compatible Go-stimulus. P2 amplitudes, likely associated with evaluation and conflict detection, were larger when Go-stimulus and effect were incompatible; presumably, incompatibility increased the difficulty of effect anticipation. Onset of response-locked LRPs occurred earlier under incompatible conditions indicating extended motor processing. Together, these results strongly suggest that effect anticipation affects all (i.e. perceptual, cognitive, and motor) phases of response preparation

An ecological fallacy in higher education policy: the use, overuse and misuse of 'low participation neighbourhoods'

One form of ecological fallacy is found in the dictum that 18you are where you live 19 13 otherwise expressed in the idea that you can infer significant information about an individual or their family from the prevailing conditions around their home. One expression of this within higher education in the UK has been the use (and, arguably, overuse and misuse) of 18low participation neighbourhoods 19 (LPNs) over the last 15 years. These are areas that have been defined, from historic official data, as having a lower-than-average propensity to send their young people on to university. These LPNs have increasingly become used within the widening participation and social mobility agendas as a proxy for young people from disadvantaged backgrounds who have the potential to benefit from higher education, but who would not attend without encouragement, support and/or incentives. In this article, we explore the various uses to which LPNs have been put by policy makers, universities and practitioners, including the targeting of outreach activities, the allocation of funding and the monitoring of the social mix within higher education. We use a range of official data to demonstrate that LPNs have a questionable diagnostic value, with more disadvantaged families living outside them than within them, while they contain a higher-than-expected proportion of relatively advantaged families. We also use content analysis of university policy documents to demonstrate that universities have adopted some questionable practices with regard to LPNs, although some of these are now being actively discouraged