Do emotional faces capture attention, and does this depend on awareness? Evidence from the visual probe paradigm

The visual probe (VP) paradigm provides evidence that emotional stimuli attract attention. Such effects have been reported even when stimuli are presented outside of awareness. These findings have shaped the idea that humans possess a processing pathway that detects evolutionarily significant signals independently of awareness. Here, we addressed 2 unresolved questions: First, if emotional stimuli attract attention, is this driven by their affective content, or by low-level image properties (e.g., luminance contrast)? Second, does attentional capture occur under conditions of genuine unawareness? We found that observers preferentially allocated attention to emotional faces under aware viewing conditions. However, this effect was best explained by low-level stimulus properties, rather than emotional content. When stimuli were presented outside of awareness (via continuous flash suppression or masking), we found no evidence that attention was directed toward emotional face stimuli. Finally, observer's awareness of the stimuli (assessed by d') predicted attentional cuing. Our data challenge existing literature: First, we cast doubt on the notion of preferential attention to emotional stimuli in the absence of awareness. Second, we question whether effects revealed by the VP paradigm genuinely reflect emotion-sensitive processes, instead suggesting they can be more parsimoniously explained by low-level variability between stimuli. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

The Nottingham Settlement, a North Carolina Backcountry Community

Indiana University-Purdue University Indianapolis (IUPUI)In the 1750s, a group of Scots-Irish families migrated from southeastern Pennsylvania to central North Carolina and became known to local historians as The Nottingham Settlement. To determine the motivation behind members' migration to and settlement in present-day Guilford County, I propose that factors used to identify the Settlement, such as proximity, society, culture and religion, establish a model for North Carolina's backcountry communities in the mid-eighteenth century. Relying on methods employed in similar backcountry community studies to explore extant source materials for this specific set of colonists, the study provides local and family historians with an in-depth view of the lives of those associated with the Settlement as well as others residing nearby in colonial Guilford County

Oersted Medal Lecture 2007: Interactive simulations for teaching physics: What works, what doesn't, and why

We give an overview of the Physics Educational Technology (PhET) project to research and develop web-based interactive simulations for teaching and learning physics. The design philosophy, simulation development and testing process, and range of available simulations are described. The highlights of PhET research on simulation design and effectiveness in a variety of educational settings are provided. This work has shown that a well-designed interactive simulation can be an engaging and effective tool for learning physics

Does comorbid anxiety counteract emotion recognition deficits in conduct disorder?

Background: Previous research has reported altered emotion recognition in both conduct disorder (CD) and anxiety disorders (ADs) - but these effects appear to be of different kinds. Adolescents with CD often show a generalised pattern of deficits, while those with ADs show hypersensitivity to specific negative emotions. Although these conditions often cooccur, little is known regarding emotion recognition performance in comorbid CD+ADs. Here, we test the hypothesis that in the comorbid case, anxiety-related emotion hypersensitivity counteracts the emotion recognition deficits typically observed in CD. Method: We compared facial emotion recognition across four groups of adolescents aged 12-18 years: those with CD alone (n = 28), ADs alone (n = 23), cooccurring CD+ADs (n = 20) and typically developing controls (n = 28). The emotion recognition task we used systematically manipulated the emotional intensity of facial expressions as well as fixation location (eye, nose or mouth region). Results: Conduct disorder was associated with a generalised impairment in emotion recognition; however, this may have been modulated by group differences in IQ. AD was associated with increased sensitivity to low-intensity happiness, disgust and sadness. In general, the comorbid CD+ADs group performed similarly to typically developing controls. Conclusions: Although CD alone was associated with emotion recognition impairments, ADs and comorbid CD+ADs were associated with normal or enhanced emotion recognition performance. The presence of comorbid ADs appeared to counteract the effects of CD, suggesting a potentially protective role, although future research should examine the contribution of IQ and gender to these effects

High-Tech Tools for Teaching Physics: the Physics Education Technology Project

This article appeared in the Journal of Online Teaching and Learning September 15, 2006.This paper introduces a new suite of computer simulations from the Physics Education Technology (PhET) project, identifies features of these educational tools, and demonstrates their utility. We compare the use of PhET simulations to the use of more traditional educational resources in lecture, laboratory, recitation and informal settings of introductory college physics. In each case we demonstrate that simulations are as productive, or more productive, for developing student conceptual understanding as real equipment, reading resources, or chalk-talk lectures. We further identify six key characteristic features of these simulations that begin to delineate why these are productive tools. The simulations: support an interactive approach, employ dynamic feedback, follow a constructivist approach, provide a creative workplace, make explicit otherwise inaccessible models or phenomena, and constrain students productively

Motion adaptation and attention: A critical review and meta-analysis

The motion aftereffect (MAE) provides a behavioural probe into the mechanisms underlying motion perception, and has been used to study the effects of attention on motion processing. Visual attention can enhance detection and discrimination of selected visual signals. However, the relationship between attention and motion processing remains contentious: not all studies find that attention increases MAEs. Our meta-analysis reveals several factors that explain superficially discrepant findings. Across studies (37 independent samples, 76 effects) motion adaptation was significantly and substantially enhanced by attention (Cohen's d = 1.12, p < .0001). The effect more than doubled when adapting to translating (vs. expanding or rotating) motion. Other factors affecting the attention-MAE relationship included stimulus size, eccentricity and speed. By considering these behavioural analyses alongside neurophysiological work, we conclude that feature-based (rather than spatial, or object-based) attention is the biggest driver of sensory adaptation. Comparisons between naïve and non-naïve observers, different response paradigms, and assessment of 'file-drawer effects' indicate that neither response bias nor publication bias are likely to have significantly inflated the estimated effect of attention

I Know You Are, but What Am I? A Temporal Approach to Legal Classification

No real epistemological disagreement exists that legal knowledge can be represented and understood in categorical form. At issue is the extent to which categorical analysis captures the full complexity of legal reasoning. Can legal reasoning be represented as a taxonomy of mutually-exclusive classes, a taxonomy considered necessary if legal certainty and the rule of law are to prevail, or does the complexity of the process defy attempts at exhaustive classification? The author agrees with those who argue that multiple legal concepts must often be applied simultaneously to resolve legal problems. The author also acknowledges that simultaneous application of multiple concepts appears to exclude the possibility of representing legal knowledge as mutually-exclusive classes. The objective of this analysis is to reconcile the ostensible incompatibility between these two propositions by arguing that concurrency of legal concepts does not preclude determinacy in categorical analysis. Notwithstanding conventional wisdom to the contrary, the reality of legal reasoning, which involves the application of overlapping concepts, can indeed be reconciled with the fact that the utility of legal classification as a way of representing legal knowledge depends upon the determinacy of legal classes. Briefly stated, reconciling concurrency and determinacy is simply a matter of perspective. If we are to take seriously the epistemology of legal classification, that is to say, the question of whether classification can provide an account of the origins and nature of legal knowledge, we need to look not just at the product of legal classification but at the process itself. The fixed boundaries of spatial classification do not provide scope for concurrency and determinacy to exist simultaneously within a single class. We can, however, take account of both concurrency and determinacy within a single class by adopting a temporal rather than spatial perspective. From this perspective, we are able to expand our focus from legal classes as products to legal classification as a process. Such a perspective allows us to focus on the dynamic relationship of relativity between legal concepts as they operate in context, rather than the static relationship of demarcation that exists when legal classes are examined in the abstract