False Approximations of the Approximate Number System?

Prior research suggests that the acuity of the approximate number system (ANS) predicts future mathematical abilities. Modelling the development of the ANS might therefore allow monitoring of children's mathematical skills and instigate educational intervention if necessary. A major problem however, is that our knowledge of the development of the ANS is acquired using fundamentally different paradigms, namely detection in infants versus discrimination in children and adults. Here, we question whether such a comparison is justified, by testing the adult ANS with both a discrimination and a detection task. We show that adults perform markedly better in the discrimination compared to the detection task. Moreover, performance on discrimination but not detection, correlated with performance on mathematics. With a second similar experiment, in which the detection task was replaced by a same-different task, we show that the results of experiment 1 cannot be attributed to differences in chance level. As only task instruction differed, the discrimination and the detection task most likely reflect differences at the decisional level. Future studies intending to model the development of the ANS should therefore rely on data derived from a single paradigm for different age groups. The same-different task appears a viable candidate, due to its applicability across age groups

What is Grouping during Binocular Rivalry?

During binocular rivalry, perception alternates between dissimilar images presented dichoptically. Although perception during rivalry is believed to originate from competition at a local level, different rivalry zones are not independent: rival targets that are spaced apart but have similar features tend to be dominant at the same time. We investigated grouping of spatially separated rival targets presented to the same or to different eyes and presented in the same or in different hemifields. We found eye-of-origin to be the strongest cue for grouping during binocular rivalry. Grouping was additionally affected by orientation: identical orientations were grouped longer than dissimilar orientations, even when presented to different eyes. Our results suggest that eye-based and orientation-based grouping is independent and additive in nature. Grouping effects were further modulated by the distribution of the targets across the visual field. That is, grouping within the same hemifield can be stronger or weaker than between hemifields, depending on the eye-of-origin of the grouped targets. We also quantified the contribution of the previous cues to grouping of two images during binocular rivalry. These quantifications can be successfully used to predict the dominance durations of different studies. Incorporating the relative contribution of different cues to grouping, and the dependency on hemifield, into future models of binocular rivalry will prove useful in our understanding of the functional and anatomical basis of the phenomenon of binocular rivalry

The added value of signal detection theory as a method in evidence-informed decision-making in higher education: A demonstration

Signal Detection Theory (SDT) is rarely used in higher education, yet has much potential in informing decision-making. In this methodological paper, we describe the potential of SDT for different higher education contexts and demonstrate its practical application. Both the commonly used regression analyses and SDT analyses provide information on the accuracy of a predictor, and thus which instrument(s) to use. SDT analyses, in addition, provide information on the effects of setting specific cut-off scores on outcomes of interest. SDT provides the sensitivity and specificity information for the chosen instrument(s) at specific cut-off scores (criteria in SDT). This allows for evidence-informed, deliberate choice of cut-off scores to steer toward desired outcomes. Depending on how undesirable false positives and false negatives are considered in a specific situation, a lower or higher cut-off score can be deemed adequate. Using SDT analyses in our example, we demonstrate how to use the results to optimize “real-life” student selection. However, selection is only one of many decision-making practices where SDT is applicable and valuable. We outline some of the areas within higher education decision-making and quality assurance, where SDT can be applied to answer specific questions and optimize decision-making

Exploring the use of Online Simulations in Teaching Dialogue Skills

To aid in teaching dialogue skills a virtual simulator called Communicate! was developed at Utrecht University. Teachers can build scenarios for students to practice dialogues with a virtual character. In two experiments (n = 128 and 133, a year apart), we investigated if and how Communicate! can be an effective aid to study and practice dialogue skills, by comparing it to traditional “passive” learning tools, such as literature-study and a lecture, in an undergraduate psychology dialogue-skills course. Students were divided into four groups, two of which both read an article about conducting a bad-news dialogue and played a bad-news-dialogue-scenario (but in a different order), while the third group only played the scenario. The final group only read the article (expt. 1) or also attended a lecture on the topic (expt. 2). Playing a scenario improved performance on a different scenario played later. It increased the students’ reported engagement and motivation to learn about this topic, compared to reading the article, whereas their reported self-efficacy decreased, which may indicate a recognized learning need. It also increased the score on an MC-knowledge test on this type of dialogue. This suggests that online dialogue simulations aid studying (basic) dialogue skills, by providing flexible, authentic learning experiences

Chronic pain relief after receiving affective touch: A single case report

Affective touch is gentle slow stroking of the skin, which can reduce experimentally induced pain. Our participant, suffering from Parkinson's Disease and chronic pain, received 1 week of non-affective touch and 1 week of affective touch as part of a larger study. Interestingly, after 2 days of receiving affective touch, the participant started to feel less pain. After 7 days, the burning painful sensations fully disappeared. This suggest that affective touch may reduce chronic pain in clinical populations

Keep Your Eyes on Development: The Behavioral and Neurophysiological Development of Visual Mechanisms Underlying Form Processing

Visual form perception is essential for correct interpretation of, and interaction with, our environment. Form perception depends on visual acuity and processing of specific form characteristics, such as luminance contrast, spatial frequency, color, orientation, depth, and even motion information. As other cognitive processes, form perception matures with age. This paper aims at providing a concise overview of our current understanding of the typical development, from birth to adulthood, of form-characteristic processing, as measured both behaviorally and neurophysiologically. Two main conclusions can be drawn. First, the current literature conveys that for most reviewed characteristics a developmental pattern is apparent. These trajectories are discussed in relation to the organization of the visual system. The second conclusion is that significant gaps in the literature exist for several age-ranges. To complete our understanding of the typical and, by consequence, atypical development of visual mechanisms underlying form processing, future research should uncover these missing segments

Changes in perceived peripersonal space following the rubber hand illusion

Peripersonal space (PPS), the region immediately surrounding the body is essential for bodily protection and goal directed action. Previous studies have suggested that the PPS is anchored to one’s own body and in the current study we investigated whether the PPS could be modulated by changes in perceived body ownership. While theoretically important, this anchoring can also have implications for patients with altered body perception. The rubber hand illusion (RHI) is a way to manipulate body ownership. We hypothesized that after induction of a left hand RHI, the perceived space around the body shifts to the right. Sixty-five participants performed a landmark task before and after a left hand RHI. In the landmark task, participants had to determine whether a vertical landmark line was left or right from the center of a horizontal screen. One group of the participants was exposed to synchronous stroking, the other group experienced asynchronous stroking. Results showed a shift in space to the right (e.g. away from the own arm), but only for the ‘synchronous stroking’ group. These results suggest that the relevant action space becomes linked to the fake hand. Critically, subjective ownership experience did not correlate with this shift, but proprioceptive drift did. This suggests that multisensory integration of bodily information drives this shift in space around the body and not feelings of ownership

Lack of genotype-phenotype correlation in basal cell nevus syndrome:A Dutch multicenter retrospective cohort study

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