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

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

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

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

Heritability in genetic heart disease : the role of genetic background

Background Mutations in genes encoding ion channels or sarcomeric proteins are an important cause of hereditary cardiac disease. However, the severity of the resultant disease varies considerably even among those with an identical mutation. Such clinical variation is often thought to be explained largely by differences in genetic background or ` modifier genes'. We aimed to test the prediction that identical genetic backgrounds result in largely similar clinical expression of a cardiac disease causing mutation, by studying the clinical expression of mutations causing cardiac disease in monozygotic twins. Methods We compared first available clinical information on 46 monozygotic twin pairs and 59 control pairs that had either a hereditary cardiomyopathy or channelopathy. Results Despite limited power of this study, we found significant heritability for corrected QT interval (QTc) in long QT syndrome (LQTS). We could not detect significant heritability for structural traits, but found a significant environmental effect on thickness of the interventricular septum in hypertrophic cardiomyopathy. Conclusions Our study confirms previously found robust heritability for electrical traits like QTc in LQTS, and adds information on low or lacking heritability for structural traits in heritable cardiomyopathies. This may steer the search for genetic modifiers in heritable cardiac disease.Peer reviewe

Effectiveness of life skills training on increasing self-esteem of high school students

AbstractObjective This study designed to investigate effectiveness of training life skills on adolescents’ students. Method This study is a pseudo-experimental study which accomplished on 160 students in Karaj city. Subjects of the study selected randomly from list of students in all of the schools of Karaj; then they divided randomly in two groups. Trained counsellors taught the life skills to students of the study group, and 80 reminder subjects assigned as control group. After educating the training program, subjects administered Cooper Smith self-esteem questionnaire (58-items version). Results Findings of the study indicated that life skills training lead to significant increase of self-esteem in study group in contrast to control group subjects. Conclusion Psycho education and mental health programs such as life skills training could cause to increase the necessary skills in students and decline school and educational problems

Incongruence in number–luminance congruency effects

Congruency tasks have provided support for an amodal magnitude system for magnitudes that have a “spatial” character, but conflicting results have been obtained for magnitudes that do not (e.g., luminance). In this study, we extricated the factors that underlie these number–luminance congruency effects and tested alternative explanations: (unsigned) luminance contrast and saliency. When luminance had to be compared under specific task conditions, we revealed, for the first time, a true influence of number on luminance judgments: Darker stimuli were consistently associated with numerically larger stimuli. However, when number had to be compared, luminance contrast, not luminance, influenced number judgments. Apparently, associations exist between number and luminance, as well as luminance contrast, of which the latter is probably stronger. Therefore, similar tasks, comprising exactly the same stimuli, can lead to distinct interference effects