How Haptic Size Sensations Improve Distance Perception

Determining distances to objects is one of the most ubiquitous perceptual tasks in everyday life. Nevertheless, it is challenging because the information from a single image confounds object size and distance. Though our brains frequently judge distances accurately, the underlying computations employed by the brain are not well understood. Our work illuminates these computions by formulating a family of probabilistic models that encompass a variety of distinct hypotheses about distance and size perception. We compare these models' predictions to a set of human distance judgments in an interception experiment and use Bayesian analysis tools to quantitatively select the best hypothesis on the basis of its explanatory power and robustness over experimental data. The central question is: whether, and how, human distance perception incorporates size cues to improve accuracy. Our conclusions are: 1) humans incorporate haptic object size sensations for distance perception, 2) the incorporation of haptic sensations is suboptimal given their reliability, 3) humans use environmentally accurate size and distance priors, 4) distance judgments are produced by perceptual “posterior sampling”. In addition, we compared our model's estimated sensory and motor noise parameters with previously reported measurements in the perceptual literature and found good correspondence between them. Taken together, these results represent a major step forward in establishing the computational underpinnings of human distance perception and the role of size information.National Institutes of Health (U.S.) (NIH grant R01EY015261)University of Minnesota (UMN Graduate School Fellowship)National Science Foundation (U.S.) (Graduate Research Fellowship)University of Minnesota (UMN Doctoral Dissertation Fellowship)National Institutes of Health (U.S.) (NIH NRSA grant F32EY019228-02)Ruth L. Kirschstein National Research Service Awar

A Social-Psychological Model of Human Crowding Phenomena

Previous research on crowding has generally lacked a theoretical perspective. Moreover, there has been a tendency to view crowding in terms of spatial considerations alone and a failure to distinguish between the physical condition (density) and the psychological experience (crowding). In the present discussion, a heuristic model of human crowding phenomena is proposed which permits an integration of various theoretical perspectives and the derivation of experimental hypotheses. Although the limitation of space remains as the essential ingredient of crowding, the proposed model introduces personal and social variables which have a direct bearing on a person's perception of spatial restriction as well as on his attempts to cope with this constraint. The relation between the dimensions of the model is examined in terms of social-psychological theory. Finally, a program for future research is discussed. © 1972 Taylor & Francis Group, LLC

School Effects on the Wellbeing of Children and Adolescents

Well-being is a multidimensional construct, with psychological, physical and social components. As theoretical basis to help understand this concept and how it relates to school, we propose the Self-Determination Theory, which contends that self-determined motivation and personality integration, growth and well-being are dependent on a healthy balance of three innate psychological needs of autonomy, relatedness and competence. Thus, current indicators involve school effects on children’s well-being, in many diverse modalities which have been explored. Some are described in this chapter, mainly: the importance of peer relationships; the benefits of friendship; the effects of schools in conjunction with some forms of family influence; the school climate in terms of safety and physical ecology; the relevance of the teacher input; the school goal structure and the implementation of cooperative learning. All these parameters have an influence in promoting optimal functioning among children and increasing their well-being by meeting the above mentioned needs. The empirical support for the importance of schools indicates significant small effects, which often translate into important real-life effects as it is admitted at present. The conclusion is that schools do make a difference in children’s peer relationships and well-being