| Records |
| Author |
Ruggieri, V. |
| Title |
The running horse stops: the hypothetical role of the eyes in imagery of movement |
Type |
Journal Article |
| Year |
1999 |
Publication |
Perceptual and motor skills |
Abbreviated Journal |
Percept Mot Skills |
| Volume |
89 |
Issue |
3 Pt 2 |
Pages |
1088-1092 |
| Keywords |
Adult; Cerebral Cortex/physiology; Eye Movements/*physiology; Female; Functional Laterality/physiology; Head/physiology; Humans; *Imagination; Models, Neurological; *Motion Perception; Movement/physiology; *Ocular Physiology; *Optical Illusions; Posture/physiology |
| Abstract |
To examine the hypothetical role of the eyes in visual mental imagery of movement 72 undergraduate women students in psychology were asked to imagine a running horse and then to produce the same mental image without moving the eyes and the head. In 59% of the subjects interesting modifications of the imagined movement appeared: 37% observed an inhibition of the movement and 19% an evident slowing up of the moving figure. The interpretation of this result was made by hypothesizing that the eyes are concretely involved in visual imagery processes. |
| Address |
University of Rome La Sapienza |
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| Language |
English |
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| ISSN |
0031-5125 |
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| Notes |
PMID:10710755 |
Approved |
no |
Call Number  |
refbase @ user @ |
Serial |
94 |
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| Author |
Moses, S.N.; Villate, C.; Ryan, J.D. |
| Title |
An investigation of learning strategy supporting transitive inference performance in humans compared to other species |
Type |
Journal Article |
| Year |
2006 |
Publication |
Neuropsychologia |
Abbreviated Journal |
Neuropsychologia |
| Volume |
44 |
Issue |
8 |
Pages |
1370-1387 |
| Keywords |
Adult; Analysis of Variance; Association Learning/*physiology; *Cognition; *Concept Formation; Female; Humans; *Logic; Male; Pattern Recognition, Visual/physiology; Photic Stimulation/methods; Reaction Time/physiology |
| Abstract |
Generalizations about neural function are often drawn from non-human animal models to human cognition, however, the assumption of cross-species conservation may sometimes be invalid. Humans may use different strategies mediated by alternative structures, or similar structures may operate differently within the context of the human brain. The transitive inference problem, considered a hallmark of logical reasoning, can be solved by non-human species via associative learning rather than logic. We tested whether humans use similar strategies to other species for transitive inference. Results are crucial for evaluating the validity of widely accepted assumptions of similar neural substrates underlying performance in humans and other animals. Here we show that successful transitive inference in humans is unrelated to use of associative learning strategies and is associated with ability to report the hierarchical relationship among stimuli. Our work stipulates that cross-species generalizations must be interpreted cautiously, since performance on the same task may be mediated by different strategies and/or neural systems. |
| Address |
Rotman Research Institute, Baycrest Centre for Geriatric Care, Toronto, Canada. smoses@rotman-baycrest.on.ca |
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English |
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| ISSN |
0028-3932 |
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| Notes |
PMID:16503340 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
153 |
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| Author |
Preston, S.D.; de Waal, F.B.M. |
| Title |
Empathy: Its ultimate and proximate bases |
Type |
Journal Article |
| Year |
2002 |
Publication |
Behavioral and Brain Sciences |
Abbreviated Journal |
Behav Brain Sci |
| Volume |
25 |
Issue |
1 |
Pages |
1-20; discussion 20-71 |
| Keywords |
Adult; Animals; Child; Emotions/physiology; *Empathy; Evolution; Haplorhini; Helping Behavior; Humans; Mental Disorders/physiopathology/psychology; Morals; Personality Development; Phylogeny; Prefrontal Cortex/physiopathology; Socialization |
| Abstract |
There is disagreement in the literature about the exact nature of the phenomenon of empathy. There are emotional, cognitive, and conditioning views, applying in varying degrees across species. An adequate description of the ultimate and proximate mechanism can integrate these views. Proximately, the perception of an object's state activates the subject's corresponding representations, which in turn activate somatic and autonomic responses. This mechanism supports basic behaviors (e.g., alarm, social facilitation, vicariousness of emotions, mother-infant responsiveness, and the modeling of competitors and predators) that are crucial for the reproductive success of animals living in groups. The Perception-Action Model (PAM), together with an understanding of how representations change with experience, can explain the major empirical effects in the literature (similarity, familiarity, past experience, explicit teaching, and salience). It can also predict a variety of empathy disorders. The interaction between the PAM and prefrontal functioning can also explain different levels of empathy across species and age groups. This view can advance our evolutionary understanding of empathy beyond inclusive fitness and reciprocal altruism and can explain different levels of empathy across individuals, species, stages of development, and situations. |
| Address |
University of Iowa Hospital and Clinics, 2RCP-Neurology Clinic, Iowa City, IA 52242. stephanie-d-preston@uiowa.edu |
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English |
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Edition |
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| ISSN |
0140-525X |
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| Notes |
PMID:12625087 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
181 |
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| Author |
Lonon, A.M.; Zentall, T.R. |
| Title |
Transfer of value from S+ to S- in simultaneous discriminations in humans |
Type |
Journal Article |
| Year |
1999 |
Publication |
The American journal of psychology |
Abbreviated Journal |
Am J Psychol |
| Volume |
112 |
Issue |
1 |
Pages |
21-39 |
| Keywords |
Adolescent; Adult; Animals; Color Perception; Columbidae; Conditioning, Classical; *Discrimination Learning; Female; Humans; Male; Middle Aged; *Motivation; Orientation; Pattern Recognition, Visual; Psychomotor Performance; Reaction Time; *Transfer (Psychology) |
| Abstract |
When animals learn a simultaneous discrimination, some of the value of the positive stimulus (S+) appears to transfer to the negative stimulus (S-). The present experiments demonstrate that such value transfer can also be found in humans. In Experiment 1 humans were trained on 2 simple simultaneous discriminations, the first between a highly positive stimulus, A (1,000 points); and a negative stimulus, B (0 points); and the second between a less positive stimulus, C (100 points); and a negative stimulus, D (0 points). On test trials, most participants preferred B over D. In Experiments 2 and 3 the value of the 2 original discriminations was equated in training (A[100]B[0] and C[100]D[0]). In Experiment 2 the values of the positive stimuli were then altered (A[1,000]C[0]); again, most participants preferred B over D. In Experiment 3, however, when the values of B and D were altered (B[1,000]D[0]), participants were indifferent to A and C. Thus, the mechanism that underlies value transfer in humans appears to be related to Pavlovian second-order conditioning. Similar mechanisms may be involved in assimilation processes in social contexts. |
| Address |
University of Kentucky, USA |
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English |
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Edition |
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| ISSN |
0002-9556 |
ISBN |
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Medium |
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Conference |
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| Notes |
PMID:10696277 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
249 |
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| Author |
Acuna, B.D.; Sanes, J.N.; Donoghue, J.P. |
| Title |
Cognitive mechanisms of transitive inference |
Type |
Journal Article |
| Year |
2002 |
Publication |
Experimental brain research. Experimentelle Hirnforschung. Experimentation cerebrale |
Abbreviated Journal |
Exp Brain Res |
| Volume |
146 |
Issue |
1 |
Pages |
1-10 |
| Keywords |
Adolescent; Adult; Attention/*physiology; Cognition/*physiology; Female; Humans; Learning/physiology; Linear Models; Male; Photic Stimulation; Psychomotor Performance/physiology; Reaction Time/physiology |
| Abstract |
We examined how the brain organizes interrelated facts during learning and how the facts are subsequently manipulated in a transitive inference (TI) paradigm (e.g., if A<B and B<C, then A<C). This task determined features such as learned facts and behavioral goals, but the learned facts could be organized in any of several ways. For example, if one learns a list by operating on paired items, the pairs may be stored individually as separate facts and reaction time (RT) should decrease with learning. Alternatively, the pairs may be stored as a single, unified list, which may yield a different RT pattern. We characterized RT patterns that occurred as participants learned, by trial and error, the predetermined order of 11 shapes. The task goal was to choose the shape occurring closer to the end of the list, and feedback about correctness was provided during this phase. RT increased even as its variance decreased during learning, suggesting that the learnt knowledge became progressively unified into a single representation, requiring more time to manipulate as participants acquired relational knowledge. After learning, non-adjacent (NA) list items were presented to examine how participants reasoned in a TI task. The task goal also required choosing from each presented pair the item occurring closer to the list end, but without feedback. Participants could solve the TI problems by applying formal logic to the previously learnt pairs of adjacent items; alternatively, they could manipulate a single, unified representation of the list. Shorter RT occurred for NA pairs having more intervening items, supporting the hypothesis that humans employ unified mental representations during TI. The response pattern does not support mental logic solutions of applying inference rules sequentially, which would predict longer RT with more intervening items. We conclude that the brain organizes information in such a way that reflects the relations among the items, even if the facts were learned in an arbitrary order, and that this representation is subsequently used to make inferences. |
| Address |
Department of Neuroscience, Box 1953, Brown Medical School, Providence, RI 02912, USA |
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English |
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Edition |
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| ISSN |
0014-4819 |
ISBN |
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| Notes |
PMID:12192572 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
602 |
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| Author |
Horowitz, A.C. |
| Title |
Do humans ape? Or do apes human? Imitation and intention in humans (Homo sapiens) and other animals |
Type |
Journal Article |
| Year |
2003 |
Publication |
Journal of comparative psychology |
Abbreviated Journal |
J Comp Psychol |
| Volume |
117 |
Issue |
3 |
Pages |
325-336 |
| Keywords |
Adolescent; Adult; Animals; *Appetitive Behavior; Attention; Child, Preschool; Concept Formation; Female; Humans; *Imitative Behavior; Male; Motivation; Pan troglodytes/*psychology; *Problem Solving; *Psychomotor Performance; Reaction Time; Species Specificity |
| Abstract |
A. Whiten, D. M. Custance, J.-C. Gomez, P. Teixidor, and K. A. Bard (1996) tested chimpanzees' (Pan troglodytes) and human children's (Homo sapiens) skills at imitation with a 2-action test on an “artificial fruit.” Chimpanzees imitated to a restricted degree; children were more thoroughly imitative. Such results prompted some to assert that the difference in imitation indicates a difference in the subjects' understanding of the intentions of the demonstrator (M. Tomasello, 1996). In this experiment, 37 adult human subjects were tested with the artificial fruit. Far from being perfect imitators, the adults were less imitative than the children. These results cast doubt on the inference from imitative performance to an ability to understand others' intentions. The results also demonstrate how any test of imitation requires a control group and attention to the level of behavioral analysis. |
| Address |
Department of Cognitive Science, University of California, San Diego, CA, USA. ahorowitz@crl.ucsd.edu |
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Place of Publication |
Washington, D.C. : 1983 |
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English |
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Edition |
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| ISSN |
0735-7036 |
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| Notes |
PMID:14498809 |
Approved |
yes |
| Call Number |
refbase @ user @ |
Serial |
736 |
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