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Peirce, J. W., Leigh, A. E., & Kendrick, K. M. (2000). Configurational coding, familiarity and the right hemisphere advantage for face recognition in sheep. Neuropsychologia, 38(4), 475–483.
Abstract: This study examined characteristics of visual recognition of familiar and unfamiliar faces in sheep using a 2-way discrimination task. Of particular interest were effects of lateralisation and the differential use of internal (configurational) vs external features of the stimuli. Animals were trained in a Y-maze to identify target faces from pairs, both of which were familiar (same flock as the subjects) or both of which were unfamiliar (different flock). Having been trained to identify the rewarded face a series of stimuli were presented to the sheep, designed to test for the use of each visual hemifield in the discriminations and the use of internal and external facial cues. The first experiment showed that there was a left visual hemifield (LVF) advantage in the identification of [`]hemifaces', and [`]mirrored hemifaces' and [`]chimeric' faces and that this effect was strongest with familiar faces. This represents the first evidence for visual field bias outside the primate literature. Results from the second experiment showed that, whilst both familiar and unfamiliar faces could be identified by the external features alone, only the familiar faces could be recognised by the internal features alone. Overall the results suggest separate recognition methods for socially familiar and unfamiliar faces, with the former being coded more by internal, configurational cues and showing a lateral bias to the left visual field.
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Quesada, J., Kintsch, W., & Gomez, E. (2005). Complex problem-solving: a field in search of a definition? Theor Issues Ergon Sci, 6(1), 5–33.
Abstract: Complex problem-solving (CPS) is as an area of cognitive science that has received a good amount of attention, but theories in the field have not progressed accordingly. The reasons could be the lack of good definitions and classifications of the tasks (taxonomies). Although complexity is a term used pervasively in psychology and is operationalized in different ways, there are no psychological theories of complexity. The definition of problem-solving has been changed in the past to reflect the varied interests of the researchers and has lost its initial concreteness. These two facts together make it difficult to define CPS or make clear if CPS should reuse the theory and methods of classical problem-solving or on the contrary should build a theoretical structure starting from scratch. A taxonomy is offered of tasks using both formal features and psychological features that are theory-independent that could help compare the CPS tasks used in the literature. The adequateness is also reviewed of the most extended definitions of CPS and conclude that they are in serious need of review, since they cover tasks that are not considered problem-solving by their own authors or are not complex, but ignore others that should clearly be included.
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