Knowledge that Transforms

It remains an open question, however, whether this perception-action cycle is the result of direct visual stimulation only, or whether postural adjustments also occur when the motion of the visual stimulus is illusory. Here, we show that the latter is the case. Prolonged viewing of visual motion results in neural adaptation, and subsequent viewing of a stationary stimulus normally results in illusory motion in the opposite direction, a famous phenomenon known as the motion aftereffect (MAE; Anstis, Verstraten, & Mather, 1998). Surprisingly, this sequence of stimulation also causes postural sway in the direction consistent with the perceived illusory motion. Control test patterns that do not generate an MAE after identical adaptation do not induce sway. This suggests that the visuo-vestibular interactions that govern postural control are not influenced by visual stimulation per se, but can be modulated by an illusory motion signal (e.g., the internal neural signal responsible for the MAE).

Halperin, E., Porat, R., Tamir, M., & Gross, J. J. (2013). Can emotion regulation change political attitudes in intractable conflicts? From the laboratory to the field. Psychological Science, 24, 106-111. (Original DOI: 10.1177/0956797612452572 ) In Figure 1 of this article, the signs for the coefficients on the direct paths from reappraisal to policy support were reported incorrectly. The coefficients on the path from reappraisal to support for conciliatory policies (top panel) should be positive, and the coefficients on the path from reappraisal to support for aggressive policies (bottom panel) should be negative. The corrected figure is printed below. [Figure: see text].

The induction of categories and concepts from examples-which plays an important role in how people come to organize and understand the world-can happen at multiple levels, but how do competing values at these different levels affect learning? Using perceptually rich images of snakes, we asked participants to attend to either the snakes' specific genus or a broader categorization and then tested induction at both levels. We also varied the intrinsic value of the broader categorization (high value: whether the snake was venomous; low value: whether it was tropical). We found an interaction between study instruction and intrinsic value: Participants in the low-value condition were better able to induce the level they were instructed to attend to (i.e., genus or broader category) than to induce the level they were not instructed to attend to, whereas participants in the high-value condition, regardless of the level of categorization they were instructed to attend to, were significantly better at learning the broad categorization (for them, whether the snake was venomous) than were participants in the low-value condition. Our results suggest that intrinsically valuable features can disrupt the intentional learning of other, task-relevant information, but enhance the incidental learning of the same information.

Attending to a manipulable object evokes a mental representation of hand actions associated with the object's form and function. In one view, these representations are sufficiently abstract that their competing influence on an unrelated action is confined to the planning stages of movement and does not affect its on-line control. Alternatively, an object may evoke action representations that affect the entire trajectory of an unrelated grasping action. We developed a new methodology to statistically analyze the forward motion and rotation of the hand and fingers under different task conditions. Using this novel approach, we established that a grasping action executed after seeing a photograph of an object is systematically perturbed even into the late stages of its trajectory by the competing influence of the grasping posture associated with the object. Our results show that embodied effects of conceptual knowledge continuously modulate the hand in flight.

Psychological Science http://pss.sagepub.com/ Unconscious Repressed Memory Is Scientifically Questionable Lawrence Patihis, Scott O. Lilienfeld, Lavina Y. Ho and Elizabeth F. Loftus Psychological Science 2014 25: 1967 originally published online 18 August 2014 DOI: 10.1177/0956797614547365 The online version of this article can be found at: http://pss.sagepub.com/content/25/10/1967 Published by: http://www.sagepublications.com On behalf of: Association for Psychological Science Additional services and information for Psychological Science can be found at: Email Alerts: http://pss.sagepub.com/cgi/alerts Subscriptions: http://pss.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav >> Version of Record - Oct 8, 2014 OnlineFirst Version of Record - Aug 18, 2014 What is This? Downloaded from pss.sagepub.com at UNIV CALIFORNIA IRVINE on October 29, 2014

In adults, selective memory retrieval can both impair and improve recall of other memories. The study reported here examined whether children also show these two faces of memory retrieval. Employing a variant of the directed-forgetting task, we asked second, fourth, and seventh graders to study a list of target and nontarget words. After study, the participants received a cue to either forget or continue remembering the list. We subsequently asked some participants to recall the nontarget words before we tested their memory for the target words; for the remaining participants, we tested memory only for the target words. Prior retrieval of nontarget words impaired retrieval of to-be-remembered target words, regardless of children's age. In contrast, prior retrieval of nontarget words improved recall of to-be-forgotten target words in seventh graders, though not in fourth and second graders. These results suggest a developmental dissociation between the two faces of memory retrieval and indicate later maturation of the beneficial effect than of the detrimental effect of selective memory retrieval.

In the research reported here, we examined whether task demands can induce momentary tunnel vision during reading. More specifically, we examined whether the size of the functional visual field depends on task relevance. Forty participants read an expository text with a specific task in mind while their eye movements were recorded. A display-change paradigm with random-letter strings as preview masks was used to study the size of the functional visual field within sentences that contained task-relevant and task-irrelevant information. The results showed that orthographic parafoveal-on-foveal effects and preview benefits were observed for words within task-irrelevant but not task-relevant sentences. The results indicate that the size of the functional visual field is flexible and depends on the momentary processing demands of a reading task. The higher cognitive processing requirements experienced when reading task-relevant text rather than task-irrelevant text induce momentary tunnel vision, which narrows the functional visual field.