An efficient Bayesian observer model of attractive and repulsive temporal context effects when perceiving multistable dot lattices.

In multistable dot lattices, the orientation we perceive is attracted toward the orientation we perceived in the immediately preceding stimulus and repelled from the orientation for which most evidence was present previously (Van Geert, Moors, Haaf, & Wagemans, 2022). Theoretically-inspired models have been proposed to explain the co-occurrence of attractive and repulsive context effects in multistable dot lattice tasks, but these models artificially induced an influence of the previous trial on the current one without detailing the process underlying such an influence (Gepshtein & Kubovy, 2005; Schwiedrzik et al., 2014).

Prägnanz in visual perception.

How do we perceptually and cognitively organize incoming stimulation? A century ago, Gestalt psychologists posited the law of Prägnanz: psychological organization will always be as 'good' as possible given the prevailing conditions. To make the Prägnanz law a useful statement, it needs to be specified further (a) what a 'good' psychological organization entails, (b) how the Prägnanz tendency can be realized, and (c) which conditions need to be taken into account. Although the Gestalt school did provide answers to these questions, modern-day mentions of Prägnanz or good Gestalt often lack these clarifications.

How the Complexity of Psychological Processes Reframes the Issue of Reproducibility in Psychological Science.

In the past decade, various recommendations have been published to enhance the methodological rigor and publication standards in psychological science. However, adhering to these recommendations may have limited impact on the reproducibility of causal effects as long as psychological phenomena continue to be viewed as decomposable into separate and additive statistical structures of causal relationships. In this article, we show that (a) psychological phenomena are patterns emerging from nondecomposable and nonisolable complex processes that obey idiosyncratic nonlinear dynamics, (b) these processual features jeopardize the chances of standard reproducibility of statistical results, and (c) these features call on researchers to reconsider what can and should be reproduced, that is, the psychological processes per se, and the signatures of their complexity and dynamics.

Towards the most prägnant Gestalt: Leveling and sharpening as contextually dependent adaptive strategies.

Gestalt psychologists posited that we always organize our visual input in the best way possible under the given conditions. Both weakening or removing unnecessary details (i.e.

Reliability of Upper Limb Pin-Prick Stimulation With Electroencephalography: Evoked Potentials, Spectra and Source Localization.

In order for electroencephalography (EEG) with sensory stimuli measures to be used in research and neurological clinical practice, demonstration of reliability is needed. However, this is rarely examined. Here we studied the test-retest reliability of the EEG latency and amplitude of evoked potentials and spectra as well as identifying the sources during pin-prick stimulation.

Same stimulus, same temporal context, different percept? Individual differences in hysteresis and adaptation when perceiving multistable dot lattices.

How we perceptually organize a visual stimulus depends not only on the stimulus itself, but also on the temporal and spatial context in which the stimulus is presented and on the individual processing the stimulus and context. Earlier research found both attractive and repulsive context effects in perception: tendencies to organize visual input similarly to preceding context stimuli (i.e.

Dynamic Systems, Process and Development.

In this article, I answer the questions from Witherington and Boom's introduction to this special issue in the form of an imaginary interview, led by David Boom, equally imaginary editor of , an obscure but interesting journal that appears in imaginary physical print only, and which, as a consequence, has so far left no traces on the Internet….

The Link between Microdevelopment and Long-Term Learning Trajectories in Science Learning.

Long-term learning trajectories evolve through microdevelopmental sequences (i.e., short-term processes of change during learning tasks) and depend on variability during and across learning tasks.

Socio-Emotional Concern Dynamics in a Model of Real-Time Dyadic Interaction: Parent-Child Play in Autism.

We used a validated agent-based model-Socio-Emotional CONcern DynamicS (SECONDS)-to model real-time playful interaction between a child diagnosed with Autism Spectrum Disorders (ASD) and its parent. SECONDS provides a real-time (second-by-second) virtual environment that could be used for clinical trials and testing process-oriented explanations of ASD symptomatology. We conducted numerical experiments with SECONDS (1) for internal model validation comparing two parental behavioral strategies for stimulating social development in ASD (play-centered vs.

Co-Adaptation Processes of Syntactic Complexity in Real-Time Kindergarten Teacher-Student Interactions.

Under the premise that language learning is bidirectional in nature, this study aimed to investigate syntactic coordination within teacher-student interactions by using cross-recurrence quantification analysis (CRQA). Seven teachers' and a group of their students' interactions were repeatedly measured in the course of an intervention in early science education. Results showed changes in the proportion of recurrent points; in case of simple sentences teachers and students became less coordinated over time, whereas in case of complex sentences teachers and students showed increasing coordination.

Dutch Adolescents' Everyday Expressions of Sexual Behavior Trajectories Over a 2-Year Period: A Mixed-Methods Study.

Using an extended definition of sexuality, this mixed-methods study builds on existing research into adolescents' emergent sexual development by longitudinally examining adolescents' sexual behavior trajectories (i.e., from less to more intimate sexual behavior).

Trajectories of scientific reasoning: A microgenetic study on children's inquiry functioning.

From the literature, we know that young children engage in inquiry as an organized activity aimed either at confirming or refuting the relevance of certain ideas. The current study provides a characterization of changes in inquiry using a multiple case study of four 5-year old children. Three computer-based tasks were presented to the children as multivariable problem solving situations concerning moving objects.

When Praising Yourself Insults Others: Self-Superiority Claims Provoke Aggression.

We tested the prediction, derived from the hubris hypothesis, that bragging might serve as a verbal provocation and thus enhance aggression. Experiments 1 and 2 were vignette studies where participants could express hypothetical aggression; Experiment 3 was an actual decision task where participants could make aggressive and/or prosocial choices. Observers disliked an explicit braggart (who claimed to be "better than others") or a competence braggart as compared with an implicit braggart (who claimed to be "good") or a warmth braggart, respectively.

Embedding the psychosocial biographies of Olympic medalists in a (meta-)theoretical model of dynamic networks.

Based on in-depth interviews, Hardy et al. focused on the role of psychosocial factors in the development of elite and super-elite athletes. They reveal interesting differences and commonalities in the frequencies at which certain aspects related to life events, personality, contextual factors, etc.

Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education.

In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time interaction. When PCK is evident in real-time interaction, we define it as Expressed Pedagogical Content Knowledge (EPCK).

Study Protocol on Intentional Distortion in Personality Assessment: Relationship with Test Format, Culture, and Cognitive Ability.

Self-report personality questionnaires, traditionally offered in a graded-scale format, are widely used in high-stakes contexts such as job selection. However, job applicants may intentionally distort their answers when filling in these questionnaires, undermining the validity of the test results. Forced-choice questionnaires are allegedly more resistant to intentional distortion compared to graded-scale questionnaires, but they generate ipsative data.