A scoping review of emotions and related constructs in simulation-based education research articles.

Background: While acknowledgement of emotions' importance in simulation-based education is emerging, there are concerns regarding how education researchers understand the concept of emotions for them to deliberately incorporate emotionally charged scenarios into simulation-based education. This concern is highlighted especially in the context of medical education often lacking strong theoretical integration. To map out how current simulation-based education literature conceptualises emotion, we conducted a scoping review on how emotions and closely related constructs (e.

Detection of vertical interocular phase disparities using luster as cue.

Interocular disparities in contrast generate an impression of binocular luster, providing a cue for their detection. Disparities in the carrier spatial phase of horizontally oriented Gabor patches also generate an impression of luster, so the question arises as to whether it is the disparities in local contrast that accompany the phase disparities that give rise to the luster. We examined this idea by comparing the detection of interocular spatial phase disparities with that of interocular contrast disparities in Gabor patches, in the latter case that differed in overall contrast rather than phase between the eyes.