Honey bees store landmarks in an egocentric frame of reference

2002 ◽  
Vol 187 (12) ◽  
pp. 1009-1016 ◽  
Author(s):  
Steven Fry ◽  
Rüdiger Wehner
Perception ◽  
2005 ◽  
Vol 34 (5) ◽  
pp. 638-638 ◽  

Anthony Marcel, Christian Dobel, 2005 “Structured perceptual input imposes an egocentric frame of reference—pointing, imagery, and spatial self-consciousness” Perception 34 429 – 451 The last sentence of paragraph 3 on page 443 reads: (iv) “What is the angle between your arms or draw the shape made by your two arms”. It should read: (iv) “What is the angle between your arms? Or draw the shape made by your two arms.” The heading of column 6 of table 1 on page 444 reads: Number/total subjects showing confusion It should read: Number/total number of subjects showing confusion


Perception ◽  
10.1068/p5183 ◽  
2005 ◽  
Vol 34 (4) ◽  
pp. 429-451 ◽  
Author(s):  
Anthony Marcel ◽  
Christian Dobel

Perceptual input imposes and maintains an egocentric frame of reference, which enables orientation. When blindfolded, people tended to mistake the assumed intrinsic axes of symmetry of their immediate environment (a room) for their own egocentric relation to features of the room. When asked to point to the door and window, known to be at mid-points of facing (or adjacent) walls, they pointed with their arms at 180° (or 90°) angles, irrespective of where they thought they were in the room. People did the same when requested to imagine the situation. They justified their responses (inappropriately) by logical necessity or a structural description of the room rather than (appropriately) by relative location of themselves and the reference points. In eight experiments, we explored the effect on this in perception and imagery of: perceptual input (without perceptibility of the target reference points); imaging oneself versus another person; aids to explicit spatial self-consciousness; order of questions about self-location; and the relation of targets to the axes of symmetry of the room. The results indicate that, if one is deprived of structured perceptual input, as well as losing one's bearings, (a) one is likely to lose one's egocentric frame of reference itself, and (b) instead of pointing to reference points, one demonstrates their structural relation by adopting the intrinsic axes of the environment as one's own. This is prevented by providing noninformative perceptual input or by inducing subjects to imagine themselves from the outside, which makes explicit the fact of their being located relative to the world. The role of perceptual contact with a structured world is discussed in relation to sensory deprivation and imagery, appeal is made to Gibson's theory of joint egoreception and exteroception, and the data are related to recent theories of spatial memory and navigation.


2008 ◽  
Vol 72 (5) ◽  
pp. 542-552 ◽  
Author(s):  
Jessica K. Witt ◽  
James Ashe ◽  
Daniel T. Willingham

2006 ◽  
Vol 16 (3) ◽  
pp. 93-103
Author(s):  
J.-M. Prieur ◽  
C. Bourdin ◽  
F. Sarès ◽  
J.-L. Vercher

A major issue in motor control studies is to determine whether and how we use spatial frames of reference to organize our spatially oriented behaviors. In previous experiments [2,16] we showed that simulated body tilt during off-axis rotation affected the performance in verbal localization and manual pointing tasks. It was hypothesized that the observed alterations were at least partly due to a change in the orientation of the egocentric frame of reference, which was indeed centered on the body but aligned with the gravitational vector. The present experiments were designed to test this hypothesis in a situation where no inertial constraints (except the usual gravitational one) exist and where the orientation of the body longitudinal z-axis was not aligned with the direction of the gravity. Eleven subjects were exposed to real static body tilt and were required to verbally localize (experiment 1) and to point as accurately as possible towards (experiment 2) memorized visual targets, in two conditions, Head-Free and Head-Fixed conditions. Results show that the performance was only affected by real body tilt in the localization task performed when the subject's head was tilted relative to the body. Thus, dissociation between gravity and body longitudinal z-axis alone is not responsible for localization nor for pointing errors. Therefore, the egocentric frame of reference seems independent from the orientation of the gravity with regard to body z-axis as expected from our previous studies. Moreover, the use of spatial referentials appears to be less mandatory than expected for pointing movements (motor task) than for localization task (cognitive task).


Author(s):  
Dhruba K. Chattoraj ◽  
Ross B. Inman

Electron microscopy of replicating intermediates has been quite useful in understanding the mechanism of DNA replication in DNA molecules of bacteriophage, mitochondria and plasmids. The use of partial denaturation mapping has made the tool more powerful by providing a frame of reference by which the position of the replicating forks in bacteriophage DNA can be determined on the circular replicating molecules. This provided an easy means to find the origin and direction of replication in λ and P2 phage DNA molecules. DNA of temperate E. coli phage 186 was found to have an unique denaturation map and encouraged us to look into its mode of replication.


2002 ◽  
Vol 16 (2) ◽  
pp. 87-97 ◽  
Author(s):  
Jens Möller ◽  
Britta Pohlmann ◽  
Lilian Streblow ◽  
Julia Kaufmann

Zusammenfassung: Das I/E-Modell (“Internal/External Frame of Reference Model”) von Marsh (1986) postuliert, dass Schülerinnen und Schüler dimensionale Vergleiche der eigenen Leistungen in einem Fach mit den Leistungen in einem anderen Fach anstellen. Diese Vergleiche führen dazu, dass z. B. Schüler mit guten Leistungen in Mathematik ihre verbalen Fähigkeiten niedriger einschätzen. Gegenstand dieser Untersuchung mit N = 1114 Probanden ist die Frage, ob die Überzeugungen von Personen zum Zusammenhang von mathematischer und verbaler Begabung die Effekte dimensionaler Vergleiche moderieren. Analysen zeigten die Bedeutung der Begabungsüberzeugungen der Schülerinnen und Schüler: Negative Zusammenhänge zwischen den Fachleistungen in einem Fach und dem akademischen Selbstkonzept in einem anderen Fach ergaben sich insbesondere für Personen, die annehmen, dass Begabung domänenspezifisch ist, man also entweder mathematisch oder sprachlich begabt ist. Für Schüler mit eher wenig spezifischer Begabungsüberzeugung ergaben sich geringere Effekte dimensionaler Vergleiche.


1999 ◽  
Vol 58 (4) ◽  
pp. 263-272
Author(s):  
Jörg Doll ◽  
Michael Dick

The studies reported here focus on similarities and dissimilarities between the terminal value hierarchies ( Rokeach, 1973 ) ascribed to different groups ( Schwartz & Struch, 1990 ). In Study 1, n = 65 East Germans and n = 110 West Germans mutually assess the respective ingroup and outgroup. In this intra-German comparison the West Germans, with a mean intraindividual correlation of rho = 0.609, perceive a significantly greater East-West similarity between the group-related value hierarchies than the East Germans, with a mean rho = 0.400. Study 2 gives East German subjects either a Swiss (n = 58) or Polish (n = 59) frame of reference in the comparison between the categories German and East German. Whereas the Swiss frame of reference should arouse a need for uniqueness, the Polish frame of reference should arouse a need for similarity. In accordance with expectations, the Swiss frame of reference significantly reduces the correlative similarity between German and East German from a mean rho = 0.703 in a control group (n = 59) to a mean rho = 0.518 in the experimental group. Contrary to expectations, the Polish frame of reference does not lead to an increase in perceived similarity (mean rho = 0.712).


2004 ◽  
Vol 18 (3/4) ◽  
pp. 221-230 ◽  
Author(s):  
Susanne R. Schilling ◽  
Jörn R. Sparfeldt ◽  
Detlef H. Rost

Zusammenfassung: Im Rahmen der Genese schulischer Selbstkonzepte postuliert das “Internal/External Frame of Reference”-Modell (I/E-M, Marsh, 1986 ) zwei (gegenläufige) Vergleichsprozesse: Neben sozialen Vergleichen spielen auch dimensionale Vergleiche (Leistungen in verschiedenen Fächern werden einander gegenübergestellt) eine Rolle. Diese sollen zu Kontrasteffekten führen, d. h. zu negativen Pfaden der Leistung in einem Fach (z. B. Mathematik) auf das Selbstkonzept in einem anderen Fach (z. B. Deutsch). Empirische Untersuchungen konzentrierten sich bislang hauptsächlich auf Mathematik und (Mutter-)Sprache. An N = 1632 Gymnasiasten haben wir das I/E-M strukturgleichungsbasiert für zwei sprachliche (Deutsch, Englisch), zwei naturwissenschaftliche (Physik, Mathematik) und zwei nicht eindeutig einer Domäne zugehörige Fächer (Geschichte, Biologie) überprüft. Neben Kontrasteffekten traten auch Assimilationseffekte (positive Pfade der Leistung in einem Fach auf das Selbstkonzept in einem anderen Fach) auf. Zukünftig müsste präzisiert werden, welche Faktoren das Ergebnis dimensionaler Vergleiche (Assimilation oder Kontrast) moderieren.


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