Beyond Visual Aesthetics: The Role of Fractal-scaling Characteristics across the Senses †

Journal of Perceptual Imaging ◽

10.2352/j.percept.imaging.2021.4.3.030406 ◽

2021 ◽

Author(s):

Catherine Viengkham ◽

Branka Spehar

Keyword(s):

Individual Differences ◽

Visual Media ◽

Natural Scenes ◽

Visual Aesthetics ◽

Visual Objects ◽

Sensory Modalities ◽

Auditory Experience ◽

Visual Domain ◽

F Statistics

The investigation of aesthetics has primarily been conducted within the visual domain. This is not a surprise, as aesthetics has largely been associated with the perception and appreciation of visual media, such as traditional artworks, photography, and architecture. However, one doesn’t need to look far to realize that aesthetics extends beyond the visual domain. Media such as film and music introduce a unique and equally rich temporally changing visual and auditory experience. Product design, ranging from furniture to clothing, strongly depends on pleasant tactile evaluations. Studies involving the perception of 1/f statistics in vision have been particularly consistent in demonstrating a preference for a 1/f structure resembling that of natural scenes, as well as systematic individual differences across a variety of visual objects. Interestingly, comparable findings have also been reached in the auditory and tactile domains. In this review, we discuss some of the current literature on the perception of 1/f statistics across the contexts of different sensory modalities.

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Remedial teaching of multiplication and division: programmed textbook versus workbook–a pilot study

The Arithmetic Teacher ◽

10.5951/at.12.1.0032 ◽

1965 ◽

Vol 12 (1) ◽

pp. 32-38

Author(s):

Conwell Higgins ◽

Reuben R. Rusch

Keyword(s):

Individual Differences ◽

Pilot Study ◽

Basic Skills ◽

Visual Media ◽

Programmed Instruction ◽

Remedial Teaching ◽

Teaching Machines

Few educators today suggest that teaching machines and programmed instruction will replace teachers. However, many writers do predict that with the inevitably greater use of many newer audio-visual media, especially programmed instruction, the role of the teacher will change. It has been suggested by more than one writer that one way in which this role will change is that the teacher will make a greater allowance for individual differences and pay greater attention to these individual differences. Specifically, the implication is that programmed materials could be used to instruct certain students in the basic skills while the teacher works with other students on applications and interpretations. For example, in fifthgrade arithmetic, while the teacher is teaching the applications of division or multiplication to certain students, other students could use programmed instruction to learn more fundamental multiplication and division facts, or even to develop some understanding of fractions.

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Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

Behavioral and Brain Sciences ◽

10.1017/s0140525x18000274 ◽

2018 ◽

Vol 41 ◽

Author(s):

Kevin Arceneaux

Keyword(s):

Decision Making ◽

Individual Differences ◽

Cognitive Processes ◽

Evolutionary History ◽

Behavioral Responses ◽

History Of ◽

Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

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Two Short Tests Fail to Detect Vigilance Decrements

European Journal of Psychological Assessment ◽

10.1027//1015-5759.17.1.48 ◽

2001 ◽

Vol 17 (1) ◽

pp. 48-55 ◽

Cited By ~ 6

Author(s):

Juan Botella ◽

María José Contreras ◽

Pei-Chun Shih ◽

Víctor Rubio

Keyword(s):

Individual Differences ◽

High Performance ◽

Selection Process ◽

Vigilance Task ◽

Air Traffic Controllers ◽

Job Selection ◽

Performance Deterioration ◽

Short Test ◽

Psychological Dimensions

Summary: Deterioration in performance associated with decreased ability to sustain attention may be found in long and tedious task sessions. The necessity for assessing a number of psychological dimensions in a single session often demands “short” tests capable of assessing individual differences in abilities such as vigilance and maintenance of high performance levels. In the present paper two tasks were selected as candidates for playing this role, the Abbreviated Vigilance Task (AVT) by Temple, Warm, Dember, LaGrange and Matthews (1996) and the Continuous Attention Test (CAT) by Tiplady (1992) . However, when applied to a sample of 829 candidates in a job-selection process for air-traffic controllers, neither of them showed discriminative capacity. In a second study, an extended version of the CAT was applied to a similar sample of 667 subjects, but also proved incapable of properly detecting individual differences. In short, at least in a selection context such as that studied here, neither of the tasks appeared appropriate for playing the role of a “short” test for discriminating individual differences in performance deterioration in sustained attention.

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Individual Differences in the Name Similarity Effect

Journal of Individual Differences ◽

10.1027/1614-0001/a000133 ◽

2014 ◽

Vol 35 (2) ◽

pp. 111-118

Author(s):

Daniel J. Howard ◽

Roger A. Kerin

Keyword(s):

Individual Differences ◽

Impression Management ◽

Interactive Effect ◽

Purchase Intentions ◽

Brand Attitude ◽

Self Monitoring ◽

Similarity Effect ◽

And Behavior ◽

Usage Context

The name similarity effect is the tendency to like people, places, and things with names similar to our own. Although many researchers have examined name similarity effects on preferences and behavior, no research to date has examined whether individual differences exist in susceptibility to those effects. This research reports the results of two experiments that examine the role of self-monitoring in moderating name similarity effects. In the first experiment, name similarity effects on brand attitude and purchase intentions were found to be stronger for respondents high, rather than low, in self-monitoring. In the second experiment, the interactive effect observed in the first study was found to be especially true in a public (vs. private) usage context. These findings are consistent with theoretical expectations of name similarity effects as an expression of egotism manifested in the image and impression management concerns of high self-monitors.

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The Role of Distress Disclosure Tendencies in the Experience and Expression of Laboratory-Induced Sadness

Journal of Individual Differences ◽

10.1027/1614-0001/a000222 ◽

2017 ◽

Vol 38 (1) ◽

pp. 55-62 ◽

Cited By ~ 1

Author(s):

Jeffrey H. Kahn ◽

Daniel W. Cox ◽

A. Myfanwy Bakker ◽

Julia I. O’Loughlin ◽

Agnieszka M. Kotlarczyk

Keyword(s):

Individual Differences ◽

Emotional Reactivity ◽

Subjective Experience ◽

Negative Emotion ◽

Theoretical Models ◽

Laboratory Research ◽

Emotion Words ◽

Distress Disclosure ◽

Computerized Text Analysis

Abstract. The benefits of talking with others about unpleasant emotions have been thoroughly investigated, but individual differences in distress disclosure tendencies have not been adequately integrated within theoretical models of emotion. The purpose of this laboratory research was to determine whether distress disclosure tendencies stem from differences in emotional reactivity or differences in emotion regulation. After completing measures of distress disclosure tendencies, social desirability, and positive and negative affect, 84 participants (74% women) were video recorded while viewing a sadness-inducing film clip. Participants completed post-film measures of affect and were then interviewed about their reactions to the film; these interviews were audio recorded for later coding and computerized text analysis. Distress disclosure tendencies were not predictive of the subjective experience of emotion, but they were positively related to facial expressions of sadness and happiness. Distress disclosure tendencies also predicted judges’ ratings of the verbal disclosure of emotion during the interview, but self-reported disclosure and use of positive and negative emotion words were not associated with distress disclosure tendencies. The authors present implications of this research for integrating individual differences in distress disclosure with models of emotion.

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