Ecological Entomology: How Is Gibson’s Framework Useful?

To date, numerous studies have demonstrated the fundamental role played by optic flow in the control of goal-directed displacement tasks in insects. Optic flow was first introduced by Gibson as part of their ecological approach to perception and action. While this theoretical approach (as a whole) has been demonstrated to be particularly suitable for the study of goal-directed displacements in humans, its usefulness in carrying out entomological field studies remains to be established. In this review we would like to demonstrate that the ecological approach to perception and action could be relevant for the entomologist community in their future investigations. This approach could provide a conceptual and methodological framework for the community in order to: (i) take a critical look at the research carried out to date, (ii) develop rigorous and innovative experimental protocols, and (iii) define scientific issues that push the boundaries of the current scientific field. After a concise literature review about the perceptual control of displacement in insects, we will present the framework proposed by Gibson and suggest its added value for carrying out research in the field of behavioral ecology in insects.

Resetting of Auditory and Visual Segregation Occurs After Transient Stimuli of the Same Modality

In the presence of a continually changing sensory environment, maintaining stable but flexible awareness is paramount, and requires continual organization of information. Determining which stimulus features belong together, and which are separate is therefore one of the primary tasks of the sensory systems. Unknown is whether there is a global or sensory-specific mechanism that regulates the final perceptual outcome of this streaming process. To test the extent of modality independence in perceptual control, an auditory streaming experiment, and a visual moving-plaid experiment were performed. Both were designed to evoke alternating perception of an integrated or segregated percept. In both experiments, transient auditory and visual distractor stimuli were presented in separate blocks, such that the distractors did not overlap in frequency or space with the streaming or plaid stimuli, respectively, thus preventing peripheral interference. When a distractor was presented in the opposite modality as the bistable stimulus (visual distractors during auditory streaming or auditory distractors during visual streaming), the probability of percept switching was not significantly different than when no distractor was presented. Conversely, significant differences in switch probability were observed following within-modality distractors, but only when the pre-distractor percept was segregated. Due to the modality-specificity of the distractor-induced resetting, the results suggest that conscious perception is at least partially controlled by modality-specific processing. The fact that the distractors did not have peripheral overlap with the bistable stimuli indicates that the perceptual reset is due to interference at a locus in which stimuli of different frequencies and spatial locations are integrated.

Resetting of Auditory and Visual Segregation Occurs After Transient Stimuli of the Same Modality

In the presence of a continually changing sensory environment, maintaining stable but flexible awareness is paramount, and requires continual organization of information. Determining which stimulus features belong together, and which are separate is therefore one of the primary tasks of the sensory systems. Unknown is whether there is a global or sensory-specific mechanism that regulates the final perceptual outcome of this streaming process. To test the extent of modality independence in perceptual control, an auditory streaming experiment, and a visual moving-plaid experiment were performed. Both were designed to evoke alternating perception of an integrated or segregated percept. In both experiments, transient auditory and visual distractor stimuli were presented in separate blocks, such that the distractors did not overlap in frequency or space with the streaming or plaid stimuli, respectively, thus preventing peripheral interference. When a distractor was presented in the opposite modality as the bistable stimulus (visual distractors during auditory streaming or auditory distractors during visual streaming), the rate of percept switching was not significantly different than when no distractor was presented. Conversely, significant differences in switch rate were observed following within-modality distractors, but only when the pre-distractor percept was segregated. Due to the modality-specificity of the distractor-induced resetting, the results suggest that conscious perception is at least partially controlled by modality-specific processing. The fact that the distractors did not have peripheral overlap with the bistable stimuli indicates that the perceptual reset is due to interference at a locus in which stimuli of different frequencies and spatial locations are integrated.

On Simpson’s paradox: To remain or not to remain a population-based science

In this article, I critically reflect on J. F. Arocha’s (2021) contention that psychologists need to use methods and tools that are suitable for data analysis at the individual level. First, I discuss the beleaguered nature of the philosophical underpinnings of the standard practices in psychological research. Of the five assumptions he presented, the aggregate assumption results in Simpson’s paradox, a form of ecological fallacy. While the other assumptions need urgent attention, the proposals Arocha makes for addressing the aggregate assumption are still unsettled in many ways. I show that while perceptual control theory informed by the Aristotelian concept of final cause or telos allows for embracing variability as a psychological fact of human behaviour, one cannot say the same for his recommendation for the use of observation-oriented modelling (OOM) to address the aggregate assumption or to circumvent Simpson’s paradox.

How do we help people regain control over their lives? An introduction to method of levels therapy

There are many different approaches to psychotherapy. Research indicates comparable effectiveness of various therapies, despite having different theoretical assumptions and using different therapeutic methods. In recent years, many researchers have attempted to understand such results by investigating specific and common factors in psychotherapy. It has been suggested that further developments in the field should aim to investigate factors underlying mental health problems and the principles informing the process of change in psychotherapy. In the current article, we will present perceptual control theory as a scientifically grounded approach that integrates theory and practice. Transdiagnostic principles explain the sources of emotional distress and the process of psychological change in psychotherapy. The main aim of the article is to introduce method of levels therapy, which has been created as a direct application of perceptual control theory principles. Description of the process of therapy is accompanied by clinical examples.

A Thematic Analysis of Multiple Pathways Between Nature Engagement Activities and Well-Being

Research studies have identified various different mechanisms in the effects of nature engagement on well-being and mental health. However, rarely are multiple pathways examined in the same study and little use has been made of first-hand, experiential accounts through interviews. Therefore, a semi-structured interview was conducted with seven female students who identified the role of nature engagement in their well-being and mental health. After applying thematic analysis, 11 themes were extracted from the data set, which were: “enjoying the different sensory input,” “calm nature facilitates a calm mood,” “enhancing decision making and forming action plans,” “enhancing efficiency and productivity,” “alleviating pressure from society's expectations regarding education,” “formation of community relations,” “nature puts things into perspective,” “liking the contrast from the urban environment,” “feel freedom,” “coping mechanism,” and “anxious if prevented or restricted.” The results indicate complementary mechanisms for how nature-related activities benefit mental health and well-being that may occupy different levels of experience within a hierarchical framework informed by perceptual control theory.

Education, Consciousness and Negative Feedback: Towards the Renewal of Modern Philosophy of Education

Among the biggest challenges facing the contemporary human condition, and therefore also education, is responding to the climate crisis. One of the sources of the crisis is assumed to be absent-mindedness, presented by Leslie Dewart as a distortion of the development of human consciousness. Dewart’s poorly-known philosophical consciousness study is presented in this paper in broad outline. The problems in the study of consciousness, the most important of which are the qualitative representations—qualia—and the question of free will, are also briefly discussed. These problems are then examined transcendental analytically, with the question of what one must assume in order to allow the emergence of these phenomena. From the resulting conception of causal relationship, we proceed to the circular causality as a prerequisite for life, namely the homeostatic systems and negative feedback. An organization of action that is essential to animals and humans is presented, using William Powers’ perceptual control theory (PCT), and the role of consciousness in this organization is drafted according to the studies of Martin Taylor. Action is seen as continuous problem solving, in which negative feedback is used to bring perceptions into line with the goals. The fundamental function of consciousness is revealed as the direction and enhancement of learning. Based on PCT, it can be shown that the main practical problems in animal and, especially, human action, are related to adverse side effects of action and the resulting various conflicts. The climate crisis is a typical example of the problematic side effects of collective action. Dewart’s concept of absent-mindedness can therefore be defined as an inability to responsibly account for the side effects of action. Thus, the main task of education is to forestall, through negative feedback and in cooperation with learner consciousness, absent-mindedness and the problems it causes.