L. Erickson, Michael P. Kaschak, Erik D. Thiessen, C. Berry
The ability to adapt to statistical structure (often referred to as “statistical learning”) has been proposed to play a major role in the acquisition and use of natural languages. Several recent studies have explored the relationship between individual differences in statistical learning and language outcomes. These studies have produced mixed results, with some studies finding a significant relationship between statistical learning and language outcomes, and others finding weak or null results. Furthermore, the few studies that have used multiple measures of statistical learning have reported that they are not correlated (e.g., [1]). The current study assesses the reliability of various measures of auditory statistical segmentation, and their consistency over time. That is, do the generally low correlations observed between measures of statistical learning stem from task demands, the psychometric properties of the measures, or the fact that statistical learning may be a highly fragmented construct? Our results confirm previous reports that individual measures of statistical learning tend not to correlate with each other, and suggest that the somewhat weak reliability of the measures may be an important factor in the low correlations. Our data also suggest that aggregating performance across tasks may be an avenue for improving the reliability of the measures.
{"title":"Individual Differences in Statistical Learning: Conceptual and Measurement Issues","authors":"L. Erickson, Michael P. Kaschak, Erik D. Thiessen, C. Berry","doi":"10.1525/COLLABRA.41","DOIUrl":"https://doi.org/10.1525/COLLABRA.41","url":null,"abstract":"The ability to adapt to statistical structure (often referred to as “statistical learning”) has been proposed to play a major role in the acquisition and use of natural languages. Several recent studies have explored the relationship between individual differences in statistical learning and language outcomes. These studies have produced mixed results, with some studies finding a significant relationship between statistical learning and language outcomes, and others finding weak or null results. Furthermore, the few studies that have used multiple measures of statistical learning have reported that they are not correlated (e.g., [1]). The current study assesses the reliability of various measures of auditory statistical segmentation, and their consistency over time. That is, do the generally low correlations observed between measures of statistical learning stem from task demands, the psychometric properties of the measures, or the fact that statistical learning may be a highly fragmented construct? Our results confirm previous reports that individual measures of statistical learning tend not to correlate with each other, and suggest that the somewhat weak reliability of the measures may be an important factor in the low correlations. Our data also suggest that aggregating performance across tasks may be an avenue for improving the reliability of the measures.","PeriodicalId":93422,"journal":{"name":"Collabra","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66879223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ellen F. Lau, Anna M. Namyst, A. Fogel, T. Delgado
Previous work has shown that the N400 ERP component is elicited by all words, whether presented in isolation or in structured contexts, and that its amplitude is modulated by semantic association and contextual predictability. What is less clear is the extent to which the N400 response is modulated by semantic incongruity when predictability is held constant. In the current study we examine N400 modulation associated with independent manipulations of predictability and congruity in an adjective-noun paradigm that allows us to precisely control predictability through corpus counts. Our results demonstrate small N400 effects of semantic congruity (yellow bag vs. innocent bag), and much more robust N400 effects of predictability (runny nose vs. dainty nose) under the same conditions. These data argue against unitary N400 theories according to which N400 effects of both predictability and incongruity reflect a common process such as degree of integration difficulty, as large N400 effects of predictability were observed in the absence of large N400 effects of incongruity. However, the data are consistent with some versions of unitary ‘facilitated access’ N400 theories, as well as multiple-generator accounts according to which the N400 can be independently modulated by facilitated conceptual/lexical access (as with predictability) and integration difficulty (as with incongruity, perhaps to a greater extent in full sentential contexts).
{"title":"A Direct Comparison of N400 Effects of Predictability and Incongruity in Adjective-Noun Combination","authors":"Ellen F. Lau, Anna M. Namyst, A. Fogel, T. Delgado","doi":"10.1525/COLLABRA.40","DOIUrl":"https://doi.org/10.1525/COLLABRA.40","url":null,"abstract":"Previous work has shown that the N400 ERP component is elicited by all words, whether presented in isolation or in structured contexts, and that its amplitude is modulated by semantic association and contextual predictability. What is less clear is the extent to which the N400 response is modulated by semantic incongruity when predictability is held constant. In the current study we examine N400 modulation associated with independent manipulations of predictability and congruity in an adjective-noun paradigm that allows us to precisely control predictability through corpus counts. Our results demonstrate small N400 effects of semantic congruity (yellow bag vs. innocent bag), and much more robust N400 effects of predictability (runny nose vs. dainty nose) under the same conditions. These data argue against unitary N400 theories according to which N400 effects of both predictability and incongruity reflect a common process such as degree of integration difficulty, as large N400 effects of predictability were observed in the absence of large N400 effects of incongruity. However, the data are consistent with some versions of unitary ‘facilitated access’ N400 theories, as well as multiple-generator accounts according to which the N400 can be independently modulated by facilitated conceptual/lexical access (as with predictability) and integration difficulty (as with incongruity, perhaps to a greater extent in full sentential contexts).","PeriodicalId":93422,"journal":{"name":"Collabra","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66879176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article details a correction to article Thomas, A. J., Stanford, P. K., & Sarnecka, B. W. (2016). No Child Left Alone: Moral Judgments about Parents Affect Estimates of Risk to Children. Collabra , 2(1), 10. DOI: http://doi.org/10.1525/collabra.33
{"title":"Correction: No Child Left Alone: Moral Judgments about Parents Affect Estimates of Risk to Children","authors":"Ashley J. Thomas, P. Stanford, B. Sarnecka","doi":"10.1525/COLLABRA.58","DOIUrl":"https://doi.org/10.1525/COLLABRA.58","url":null,"abstract":"This article details a correction to article Thomas, A. J., Stanford, P. K., & Sarnecka, B. W. (2016). No Child Left Alone: Moral Judgments about Parents Affect Estimates of Risk to Children. Collabra , 2(1), 10. DOI: http://doi.org/10.1525/collabra.33","PeriodicalId":93422,"journal":{"name":"Collabra","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66879130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent decades, Americans have adopted a parenting norm in which every child is expected to be under constant direct adult supervision. Parents who violate this norm by allowing their children to be alone, even for short periods of time, often face harsh criticism and even legal action. This is true despite the fact that children are much more likely to be hurt, for example, in car accidents. Why then do bystanders call 911 when they see children playing in parks, but not when they see children riding in cars? Here, we present results from six studies indicating that moral judgments play a role: The less morally acceptable a parent’s reason for leaving a child alone, the more danger people think the child is in. This suggests that people’s estimates of danger to unsupervised children are affected by an intuition that parents who leave their children alone have done something morally wrong.
{"title":"No Child Left Alone: Moral Judgments about Parents Affect Estimates of Risk to Children","authors":"Ashley J. Thomas, B. Sarnecka","doi":"10.1525/COLLABRA.33","DOIUrl":"https://doi.org/10.1525/COLLABRA.33","url":null,"abstract":"In recent decades, Americans have adopted a parenting norm in which every child is expected to be under constant direct adult supervision. Parents who violate this norm by allowing their children to be alone, even for short periods of time, often face harsh criticism and even legal action. This is true despite the fact that children are much more likely to be hurt, for example, in car accidents. Why then do bystanders call 911 when they see children playing in parks, but not when they see children riding in cars? Here, we present results from six studies indicating that moral judgments play a role: The less morally acceptable a parent’s reason for leaving a child alone, the more danger people think the child is in. This suggests that people’s estimates of danger to unsupervised children are affected by an intuition that parents who leave their children alone have done something morally wrong.","PeriodicalId":93422,"journal":{"name":"Collabra","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66876758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. D. Leeuw, Janet K. Andrews, Kenneth R. Livingston, Benjamin M. Chin
Learned visual categorical perception (CP) effects were assessed using three different measures (similarity rating, same-different judgment, and an XAB task) and two sets of stimuli differing in discriminability and varying on one category-relevant and one category-irrelevant dimension. Participant scores were converted to a common scale to allow assessment method to serve as an independent variable. Two different analyses using the Bayes Factor approach produced patterns of results consistent with learned CP effects: compared to a control group, participants trained on the category distinction could better discriminate between-category pairs of stimuli and were more sensitive to the category-relevant dimension. In addition, performance was better in general for the more highly discriminable stimuli, but stimulus discriminability did not influence the pattern of observed CP effects. Furthermore, these results were consistent regardless of how performance was assessed. This suggests that, for these methods at least, learned CP effects are robust across substantially different performance measures. Four different kinds of learned CP effects are reported in the literature singly or in combination: greater sensitivity between categories, reduced sensitivity within categories, increased sensitivity to category-relevant dimensions, and decreased sensitivity to category-irrelevant dimensions. The results of the current study suggest that the cause of these different patterns of CP effects is not due to either stimulus discriminability or assessment task. Other possible causes of the differences in reported CP findings are discussed.
{"title":"The Effects of Categorization on Perceptual Judgment are Robust across Different Assessment Tasks","authors":"J. D. Leeuw, Janet K. Andrews, Kenneth R. Livingston, Benjamin M. Chin","doi":"10.1525/COLLABRA.32","DOIUrl":"https://doi.org/10.1525/COLLABRA.32","url":null,"abstract":"Learned visual categorical perception (CP) effects were assessed using three different measures (similarity rating, same-different judgment, and an XAB task) and two sets of stimuli differing in discriminability and varying on one category-relevant and one category-irrelevant dimension. Participant scores were converted to a common scale to allow assessment method to serve as an independent variable. Two different analyses using the Bayes Factor approach produced patterns of results consistent with learned CP effects: compared to a control group, participants trained on the category distinction could better discriminate between-category pairs of stimuli and were more sensitive to the category-relevant dimension. In addition, performance was better in general for the more highly discriminable stimuli, but stimulus discriminability did not influence the pattern of observed CP effects. Furthermore, these results were consistent regardless of how performance was assessed. This suggests that, for these methods at least, learned CP effects are robust across substantially different performance measures. Four different kinds of learned CP effects are reported in the literature singly or in combination: greater sensitivity between categories, reduced sensitivity within categories, increased sensitivity to category-relevant dimensions, and decreased sensitivity to category-irrelevant dimensions. The results of the current study suggest that the cause of these different patterns of CP effects is not due to either stimulus discriminability or assessment task. Other possible causes of the differences in reported CP findings are discussed.","PeriodicalId":93422,"journal":{"name":"Collabra","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66876120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We investigate young children’s sensitivity to minimal group membership. Previous research has suggested that children do not show sensitivity to minimal cues to group membership until the age of five to six, contributing to claims that this is an important transition in the development of intergroup cognition and behavior. In this study, we investigated whether even younger children are sensitive to minimal cues to group membership. Random assignment to one of either of two color groups created a temporary, visually salient minimal group membership in 3 and 4-year-old study participants. Using explicit measures, we tested whether children preferred minimal group members when making social judgments. We find that, in the absence of any knowledge regarding the two groups, children expressed greater liking for ingroup than outgroup targets. Moreover, children estimated that ingroup members would share their preferences. Our findings demonstrate that from early in development, humans assess unknown others on the basis of minimal cues to social similarity and that the perception of group boundaries potentially underlies social assortment in strangers.
{"title":"The Effects of Minimal Group Membership on Young Preschoolers’ Social Preferences, Estimates of Similarity, and Behavioral Attribution","authors":"N. Richter, Harriet Over, Yarrow Dunham","doi":"10.1525/COLLABRA.44","DOIUrl":"https://doi.org/10.1525/COLLABRA.44","url":null,"abstract":"We investigate young children’s sensitivity to minimal group membership. Previous research has suggested that children do not show sensitivity to minimal cues to group membership until the age of five to six, contributing to claims that this is an important transition in the development of intergroup cognition and behavior. In this study, we investigated whether even younger children are sensitive to minimal cues to group membership. Random assignment to one of either of two color groups created a temporary, visually salient minimal group membership in 3 and 4-year-old study participants. Using explicit measures, we tested whether children preferred minimal group members when making social judgments. We find that, in the absence of any knowledge regarding the two groups, children expressed greater liking for ingroup than outgroup targets. Moreover, children estimated that ingroup members would share their preferences. Our findings demonstrate that from early in development, humans assess unknown others on the basis of minimal cues to social similarity and that the perception of group boundaries potentially underlies social assortment in strangers.","PeriodicalId":93422,"journal":{"name":"Collabra","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66879241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sound symbolism is increasingly understood as involving iconicity, or perceptual analogies and cross-modal correspondences between form and meaning, but the search for its functional and neural correlates is ongoing. Here we study how people learn sound-symbolic words, using behavioural, electrophysiological and individual difference measures. Dutch participants learned Japanese ideophones —lexical sound- symbolic words— with a translation of either the real meaning (in which form and meaning show cross-modal correspondences) or the opposite meaning (in which form and meaning show cross-modal clashes). Participants were significantly better at identifying the words they learned in the real condition, correctly remembering the real word pairing 86.7% of the time, but the opposite word pairing only 71.3% of the time. Analysing event-related potentials (ERPs) during the test round showed that ideophones in the real condition elicited a greater P3 component and late positive complex than ideophones in the opposite condition. In a subsequent forced choice task, participants were asked to guess the real translation from two alternatives. They did this with 73.0% accuracy, well above chance level even for words they had encountered in the opposite condition, showing that people are generally sensitive to the sound-symbolic cues in ideophones. Individual difference measures showed that the ERP effect in the test round of the learning task was greater for participants who were more sensitive to sound symbolism in the forced choice task. The main driver of the difference was a lower amplitude of the P3 component in response to ideophones in the opposite condition, suggesting that people who are more sensitive to sound symbolism may have more difficulty to suppress conflicting cross-modal information. The findings provide new evidence that cross-modal correspondences between sound and meaning facilitate word learning, while cross-modal clashes make word learning harder, especially for people who are more sensitive to sound symbolism.
{"title":"How iconicity helps people learn new words: neural correlates and individual differences in sound-symbolic bootstrapping.","authors":"Gwilym Lockwood, P. Hagoort, Mark Dingemanse","doi":"10.1525/COLLABRA.42","DOIUrl":"https://doi.org/10.1525/COLLABRA.42","url":null,"abstract":"Sound symbolism is increasingly understood as involving iconicity, or perceptual analogies and cross-modal correspondences between form and meaning, but the search for its functional and neural correlates is ongoing. Here we study how people learn sound-symbolic words, using behavioural, electrophysiological and individual difference measures. Dutch participants learned Japanese ideophones —lexical sound- symbolic words— with a translation of either the real meaning (in which form and meaning show cross-modal correspondences) or the opposite meaning (in which form and meaning show cross-modal clashes). Participants were significantly better at identifying the words they learned in the real condition, correctly remembering the real word pairing 86.7% of the time, but the opposite word pairing only 71.3% of the time. Analysing event-related potentials (ERPs) during the test round showed that ideophones in the real condition elicited a greater P3 component and late positive complex than ideophones in the opposite condition. In a subsequent forced choice task, participants were asked to guess the real translation from two alternatives. They did this with 73.0% accuracy, well above chance level even for words they had encountered in the opposite condition, showing that people are generally sensitive to the sound-symbolic cues in ideophones. Individual difference measures showed that the ERP effect in the test round of the learning task was greater for participants who were more sensitive to sound symbolism in the forced choice task. The main driver of the difference was a lower amplitude of the P3 component in response to ideophones in the opposite condition, suggesting that people who are more sensitive to sound symbolism may have more difficulty to suppress conflicting cross-modal information. The findings provide new evidence that cross-modal correspondences between sound and meaning facilitate word learning, while cross-modal clashes make word learning harder, especially for people who are more sensitive to sound symbolism.","PeriodicalId":93422,"journal":{"name":"Collabra","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66879231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bayesian inference has been advocated as an alternative to conventional analysis in psychological science. Bayesians stress that subjectivity is needed for principled inference, and subjectivity by-and-large has not been seen as desirable. This paper provides the broader rationale and context for subjectivity, and in it we show that subjectivity is the key to principled measures of evidence for theory from data. By making our subjective elements focal, we provide an avenue for common sense and expertise to enter the analysis. We cover the role of models in linking theory to data, the notion that models are abstractions which are neither true nor false, the need for relative model comparison, the role of predictions in stating relative evidence for models, and the role of subjectivity in specifying models that yield predictions. In the end, we conclude that transparent subjectivity leads to a more honest and fruitful analyses in psychological science.
{"title":"The interplay between subjectivity, statistical practice, and psychological science","authors":"Jeffrey N. Rouder, R. Morey, E. Wagenmakers","doi":"10.1525/COLLABRA.28","DOIUrl":"https://doi.org/10.1525/COLLABRA.28","url":null,"abstract":"Bayesian inference has been advocated as an alternative to conventional analysis in psychological science. Bayesians stress that subjectivity is needed for principled inference, and subjectivity by-and-large has not been seen as desirable. This paper provides the broader rationale and context for subjectivity, and in it we show that subjectivity is the key to principled measures of evidence for theory from data. By making our subjective elements focal, we provide an avenue for common sense and expertise to enter the analysis. We cover the role of models in linking theory to data, the notion that models are abstractions which are neither true nor false, the need for relative model comparison, the role of predictions in stating relative evidence for models, and the role of subjectivity in specifying models that yield predictions. In the end, we conclude that transparent subjectivity leads to a more honest and fruitful analyses in psychological science.","PeriodicalId":93422,"journal":{"name":"Collabra","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66874602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Fleishman, J. Anderson, B. Dickson, D. Krolick, J. A. Estep, R. Anderson, C. Elphick, D. Dobkin, D. Bell
We used satellite-based remote sensing to estimate home ranges for Swainson’s Hawk, a species listed as threatened in California (USA), on its breeding grounds in the Natomas Basin (northern Central Valley, California) and to evaluate whether the species’ space-use intensity (statistically derived density of telemetry locations) was associated with land cover, sex, reproductive success, or life stage of offspring. We differentiated seven classes of land cover—alfalfa, annually rotated irrigated crops, developed, grassland, orchard / vineyard, rice, and water. From 2011–2013, we fitted transmitters with global positioning systems to 23 adult Swainson’s Hawks. We recorded a minimum of six locations per day per bird from spring through early autumn of each year. We used a fixed, bivariate-normal kernel estimator to calculate a utilization distribution at 30-m resolution for each life stage of each individual within each year. We used a linear mixed model to estimate the associations between intensity of space use and land cover, sex, and reproductive status. The majority of adult Swainson’s Hawks traveled distances up to 8–10 km from the nest throughout the breeding season. Median seasonal home-range sizes in a given year ranged from 87–172 km 2 . The association between intensity of space use and grassland was 50–139% stronger, and the association between intensity of space use and alfalfa 23–59% stronger, than the associations between intensity of space use and any other land-cover type. Intensity of space use did not vary as a function of sex, reproductive status, or life stage. Given our results and additional knowledge of the species’ ecology, we suggest that reproductive success and, in turn, population-level recruitment may be associated equally if not more closely with availability of nesting sites than with the current distribution of land cover.
{"title":"Space Use by Swainson’s Hawk ( Buteo swainsoni ) in the Natomas Basin, California","authors":"E. Fleishman, J. Anderson, B. Dickson, D. Krolick, J. A. Estep, R. Anderson, C. Elphick, D. Dobkin, D. Bell","doi":"10.1525/COLLABRA.35","DOIUrl":"https://doi.org/10.1525/COLLABRA.35","url":null,"abstract":"We used satellite-based remote sensing to estimate home ranges for Swainson’s Hawk, a species listed as threatened in California (USA), on its breeding grounds in the Natomas Basin (northern Central Valley, California) and to evaluate whether the species’ space-use intensity (statistically derived density of telemetry locations) was associated with land cover, sex, reproductive success, or life stage of offspring. We differentiated seven classes of land cover—alfalfa, annually rotated irrigated crops, developed, grassland, orchard / vineyard, rice, and water. From 2011–2013, we fitted transmitters with global positioning systems to 23 adult Swainson’s Hawks. We recorded a minimum of six locations per day per bird from spring through early autumn of each year. We used a fixed, bivariate-normal kernel estimator to calculate a utilization distribution at 30-m resolution for each life stage of each individual within each year. We used a linear mixed model to estimate the associations between intensity of space use and land cover, sex, and reproductive status. The majority of adult Swainson’s Hawks traveled distances up to 8–10 km from the nest throughout the breeding season. Median seasonal home-range sizes in a given year ranged from 87–172 km 2 . The association between intensity of space use and grassland was 50–139% stronger, and the association between intensity of space use and alfalfa 23–59% stronger, than the associations between intensity of space use and any other land-cover type. Intensity of space use did not vary as a function of sex, reproductive status, or life stage. Given our results and additional knowledge of the species’ ecology, we suggest that reproductive success and, in turn, population-level recruitment may be associated equally if not more closely with availability of nesting sites than with the current distribution of land cover.","PeriodicalId":93422,"journal":{"name":"Collabra","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66877614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Elk, Annika K. Karinen, Eva Specker, E. Stamkou, M. Baas
The experience of awe is typically elicited in response to perceptually vast stimuli and is often characterized by feeling small and insignificant. In the present series of studies we aimed (1) to determine the effects of awe on body perception and (2) to elucidate the role of the personality trait of ‘absorption’ (i.e. the tendency to get fully immersed in one’s experiences) in relation to the feeling of awe. Across 4 different studies, involving both lab-based and field experiments, we found that feelings of awe are associated with smaller body size estimates. We also found that absorption is a strong predictor of feelings of awe: people scoring high on absorption tended to report overall stronger feelings of awe – irrespective of the experimental manipulation. In addition, experimentally manipulating absorption, by instructing participants to get fully absorbed in an external stimulus resulted in stronger feelings of awe. Thereby these findings illustrate that two key features underlying the experience of awe are changes in the perception of one’s body and a tendency to get absorbed in internal or external stimuli.
{"title":"'Standing in Awe': The effects of awe on body perception and the relation with absorption","authors":"M. Elk, Annika K. Karinen, Eva Specker, E. Stamkou, M. Baas","doi":"10.1525/COLLABRA.36","DOIUrl":"https://doi.org/10.1525/COLLABRA.36","url":null,"abstract":"The experience of awe is typically elicited in response to perceptually vast stimuli and is often characterized by feeling small and insignificant. In the present series of studies we aimed (1) to determine the effects of awe on body perception and (2) to elucidate the role of the personality trait of ‘absorption’ (i.e. the tendency to get fully immersed in one’s experiences) in relation to the feeling of awe. Across 4 different studies, involving both lab-based and field experiments, we found that feelings of awe are associated with smaller body size estimates. We also found that absorption is a strong predictor of feelings of awe: people scoring high on absorption tended to report overall stronger feelings of awe – irrespective of the experimental manipulation. In addition, experimentally manipulating absorption, by instructing participants to get fully absorbed in an external stimulus resulted in stronger feelings of awe. Thereby these findings illustrate that two key features underlying the experience of awe are changes in the perception of one’s body and a tendency to get absorbed in internal or external stimuli.","PeriodicalId":93422,"journal":{"name":"Collabra","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66878248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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