Two experiments were conducted to investigate the impact of poser and perceiver gender on the Happiness/Anger Superiority effect and the Female Advantage in facial expression recognition. Happy, neutral, and angry facial expressions were presented on male and female faces under Continuous Flash Suppression (CFS). Participants of both genders indicated when the presented faces broke through the suppression. In the second experiment, angry and happy expressions were reduced to 50% intensity. At full intensity, there was no difference in the reaction time for female neutral and angry faces, but male faces showed a difference in detection between all expressions. Across experiments, male faces were detected later than female faces for all facial expressions. Happiness was generally detected faster than anger, except when on female faces at 50% intensity. No main effect for perceiver gender emerged. It was concluded that happiness is superior to anger in CFS, and that poser gender affects facial expression recognition. / by Sophia Peaco. / Thesis (M.A.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

A presente dissertação busca situar o pensamento de Hölderlin em relação à filosofia do idealismo alemão, na maneira pela qual propõe uma solução poética para algumas questões levantadas pela filosofia de seu tempo. Partindo da mesma exigência de reunir sujeito e objeto em um fundamento absoluto, o poeta procura um princípio unificador que supere as cisões deixadas pela filosofia crítica em uma reflexão que desloca de maneira original as noções e conceitos de Kant e Fichte. Ao apontar, em seu fragmento Juízo e Ser, o caráter cindido da operação do juízo e os pressupostos da consciência e da identidade, Hölderlin se move da noção de eu absoluto fichteana para um fundamento concebido enquanto ser, anterior a toda divisão entre sujeito e objeto; as consequências desse deslocamento sinalizam os limites da filosofia em suas posturas teórica e prática. Essa reflexão filosófica tem um exemplar desenvolvimento em seu romance Hipérion ou o Eremita na Grécia, o qual mobiliza todas essas questões em uma expressão estética. Acompanhando o percurso do protagonista em suas tentativas de recuperar uma Grécia harmoniosa, revelam-se as consequências e limites desse projeto de pensamento. Se o saldo do romance parece negativo, ele chama a atenção, no entanto, para uma reconsideração daquela intuição original do fragmento e para a compreensão da operação formal e poética da obra enquanto verdadeiro espaço de efetivação do projeto hölderliniano. Em um complexo processo de estratificação temporal que relaciona o tempo vivido com o tempo narrado, é a recordação que se revela cerne da atividade poética de Hölderlin, por sua capacidade de mobilizar aqueles conteúdos negativos em uma perspectiva positiva, reunindo os momentos particulares do passado em um todo infinito. Realçada na escolha do autor pela forma romanesca, tangenciando a vivacidade do romance epistolar com a distância narrativa do Bildungsroman, essa significação infinita do finito oferece uma original compreensão para os problemas da filosofia do idealismo alemão através da via estética. Desse modo, o romance Hipérion acompanha a realização poética de um projeto filosófico junto à fundamentação filosófica da poesia de Hölderlin, encontrando um vislumbre da totalidade a partir da finitude e da condição cindida da modernidade. / This thesis intends to situate Hölderlins thinking in relation to the philosophy of German Idealism, in the way which it proposes a poetic solution to some questions raised by the philosophy of his time. Starting from the same demand of reuniting subject and object in an absolute ground, the poet searches for a unifying principle capable of overcoming the divisions left by critical philosophy, in a meditation that dislocates notions and concepts from Kant and Fichte in an original way. Pointing in his fragment Judgment and Being to the divided character of judgment and the presuppositions of conscience and identity, Hölderlin moves from the Fichtean notion of an absolute I to a ground conceived as being, prior to any division between subject and object; the consequences of this dislocation indicate the boundaries of philosophy in its theoretical and practical dispositions. This philosophical meditation has an exemplary development in his novel Hyperion or The Hermit in Greece, which mobilizes all these questions in an aesthetic expression. By following the leading character in his tries to recover a harmonious Greece, he recognizes the consequences and limits of this project of thought. If the outcome of the novel seems negative, it however calls for a reconsideration of that original intuition in the fragment and of a comprehension of the formal and poetic operation of the work as the real place where Hölderlins project is put into action. In a complex process of temporal stratification that relates lived time with narrated time, it is recollection that reveals the core of Hölderlins poetic activity, in its capacity to mobilize those negative contents in a positive perspective, assembling the particular past moments in an infinite whole. Accentuated by the authors choice of the novel, tangent to the vivacity of the epistolary novel and to the narrative distance of Bildungsroman, this infinite meaning of the finite offers an original comprehension to the problems of German Idealism by means of an aesthetic path. Therefore, Hyperion follows the poetic accomplishment of a philosophical project together with the philosophical grounding of Hölderlins poetry, finding a glimpse of totality that arises from finitude and from the divided condition of modern age.

A investigação das condições para aquisição do conhecimento pela rememoração, sobretudo quando a mesma é resultado da aprendizagem graças à interação de um indivíduo com um mestre, constitui-se no objeto desta tese que parte da demonstração do aprendizado alcançado por um escravo que, não obstante sem formação intelectual formal própria às crianças e jovens na Grécia clássica, interrogado por Sócrates conforme exposição dramatizada apresentada por Platão na parte central do diálogo Mênon, resolve um problema, cuja solução exigiria o conhecimento do teorema de Pitágoras. Diferencia-se esta abordagem das estritamente filosóficas pelo enfoque dado à língua grega, desvelando elementos semânticos para uma compreensão mais ampla da consagrada expressão inatista Aprender é recordar, construída em delicado olhar de resgate de metáforas, vocábulos e expressões intencional e magistralmente escritas por Platão, cujo entendimento só se tornou possível pela leitura e análise do texto original do citado diálogo e cotejo com traduções modernas. A estruturação do Mênon, as relações entre anamnese e ensino-aprendizagem, os fundamentos mito-poético-religiosos da reminiscência e o choque entre a paidéia sustentada pela dialética socrático-platônica e a paidéia sofística assumida por Mênon, personagem-título do diálogo, bem como a análise quanto a sustentabilidade da hipótese de existência de um magistério socrático, seus fundamentos epistemológicos, sua didática processual metaforicamente expressa por Platão no Mênon como caminhada e a analogia entre anamnese e maiuêtica. / The investigation conditions concerning knowledge acquisition by recollection, above all, when learning resulted by the interaction with a master, it is constituted in this thesis object that departures from the demonstration of a learning reached by a slave without formal intellectual formation inherent to the children and young in classic Greece, interrogated by Socrates as a dramatized exhibition presented by Plato in the main part of the dialogue Meno, solving a problem whose solution would demand Pitagoras theorem awareness. This approach differentiates from strictly philosophical focused on Greek language, discovering semantic elements in a wider understanding of the consecrated expression inatist \"Learning is to remember\", constructed in delicate look at metaphors rescue, glosses and intentional expressions masterfully written by Plato, whose understanding only became possible by the reading and analysis of the original text of the mentioned dialogue and its comparison with modern translations. Meno structuring relationships among anamneses and teaching-learning, myth-poetic-religious foundations of the reminiscence and the shock among the paideia sustained by the Socratic-platonic dialectical and the sophistic paideia supported by Meno the dialogue main character, well as its analysis as the existence hypothesis sustainability Socratic teaching, its epistemological foundations, its procedural didacticism metaphorically expressed by Plato in Meno as walk and analogy between anamneses and maiuetic.

Activation of the representations of the two languages in bilingual memory has been shown to affect recognition during initial word comprehension (e.g., Dijkstra & Van Heuven, 2002). This study investigated whether the activation of semantic (i.e., meaning) and lexical (i.e., form) representations of words in a bilingual's two languages affects word recognition after the first stages of word comprehension. False recognition of words in one language that were similar in meaning and/or form to words studied in the other language was an indication of these effects. This study further investigated whether false recognition based on meaning and/or form is modulated by bilingual language proficiency. / by Marisol Parra. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Many errors in recognition are made because various features of a stimulus are attended inefficiently. Those features are not bound together and can then be confused with other information. One of the most common types of these errors is conjunction errors. These happen when mismatched features of memories are combined to form a composite memory. This study tests how likely conjunction errors, along with other recognition errors, occur when participants watch videos of people both with and without unusual facial features performing actions after a week time lag. It was hypothesized that participants would falsely recognize actresses in the conjunction item condition over the other conditions. The likelihood of falsely recognizing a new person increased when presented with a feature, but the conjunction items overall were most often falsely recognized. / by Autumn Keif. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

This experiment investigated an individual's memory of specific motion events, unique actor, intrinsic motion, and extrinsic motion combination. Intrinsic motions involve the movement of an individual's body parts in a specific manner to move around, while extrinsic motions specify a path in reference to an external object. Participants viewed video clips, each depicting an actor performing a unique extrinsic and intrinsic motion combination. One week later, they viewed a different series of retrieval video clips consisting of old (identical to encoding), extrinsic conjunction (extrinsic motion previously performed by different actor), intrinsic conjunction (intrinsic motion previously performed by different actor), and new (novel extrinsic or intrinsic motion) video clips. Participants responded "yes" to viewing the old video clips the most often, followed by conjunction video clips, and then new video clips. Furthermore, there were a greater number of "yes" event memory recognition responses for extrinsic conjunction items than intrinsic conjunction items. / by Johanna D. Berger. / Thesis (M.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

The Dunning-Kruger Effect is a metacognitive phenomenon in which individuals who perform poorly on a task believe they performed well, whereas individuals who performed very well believe their performance was only average. To date, this effect has only been investigated in the context of performance on mathematical, logical, or lexical tasks, but has yet to be explored for its generalizability in episodic memory task performance. We used a novel method to elicit the Dunning-Kruger Effect via a memory test of item and source recognition confidence. Participants studied 4 lists of words and were asked to make a simple decision about the words (source memory, i.e. Is it manmade? Is it alive?). They were later tested on their episodic memory and source memory for the words using a five-point recognition confidence scale, while electroencephalography (EEG) was recorded. After the test, participants were asked to estimate the percentile in which they performed compared to other students. Participants were separated into four quartiles based on their performance accuracy. Results showed that participants in all four groups estimated the same percentile for their performance. Participants in the bottom 25th percentile overestimated their percentile the most, while participants in the top 75th percentile slightly under-estimated their percentile, exhibiting the DKE and extending its phenomenon into studies of episodic memory. Groups were then re-categorized into participants that over-estimated, correctly estimated, and under-estimated their percentile estimate. Over-estimators responded significantly faster than under-estimators when estimating themselves as in the top percentile and they responded slower when evaluating themselves as in the bottom percentile. EEG first revealed generic scalp-wide differences within-subjects for all memory judgments as compared to all self-estimates of metacognition, indicating an effective sensitivity to task differences. More specific differences in late parietal sites were evident between high percentile estimates and low percentile estimates. Between-group differences were evident between over-estimators and under-estimators when collapsing across all Dunning-Kruger responses, which revealed a larger late parietal component (LPC) associated with recollection-based processing in under-estimators compared to those of over-estimators when assessing their memory judgements. These findings suggest that over- and under-estimators use differing cognitive strategies when assessing their performance and that under-estimators use less recollection when remembering episodic items, thereby revealing that episodic memory processes are playing a contributory role in the metacognitive judgments of illusory superiority that are characterized by the Dunning-Kruger Effect.

This research was designed to examine two broad issues in relation to the investigative interviewing of children (aged 9 to 13 years) with mild and moderate intellectual disabilities. First, how do children with intellectual disabilities perform (relative to children matched for chronological and mental age) when recalling an event in response to various questions? Second, what question types and interview strategies do police officers and caregivers use to elicit accurate and detailed accounts about an event from children with intellectual disabilities? The rationale for exploring each of these issues was to determine possible ways of improving the elicitation of evidence from children with intellectual disabilities. While children with intellectual disabilities constitute a high proportion of all child victims of abuse (Conway, 1994; Goldman, 1994; Morse, et ah, 1970), they rarely provide formal reports of abuse and of those incidents that are reported, few cases progress to court (Henry & Gudjonsson, 1999). Study 1 used a standard interview protocol containing a variety of questions and an interview structure commonly used in investigative interviews. Specifically, the memory and suggestibility of eighty children with either a mild and moderate intellectual disability (M age = 10.85 years) was examined when recalling an innocuous event that was staged at their school. The children's performance was compared with that of two control groups; a group of mainstream children matched for mental age and a group of mainstream children matched for chronological age. Overall, this study showed that children with both mild and moderate intellectual disabilities can provide accurate and highly specific event-related information hi response to questions recommended in best-practice guidelines. However, their recall was less complete and less clear in response to free-narrative prompts and less accurate in response to specific questions when compared to both mainstream age-matched groups. Study 2 provided an in-depth analysis of the types of questions and strategies used by twenty-eight police officers and caregivers when interviewing children with either mild or moderate intellectual disabilities (M age = 11.13 years) about a repeated event that was staged at their school. The results revealed that while the approach used by the police officers was generally consistent with best-practice recommendations (i.e., their interviews contained few leading, coercive or negative strategies), there were many ways in which their approach could be improved. This study also showed that the caregivers used a high proportion of direct and negative strategies to elicit information from their children. Even when caregivers used open-ended questions, their children provided less event-related information than they did to police interviewers. The results of both studies were discussed in relation to current 'best-practice' guidelines for interviewing children and recommendations were offered for improving the quality of field interviews with children who have intellectual disabilities.

We investigated the concurrent effects of arousal and encoding specificity as related to background music on associative memory accuracy. Extant literature suggested these factors affect memory, but their combined effect in musical stimuli was not clear and may affect memory differentially for young and older adults. Specifically, we sought to determine if music can be used as a mnemonic device to overcome the associative memory deficits typically experienced by healthy older adults. We used a paired-associates memory task in which young and older adults listened to either highly or lowly arousing music or to silence while simultaneously studying same gender face-name pairs. Participants' memory was then tested for these pairs while listening to either the same or different music selections. We found that young adults' memory performance was not affected by any of the music listening conditions. Music listening, however, was detrimental for older adults. Specifically, their memory performance was worse for all music conditions, particularly if the music was highly arousing. Young adults' pattern of results was not reflected in their subjective ratings of helpfulness; they felt that all music was helpful to their performance yet there was no indication of this in the results. Older adults were more aware of the detriment of music on their performance, rating some highly arousing music as less helpful than silence. We discuss possible reasons for this pattern and conclude that these results are most consistent with the theory that older adults' failure to inhibit processing of distracting task-irrelevant information, in this case background music, contributes to their elevated memory failures.

There are data to suggest that the phonological representations of young children who stutter are less specified than their typically fluent peers. The purpose of the present study is to determine if this apparent difference in phonological encoding persists in adults who stutter. Utilizing a false memory paradigm, nine adults who stutter (AWS) were asked to listen to and then recall/produce 12 lists of 12 words each. Each word list was comprised of either semantic, phonological or an equal number of semantic and phonological associates of a single, unpresented, critical ‘lure’ word. Three parameters of recall performance were measured across these three conditions: 1) number of accurately recalled productions, 2) number of lure intrusions and 3) number of other intrusions. AWS produced significantly more accurate recalls in the semantic condition than either the hybrid or phonological conditions, and significantly more lure intrusions in the phonological and hybrid conditions than the semantic condition, but there was no significant difference on measures of other intrusions. These results extend the findings with young children who stutter, and indicate that the phonological representations are less robust than the semantic representations in the lexicon of AWS. / text