Review of Jung on elementary psychology: A discussion between C. G. Jung and Richard I. Evans.

1977 ◽  
Vol 22 (7) ◽  
pp. 532-532
Author(s):  
JAMES BIERI
Keyword(s):  
Elementary Psychology

Review of Elementary Psychology.

1968 ◽  
Vol 13 (8) ◽  
pp. 412-412
Author(s):  
Wilbert McKeachie
Keyword(s):  
Elementary Psychology

scholarly journals The Role of Attention in Motion Extrapolation: Are Moving Objects ‘Corrected’ or Flashed Objects Attentionally Delayed?

Perception ◽  
10.1068/p3066 ◽  
2000 ◽  
Vol 29 (6) ◽  
pp. 675-692 ◽  
Author(s):  
Beena Khurana ◽  
Katsumi Watanabe ◽  
Romi Nijhawan
Keyword(s):  
New York ◽  
Moving Objects ◽  
Reaction Times ◽  
Cost Benefit ◽  
Circular Path ◽  
Perceptual Awareness ◽  
Multiple Events ◽  
Attentional Deployment ◽  
Lag Effect ◽  
Elementary Psychology

Objects flashed in alignment with moving objects appear to lag behind [Nijhawan, 1994 Nature (London) 370 256–257], Could this ‘flash-lag’ effect be due to attentional delays in bringing flashed items to perceptual awareness [Titchener, 1908/1973 Lectures on the Elementary Psychology of Feeling and Attention first published 1908 (New York: Macmillan); reprinted 1973 (New York: Arno Press)]? We overtly manipulated attentional allocation in three experiments to address the following questions: Is the flash-lag effect affected when attention is (a) focused on a single event in the presence of multiple events, (b) distributed over multiple events, and (c) diverted from the flashed object? To address the first two questions, five rings, moving along a circular path, were presented while observers attentively tracked one or multiple rings under four conditions: the ring in which the disk was flashed was (i) known or (ii) unknown (randomly selected from the set of five); location of the flashed disk was (i) known or (ii) unknown (randomly selected from ten locations), The third question was investigated by using two moving objects in a cost – benefit cueing paradigm, An arrow cued, with 70% or 80% validity, the position of the flashed object, Observers performed two tasks: (a) reacted as quickly as possible to flash onset; (b) reported the flash-lag effect, We obtained a significant and unaltered flash-lag effect under all the attentional conditions we employed, Furthermore, though reaction times were significantly shorter for validly cued flashes, the flash-lag effect remained uninfluenced by cue validity, indicating that quicker responses to validly cued locations may be due to the shortening of post-perceptual delays in motor responses rather than the perceptual facilitation, We conclude that the computations that give rise to the flash-lag effect are independent of attentional deployment.

Elementary psychology for eighth graders?

1956 ◽  
Vol 11 (4) ◽  
pp. 194-196 ◽  
Author(s):  
Joseph B. Patti
Keyword(s):  
Eighth Graders ◽  
Elementary Psychology

On methods of teaching elementary psychology.

1951 ◽  
Vol 42 (4) ◽  
pp. 236-240 ◽  
Author(s):  
F. L. Marcuse
Keyword(s):  
Elementary Psychology
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