Roles of object-file review and type priming in visual identification within and across eye fixations.

Dynamic visual identification was investigated in 4 experiments. In Exps 1 and 2, 2 perceptual objects (2 frames, each containing a letter or 1 containing a letter and the other a plus sign) were previewed in the periphery. A saccade brought these objects to central vision. During the saccade the display was changed so that 1 frame contained a letter and the other a plus sign, and the S identified the letter by naming it aloud as rapidly as possible. In Exp 3, the retinal events of Exps 1 and 2 were simulated. In Exp 4, both the preview and the target were presented centrally within a single fixation. In all experiments both object specific and nonspecific preview benefits were observed. These results support a theory in which the preview benefits observed during visual identification arise from 2 processes, object file review and type priming. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Turning Students into Professionals: Types of Knowledge and ABET Engineering Criteria

In order to implement the Accreditation Board for Engineering and Technology (ABET) engineering criteria, it is important for engineering educators to understand different types of knowledge and how these types relate to the outcomes described in Criterion 3. This paper first provides a heuristic for framing a program's educational objectives by identifying exemplars of the types of engineers a program seeks to graduate. Three sections then follow, each addressing categories of knowledge: tacit knowledge, four types of knowledge that can either be tacit or explicit, and knowledge created and shared in teams. Examples of the relationship of traits of knowledge to the outcomes in Criterion 3 are provided. The paper concludes with a brief discussion of how these types of knowledge are imbued in engineering students at the University of Virginia, as well as suggestions for additional ways in which they could be infused into engineering curricula.     

II. Yeast sequencing reports. Sequence of a segment of yeast chromosome II shows two novel genes,one almost entirely hydrophobic and the other extremely asparagine-serine rich

A 3·2 kb EcoRI fragment of yeast Saccharomyces cerevisiae was entirely sequenced. Two new open reading frames were identified. The first is extremely hydrophobic, and would likely be an integral membrane protein. It has significant similarity to only one reported gene, a gene of unknown function from Drosophila melanogaster. The second ORF is asparagine-rich and very serine-rich, with a remarkable stretch of nearly 26 consecutive asparagine residues comprised of the same codon. It has no significant similarity to any reported gene. The fragment maps to chromosome II on the left arm between the CDC27 and ILS1 loci. The nucleotide sequence reported in this paper has been deposited in the GenBank database with the Accession Number M89908.     

XIV. Yeast sequencing reports. Sequence of MKT1, needed for propagation of M2 satellite dsRNA of the L-A virus of Saccharomyces cerevisiae

MKT1 is required for m aintenance of K₂ above 30°C in strains with the L-A-HN variant of the L-A double-stranded RNA virus of Saccharomyces cerevisiae. We report that MKT1 encodes a 92 979 Da protein with serine-rich regions and the retroviral protease signature, DTG, but with no substantial homology to proteins presently in the databases. This sequence is available from GenBank under Accession Number U09129.     

"Does reward increase or decrease creativity?": Correction to Eisenberger and Selbst.

Reports an error in "Does reward increase or decrease creativity" by Robert Eisenberger and Michael Selbst (Journal of Personality and Social Psychology, 1994[Jun], Vol 66[6], 1116-1127). In the aforementioned article, Figures 1 and 2 were interchanged. The figures appear with their correct captions in the erratum. (The following abstract of the original article appeared in record 1994-40652-001.) Two studies involving 504 school children investigated why behaviorists and cognitively oriented investigators have come to opposite conclusions about reward's effects on creativity. A monetary reward for a high degree of divergent thought in 1 task (word construction) increased children's subsequent originality in a different task (picture drawing). The same reward, made contingent on a low degree of divergent thought, reduced this generalized originality. These effects were eliminated by using a large reward and were restored by keeping the large reward out of the children's sight. The results suggest that reward training increases generalized creativity when (1) a high degree of divergent thought is required and (2) the reward is presented in not too salient a fashion. The findings are consistent with a 2-factor interpretation of rewarded creativity effects that incorporates learned industriousness and selective attention. [A correction concerning this article appears in Journal of Personality & Social Psychology, 1994(Jul), Vol 67(1), 125. Figures 1 and 2 were interchanged.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Perception of a Colored Translucent Sheet on a Background

Metelli's theory of the perception of translucency models the effective reflectance of a translucent sheet on a background as a partitive mixture of the color of the sheet and the color of the background. In the achromatic case, the usable (that is, scale-invariant) rules governing the apparent reflectances are the same as those that would emerge from the Kubelka-Munk theory. For chromatic translucency, the relationships are more complex, but a set of rules still emerge from the partitive-mixture theory that are invariant to tradeoffs between illuminant and reflectances. This column sets forth the rules in the hopes that they will have graphical applications, both on computer VDUs and in hardcopy.     

On finding optimal and near-optimal lineal spanning trees

The search for good lineal, or depth-first, spanning trees is an important aspect in the implementation of a wide assortment of graph algorithms. We consider the complexity of findingoptimal lineal spanning trees under various notions of optimality. In particular, we show that several natural problems, such as constructing a shortest or a tallest lineal tree, are NP-hard. We also address the issue of polynomial-time, near-optimization strategies for these difficult problems, showing that efficient absolute approximation algorithms cannot exist unlessP = NP.This author's research was supported in part by the Sandia University Research Program and by the National Science Foundation under Grant M IP-8603879.This author's research was supported in part by the National Science Foundation under Grants ECS-8403859 and MIP-8603879.