Aging effects on early-stage face perception: An ERP study

We compared early stages of face processing in young and older participants as indexed by ERPs elicited by faces and non-face stimuli presented in upright and inverted orientations. The P1 and N170 components were larger in older than in young participant

The Effects of Visual Object Size in The Depth Perception in KM Mouse

Whether mice perceive the depth of space dependent on the visual size of object targets was explored when visual cues such as perspective and partial occlusion in space were excluded. A mouse was placed on a platform the height of which is adjustable. The platform located inside a box in which all other walls were dark exception its bottom through that light was projected as a sole visual cue. The visual object cue was composed of 4x4 grids to allow a mouse estimating the distance of the platform relative to the grids. Three sizes of grids reduced in a proportion of 2/3 and seven distances with an equal interval between the platform and the grids at the bottom were applied in the experiments. The duration of a mouse staying on the platform at each height was recorded when the different sizes of the grids were presented randomly to test whether the Judgment of the mouse for the depth of the platform from the bottom was affected by the size information of the visual target. The results from all conditions of three object sizes show that time of mice staying on the platform became longer with the increase in height. In distance of 20 similar to 30 cm, the mice did not use the size information of a target to judge the depth, while mainly used the information of binocular disparity. In distance less than 20 cm or more than 30 cm, however, especially in much higher distance 50 cm, 60 cm and 70 cm, the mice were able to use the size information to do so in order to compensate the lack of binocular disparity information from both eyes. Because the mice have only 1/3 of the visual field that is binocular. This behavioral paradigm established in the current study is a useful model and can be applied to the experiments using transgenic mouse as an animal model to investigate the relationships between behaviors and gene functions.

construction of feature-matching perception in virtual assembly

An important characteristic of virtual assembly is interaction. Traditional di-rect manipulation in virtual assembly relies on dynamic collision detection, which is very time-consuming and even impossible in desktop virtual assembly environment. Feature-matching isa critical process in harmonious virtual assembly, and is the premise of assembly constraint sens-ing. This paper puts forward an active object-based feature-matching perception mechanism and afeature-matching interactive computing process, both of which make the direct manipulation in vir-tual assembly break away from collision detection. They also help to enhance virtual environmentunderstandability of user intention and promote interaction performance. Experimental resultsshow that this perception mechanism can ensure that users achieve real-time direct manipulationin desktop virtual environment.

The algorithm on automated aromaticity perception of molecules

It is important to detect the aromaticity of structures during the process of structure elucidation and output. In this paper, an alogrithm was proposed to detect the aromaticity of structures by the use of algorithm on ring identification. The results show that it could be used to identify most of the aromatic structure. It have been used as constraints of Expert System on Elucidation Structure of Organic Compounds(ESESOC) and a good result has been achieved.

The algorithm on ring perception of molecule

It's important to identify ring in the process of structure elucidation. In this paper, all rings and the smallest set of smallest ring(SSSR) of structure are obtained from two-dimensional connection table. The results are satisfactory by using this algorithm in ESESOC expert system as constraint.

Computer perception of topological symmetry by all-paths algorithm

During the development of our ESESOC system (Expert System for the Elucidation of the Structures of Organic Compounds), computer perception of topological symmetry is essential in searching for the canonical description of a molecular structure, removing the irredundant connections in the structure generation process, and specifying the number of peaks in C-13- and H-1-NMR spectra in the structure evaluation process. In the present paper, a new path identifier is introduced and an algorithm for detection of topological symmetry from a connection table is developed by the all-paths method. (C) 1999 Elsevier Science B.V. All rights reserved.

Study on computer perception of topological symmetry

A new algorithm for computer perception of topological symmetry is proposed. A node library containing various kinds of nodes is built, and the index number of the library is used as initial atom class identifier (CI) to discriminate the different types of non-hydrogen atoms. The path index (PI) and ringindex (RI) are calculated from the CI, and the global topological enviroment is defined as the sum of PIs and RIs. The topological symmetry can be detected by the iterative calculation of the global topological enviroment.

ALGORITHM FOR COMPUTER PERCEPTION OF TOPOLOGICAL SYMMETRY

For the exhaustive and irredundant generation of candidate structures in ESESOC (Expert System for the Elucidation of the Structures of Organic Compounds), a new algorithm for computer perception of topological equivalence classes of the nodes (non-hydrog

学习不良少年的污名效应研究

Stigma is defined as a sign of disgrace or discredit that sets a person apart from others. Stigmatized individuals had been significantly influenced by their group-based stigma. Through the methods of laboratory experiment and questionnaire surveys, the current study started with examining the attitudes of middle school students to the students with learning disabilities (LD), systemly explored the characteristics of perceived stigma and self-stigma of LD students, the mechanism that the influences of stigma on students with LD, and the mental control required to cope with the stigma. The results of the present studies had significant implications for the understanding of the LD phenomenon and the intervention of LD adolescents. The results indicate that: 1. Generally, middle school students had negative implicit attitude and negative explicit attitudes towards the LD students. The effect size of the phenomenon of this study is large. The LD students showed a more positive attitude than others on the explicit attitude measure; all students consistently had negative attitudes toward LD students on the implicit attitude indices, in addition, no group differences and gender differences were observed in the implicit attitude. 2. Eight hundred and seventy two students were surveyed to test the reliability and validity of the new developed perceived stigma scale and self-stigma scale. Both questionnaires showed sufficient content validity, construct validity, criterion-related validity and adequate internal consistency reliability. Then, both questionnaires were administered to student with high academic achievement (high achiever), students with middle academic achievement (middle achiever), and LD students. Results revealed that the LD students mildly stigmatized by the social culture. The LD students had more stigma perception and self-stigma than the middle achievers and high achievers. The results also indicated that there were more stigma perception and self-stigma for LD students in grade two than that of LD students in grade one and grade three; meanwhile, male LDstudent hade more stigma perception and self-stigma than female LD students in all grades. 3. A latent variable path analysis was conducted to investigate how the stigma affect the academic goals using the data collected from 186 LD students. The results suggested that the LD-related stigma did not have direct influence on academic goals. The LD-related stigma indirectly influenced the academic goals through mediating effects of self-stigma and academic efficacy. 4. Stereotype threat could have some influences on the relationship between the task feedback and self-esteem. The results of study using eighty-four LD students showed that: when the negative stereotype was not primed, the self-esteem of the LD students was significantly influenced by the feedback of the task: an enhance self-esteem following a positive feedback and a lower self-esteem following a negative feedback. When the negative stereotype was primed, there was no significantly difference between the positive feedback group and negative feedback group. All the results showed that priming the negative stereotype could weaken the influence of feedback to the self-esteem of LD students. 5. There was more cognitive and behavioral control when LD students tried to cope with the stigma by concealing negative academic achievement during an individual interview with an unfamilar expert. The LD students whose academic achievements could be concealed had more thought suppression and thought intrusion and reported more self-monitoring behavior than the participants in the other experimental conditions.