Emotional response to images of wind turbines: A psychophysiological study of their visual impact on the landscape

Social acceptance for wind turbines is variable, providing a challenge to the implementation of this energy source. Psychological research could contribute to the science of climate change. Here we focus on the emotional responses to the visual impact of wind turbines on the landscape, a factor which dominates attitudes towards this technology. Participants in the laboratory viewed images of turbines and other constructions (churches, pylons and power-plants) against rural scenes, and provided psychophysiological and self-report measures of their emotional reactions. We hypothesised that the emotional response to wind turbines would be more negative and intense than to control objects, and that this difference would be accentuated for turbine opponents. As predicted, the psychophysiological response to turbines was stronger than the response to churches, but did not differ from that of other industrial constructions. In contrast with predictions, turbines were rated as less aversive and more calming compared with other industrial constructions, and equivalent to churches. Supporters and non-supporters did not differ significantly from each other. We discuss how a methodology using photo manipulations and emotional self-assessments can help estimate the emotional reaction to the visual impact on the landscape at the planning stage for new wind turbine applications.

Navigating and exploring the ASD-friendly landscape

As a society we have a responsibility to provide an inclusive built environment. For those with Autistic Spectrum Disorder (ASD) however, the world can be a frightening, difficult and confusing place. The challenge of integrating more fully into society can be distanced by an alienating built environment. This is particularly debilitating for younger children who can find themselves detached from learning and interaction with their peers by uncomfortable surroundings. Subsequently there has been a growing interest in promoting ASD-friendly environments, especially in a school setting. Strategies to date have generally followed a widely accepted reductionist or generalist approach. However, the authors now contend that there needs to be a greater discussion of what truly constitutes an ASD-friendly environment, in conjunction with investigating what strategies best articulate a progressive approach to supporting those, and especially the young, with ASD in our built environment. Hence this paper first introduces some of the challenges faced by those with ASD in trying to cope with their surroundings. It then outlines a triad of challenges to overcome when considering what truly constitutes an ASD-friendly environment. The authors then highlight the need and advantage of supporting change and adaption in our shared inhabited landscape through providing both choice and reassurance for the child with ASD. It is hoped that by increasing awareness and then questioning what genuinely constitutes an ASD-friendly environment, it might ultimately help facilitate greater inclusion of the ASD child into mainstream education and society at large.