Showing posts with label Cognition. Show all posts
Showing posts with label Cognition. Show all posts

Wednesday, March 19, 2025

Psychology of Time




PSYCHOLOGY OF TIME

Psychologists view time as a multifaceted construct influenced by cognitive, emotional, and cultural factors. Research often explores how individuals perceive, estimate, and experience time, which can vary based on age, mood, and context. For example, time may seem to "fly" during enjoyable activities but "drag" during unpleasant ones. Studies also examine how time perception impacts decision-making, memory, and behavior.



Organizing Research on Time Using the SCOPES Model

SCOPES is a holistic model for organizing clinical and research information in the core areas of human functioning common to comprehensive neuropsychological assessments (e.g., Sutton, 2021).

S Self/ Self-Concept / Self-Identity / Self-Esteem

Beyond simply recalling events, we weave our experiences into coherent life stories. This narrative structure gives meaning to our past, influences our current self-concept, and guides how we imagine the future. Renowned work by McAdams (2001) emphasizes that narrative identity is central to understanding how we interpret and integrate our life events.

Self-esteem significantly shapes how individuals perceive the past, present, and future. Those with high self-esteem tend to recall past experiences more positively, focusing on achievements and personal growth, which bolsters a sense of continuity and self-worth (Lyubomirsky et al., 2006). In the present, high self-esteem is associated with a greater ability to engage in mindful and adaptive behaviors, promoting emotional well-being and a balanced perspective. Conversely, individuals with low self-esteem are more likely to ruminate on negative past experiences, leading to a less optimistic outlook on the present and future. This disparity underscores the influence of self-esteem on temporal outlooks, as it affects both retrospective appraisals and forward-looking aspirations.

Moreover, self-esteem can impact one's future time perspective by shaping goal-setting behaviors and resilience. High self-esteem individuals are more likely to exhibit a proactive and optimistic approach to future planning, as they possess confidence in their abilities to achieve goals (Orth et al., 2012). Conversely, those with low self-esteem may hesitate to invest in future endeavors due to fear of failure or self-doubt, which can limit their personal and professional growth. This interplay illustrates the integral role self-esteem plays in forming coherent and adaptive temporal perspectives.

C Cognition / Thinking and Mind

Memory structures and processes play a vital role in how individuals perceive and engage with the past, present, and future. Episodic memory, housed primarily in the hippocampus, enables the recall of personal past experiences and the organization of these memories into coherent narratives. This ability to reconstruct past events is essential for self-identity and informs our understanding of present contexts (Tulving, 2002). Additionally, working memory, associated with the prefrontal cortex, is instrumental in processing immediate information and making decisions based on past experiences. Together, these memory systems provide a framework that allows us to contextualize the present moment within our personal history.

Furthermore, the relationship between memory and future-oriented thinking is grounded in the concept of mental time travel. Research shows that the same brain regions involved in episodic memory—particularly the hippocampus and medial prefrontal cortex—are also active during prospection, or imagining future scenarios (Schacter et al., 2012). This suggests that our ability to envision the future relies on recombining past memories into new, hypothetical events. Such mental simulations aid in planning, goal-setting, and adaptive decision-making. The interplay between these memory processes highlights how temporal perspectives are inherently connected, allowing humans to seamlessly navigate time.


Under high cognitive load, people perceive time differently depending on whether they are aware they need to judge time (prospective) or not (retrospective). Prospective judgments tend to shorten perceived time, while retrospective judgments lengthen it (Block et al., 2010).



O Observable Behavior / Personality 

Personality traits and behavior patterns significantly influence individuals' temporal perspectives, shaping how they engage with the past, present, and future. For instance, people high in neuroticism often exhibit a negative bias toward the past, as they tend to ruminate on unpleasant experiences. Conversely, individuals with high extraversion and openness are more likely to view the past positively, use it as a source of personal growth, and maintain an optimistic orientation toward the future (Zimbardo & Boyd, 1999). Present-focused individuals, often associated with impulsivity or sensation-seeking behaviors, may prioritize immediate rewards over long-term goals, highlighting the relationship between personality traits like impulsiveness and temporal decision-making.

Future-oriented behavior is closely linked to conscientiousness, which reflects traits like self-discipline and goal-directed planning. Studies suggest that individuals high in conscientiousness are more likely to adopt a future-focused perspective, leveraging their ability to delay gratification to achieve long-term success (Zimbardo & Boyd, 1999). Temporal perspectives also intersect with behavior patterns, as positive future orientation has been associated with proactive coping strategies and resilience (Boniwell & Zimbardo, 2004).



People with impulsive behavior tendencies perceive time as more costly, leading them to overestimate durations and undervalue delayed rewards (Wittmann & Paulus (2008).



P Physical / biological

The perception of time is a complex interplay of cognitive processes and brain regions. The prefrontal cortex plays a central role in time-related tasks such as planning and decision-making, while the basal ganglia and cerebellum are involved in motor timing and interval perception. Studies suggest that the hippocampus contributes to temporal memory and the organization of events in time (Suddendorf & Corballis, 2007). Additionally, the insular cortex has been linked to the subjective experience of time, such as how we perceive its passage under different emotional states (Craig, 2009). These processes are influenced by neurotransmitters like dopamine, which appears critical in the reward-based timing of events (Meck, 2005).


E Emotional / Feelings and Mood

Emotional arousal and valence (positive or negative emotions) can speed up or slow down our internal clock, altering how we perceive time. For instance, time seems to "fly" during enjoyable moments and "drag" during unpleasant ones. The study used internal-clock models to explain these effects (Droit-Volet & Meck, 2007).


As people age, they often remember past events with a more positive hue. According to socioemotional selectivity theory (Carstensen, Fung, & Charles, 2003), this shift occurs because older adults prioritize emotional well-being. They tend to downplay negative memories and emphasize those that bring positive feelings, helping to maintain a coherent and satisfying self-narrative.



S Social Context / Space and Time

Our social environment, including cultural norms and shared rituals, shapes our attitude toward time. In settings where schedules and punctuality are strictly observed, time may feel rigid and segmented. Conversely, in cultures with a more fluid approach to time, individuals might experience a greater sense of relaxed or “elastic” time Zimbardo & Boyd, 1999).

Environmental complexity and the density of sensory information have been shown to influence how we allocate attention and encode time. For example, high cognitive load or rapid shifts in sensory stimuli can alter time perception, making intervals feel longer or shorter (Block et al., 2010).

The amount and quality of light—and more generally, environmental cues like natural day–night cycles—play a crucial role in regulating our internal clocks. These factors influence our circadian rhythms, which in turn affect alertness and the subjective flow of time Reppert & Weaver, 2002).



RELATED POSTS

SCOPES model




Post Author

Geoffrey W. Sutton, Professor Emeritus of Psychology at Evangel University, holds a master’s degree in counseling and a PhD in psychology from the University of Missouri-Columbia. His postdoctoral work encompassed education and supervision in forensic and neuropsychology. As a licensed psychologist, he conducted clinical and neuropsychological evaluations and provided psychotherapy for patients in various settings, including schools, hospitals, and private offices. During his tenure as a professor, Dr. Sutton taught courses on psychotherapy, assessment, and research. He has authored over one hundred publications, including books, book chapters, and articles in peer-reviewed psychology journals. His website is https://suttong.com


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REFERENCES and RESOURCES


Block, R. A., Hancock, P. A., & Zakay, D. (2010). How cognitive load affects duration judgments: A meta-analytic review. Acta Psychologica, 134(3), 330–343. https://doi.org/10.1016/j.actpsy.2010.03.006

Blakemore, S. J., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47(3–4), 296–312. https://doi.org/10.1111/j.1469-7610.2006.01611.x

Boniwell, I., & Zimbardo, P. G. (2004). Balancing time perspective in pursuit of optimal functioning. Positive Psychology in Practice, 165–180. https://doi.org/10.1002/9780470939338.ch10

Carstensen, L. L., Fung, H. H., & Charles, S. T. (2003). Socioemotional selectivity theory and the regulation of emotion in the second half of life. Motivation and Emotion, 27(2), 103–123. https://doi.org/10.1023/A:1023689602589

Casey, B. J., Jones, R. M., & Hare, T. A. (2008). The adolescent brain. Annals of the New York Academy of Sciences, 1124(1), 111–126. https://doi.org/10.1196/annals.1440.010

Craig, A. D. (2009). How do you feel—Now? The anterior insula and human awareness. Nature Reviews Neuroscience, 10(1), 59-70. https://doi.org/10.1038/nrn2555

Droit-Volet, S., & Meck, W. H. (2007). How emotions color our perception of time. Trends in Cognitive Sciences, 11(12), 504–513. https://doi.org/10.1016/j.tics.2007.09.008


Lyubomirsky, S., Tkach, C., & DiMatteo, M. R. (2006). What are the differences between happiness and self-esteem? Social Indicators Research, 78(3), 363–404. https://doi.org/10.1007/s11205-005-0213-yMcAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5(2), 100–122. https://doi.org/10.1037/1089-2680.5.2.100

Meck, W. H. (2005). Neuropsychology of timing and time perception. Brain and Cognition, 58(1), 1-8. https://doi.org/10.1016/j.bandc.2004.09.004

Orth, U., Robins, R. W., & Widaman, K. F. (2012). Life-span development of self-esteem and its effects on important life outcomes. Journal of Personality and Social Psychology, 102(6), 1271–1288. https://doi.org/10.1037/a0025558

Reppert, S. M., & Weaver, D. R. (2002). Coordination of circadian timing in mammals. Nature, 418(6901), 935–941. https://doi.org/10.1038/nature01091

Rubin, D. C., Wetzler, S. E., & Nebes, R. D. (1986). Autobiographical memory across the life span. Psychology and Aging, 1(2), 299–308.

Schacter, D. L., Addis, D. R., & Buckner, R. L. (2012). Remembering the past to imagine the future: The prospective brain. Nature Reviews Neuroscience, 8(9), 657-661. https://doi.org/10.1038/nrn2213

Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9(2), 69–74. https://doi.org/10.1016/j.tics.2004.12.005

Steinberg, L., & Monahan, K. C. (2007). Age differences in future orientation and delay discounting. Child Development, 78(1), 28–44. https://doi.org/10.1111/j.1467-8624.2007.00974.x

Strathman, A., Gleicher, F., Boninger, D. S., & Edwards, C. S. (1994). The consideration of future consequences: Weighing immediate and distant outcomes of behavior. Journal of Personality and Social Psychology, 66(4), 742–752. https://doi.org/10.1037/0022-3514.66.4.742

Suddendorf, T., & Corballis, M. C. (2007). The evolution of foresight: What is mental time travel, and is it unique to humans? Behavioral and Brain Sciences, 30(3), 299-351. https://doi.org/10.1017/S0140525X07001975

Sutton, G. W. (2021). Creating surveys: Second Edition: How to create and administer surveys, evaluate workshops & seminars, interpret and present results. Sunflower.  Paperback ISBN-13:  9798712780327   

Tulving, E. (2002). Episodic memory: From mind to brain. Annual Review of Psychology, 53(1), 1-25. https://doi.org/10.1146/annurev.psych.53.100901.135114

Wittmann, M., & Paulus, M. P. (2008). Decision making, impulsivity, and time perception. Trends in Cognitive Sciences, 12(1), 7–12. https://doi.org/10.1016/j.tics.2007.10.004

Zacks, J. M., Speer, N. K., Swallow, K. M., Braver, T. S., & Reynolds, J. R. (2007). Event perception: A mind–brain perspective. Psychological Bulletin, 133(2), 273–293. https://doi.org/10.1037/0033-2909.133.2.273

Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individual-differences metric. Journal of Personality and Social Psychology, 77(6), 1271–1288. https://doi.org/10.1037/0022-3514.77.6.1271


Sunday, March 3, 2024

Consciousness in psychology

 


Consciousness is a person’s awareness of oneself and one’s context. This subjective state is studied scientifically by searching for brain activity correlated with the experience of consciousness.

Clinically, consciousness is experienced in terms of the common cognitive-behavioral triad (Affective, Behavior, Cognition or ABC) and two contexts. The internal context of physiological processes and the external context of social space and time. Briefly, consciousness includes thoughts, feelings, and action patterns contextualized by physiological processes of which we are sometimes aware and an external social space-time context such as where and when an experience occurs and who and what were prominent features in that context. These components of the psychological self are summarized elsewhere in the SCOPES model of functioning.

Consciousness is an emergent property of brains. Researchers have looked for the Neuronal Correlates of Consciousness (NCCs). The entire brain is an NCC but we do not appear to be aware of the basic processes that capture audio or visual stimuli. Brain imagery research suggests the proximal source of consciousness lies within the posterior part of the cortex called the hot zone. Electrical stimulation of cortical tissue in the hot zone elicits reports of flashing lights, shapes, distorted faces, feelings, urges, and hallucinations. The removal of parts of the posterior cortex has resulted in losses of selective consciousness such as an awareness of motion, color, or space.

Measurement

A technique called zap and zip allows neuroscientists to send a pulse of energy to the brain and measure activity using EEG sensors. The results were zipped like a computer zip file. Analysis yielded an index (perturbational complexity index) that has distinguished between consciousness in patients unable to communicate and those who were unconscious—a vegetative state.

Two Approaches to Understanding Consciousness

Global Neuronal Workspace (GNW)

GNW is associated with the work of psychologist Bernard J. Baars and neuroscientists Stanislas Dehaene and Jean-Pierre Changeaux. The idea is that when our brains process a stimulus, many of the brain’s cognitive subsystems access the information. Theoretically, a neural network in the frontal and parietal lobes is activated and the information enters consciousness. In contrast, unconscious processes occur when people carry out automatic behavior like walking while talking on their mobile phones.

 

Integrated Information Theory (IIT)

IIT was developed by Giulio Tononi and others. The focus is on the processing of whole experience scenarios analogous to a video clip. Consciousness of experience is quantified from zero as unconscious with higher numbers representing a more complex integration of information. The quantitative index is phi. The zap-zip meter estimates phi.

Status of Theories

At this point there is no acceptable theory explaining consciousness. This may be in part because of the subjectivity of the experience we call consciousness. Schurger et al. (2022) offer a critique of extant theories, which they view as descriptions of activity rather than an explanation. These authors suggest Attention Schema Theory (AST) as a possible candidate for a scientific theory. AST has been criticized as not explaining consciousness. A quote from the authors may help:

Consciousness, according to AST, is a special kind of percept that arises due to the workings of a hypothetical mechanism called an ‘attention schema’. The attention schema helps to guide, stabilize, and control selective attention, and having an attention scheme can lead to an adamant belief in an ineffable something extra that we might call qualia.

  

 

 

References

Koch, C. (2018, May 9). What is consciousness? Nature. Retrieved from https://www.nature.com/articles/d41586-018-05097-x

Neuroscience News (2023, May 20). Unlocking the mind: The neuroscience behind our conscious reality. Neuroscience News. Retrieved from https://neurosciencenews.com/consciousness-neuroscience-23299/

Schurger, A. & Graziano, M. (2022). Consciousness explained or described?, Neuroscience of Consciousness, 1, niac001, https://doi.org/10.1093/nc/niac001

 Sutton, G. W. (2024, March 3). Consciousness in psychology. Psychology Concepts and Theories. Retrieved from https://suttonpsychology.blogspot.com/2024/03/consciousness-in-psychology.html




Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

Please check out my books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   X  @Geoff.W.Sutton    


You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation. 




 

 

Monday, January 29, 2024

Frames, Narratives, Worldviews and Psychology

 

The Protest 2023
Geoffrey W Sutton & Bing Designer

Narratives offer groups explanations for actions and often justify group behavior. 

Groups of people in conflict create narratives, which frame events for their group and those outside a group. A pervasive narrative offers a framework for understanding future information.

Persistent and pervasive narratives become substantial components of worldviews.

Lewandowsky and others provide an example of the narrative preceding the 2003 US war with Iraq and note that before the war, the narrative used a war metaphor to refer to terrorism and presented the idea of preventive war as self-defense.

Frames or narratives are not propaganda--

"Instead, frames and narratives are necessary cognitive tools, designed to pare down information in order to manage complexity. These tools facilitate communication even if they emphasize facts unevenly (Nisbet, 2009)." (Lewandowsky et al., 2013)

Effective leaders frame history for their people. They create narratives and effective narratives persist. They contribute to people's understanding of themselves and their group identity.

Frames or narratives may apply to nations, organizations, religious groups, families, and individuals.

References

Lewandowsky, S., Stritzke, W. G. K., Freund, A. M., Oberauer, K., & Krueger, J. I. (2013). Misinformation, disinformation, and violent conflict: From Iraq and the “War on Terror” to future threats to peace. American Psychologist, 68(7), 487–501.

Sutton, G. W. (2024, January 29). Frames, narratives, worldviews and psychology. Psychology Concepts and Theories. Retrieved from https://suttonpsychology.blogspot.com/2024/01/frames-narratives-worldviews-and.html


Related post

Propaganda and psychology

 


Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   X  @Geoff.W.Sutton    


You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation. 



Sunday, January 28, 2024

Propaganda and Psychology

Recruiting


Propaganda is a form of communication that strongly favors a particular group and attempts to influence the thinking, feelings, and actions (that is, the core functioning components of cognition, emotion/ affect, and behavior) of group members to actively support a group or a cause.

Propaganda is an effective method of shaping public opinion. The presentation of selective information can influence people's views of reality, the way they feel, and what they do. Propaganda may be used for positive and negative purposes.

Examples of groups that use propaganda include:

Political parties

Governments, especially war departments

Advertisers

Religious groups

Propaganda is not the same as spin or persuasion. 

Spin is a form of propaganda used to manage information (including facts) in a favorable way.

Persuasion is a form of communication that attempts to influence others by presenting logical arguments, evidence, and appeals to reason. Unlike propaganda, persuasion seeks to engage the audience in a rational and informed decision-making process. Persuasion relies on presenting facts, expert opinions, and logical reasoning to convince individuals to adopt a particular viewpoint or take a specific course of action.

Research sample

In an article published a few years before the horrific World War II and the powerful propaganda efforts of nations at war, Biddle (1931) identified four principles (quoted from his abstract).



Propaganda relies less upon techniques which help the individual to come into intelligent control of his conduct, and more on techniques which induce the individual to follow non-rational emotional drives. The four principles followed in propaganda are: (1) rely on emotions, never argue; (2) cast propaganda into the pattern of "we" versus an "enemy"; (3) reach groups as well as individuals; (4) hide the propagandist as much as possible.

In a 2016 study, Carriere and Blackman conducted a study of recruitment videos. One was action-oriented and the other was community oriented. They were produced by the US or ISIS. The participants rated the community oriented response highest.

References

Biddle, W. W. (1931). A psychological definition of propaganda. The Journal of Abnormal and Social Psychology, 26(3), 283–295. https://doi.org/10.1037/h0074944

Carriere, K. R., & Blackman, M. (2016). Perceptions of recruitment videos from armed forces. Peace and Conflict: Journal of Peace Psychology, 22(4), 401–403. 

Sutton, G. W. (2024, January 28). Propaganda and psychology. Psychology Concepts and Theories. Retrieved from https://suttonpsychology.blogspot.com/2024/01/propaganda-and-psychology.html



Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   X  @Geoff.W.Sutton    


You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation. 



Monday, January 8, 2024

Dual-Process Theory of Cognition

 

Thinking Woman 2024
by Geoffrey W. Sutton & Bing AI

The dual-process theory of cognition posits that human minds process information about the world in two distinct ways, referred to as System 1 and System 2.

System 1 processes information quickly, influenced by cognitive biases and heuristics. This type of thinking is characterized as automatic, intuitive, and associative. 

Conversely, System 2 processes information more slowly and requires cognitive effort. It is described as rational and analytical.


For an excellent review of research on system 1 and system 2 thinking, see Thinking, Fast and Slow by Daniel Kahneman. 

https://www.researchgate.net/publication/297191863_Thinking_Fast_and_Slow_Review 

 

Cite this post

Sutton, G. W. (2024, January 8). Dual-process theory of cognition. Psychology Concepts and Theories. Retrieved from https://suttonpsychology.blogspot.com/2024/01/dual-process-theory-of-cognition.html

Related Posts

Availability heuristic

Confidence heuristic

Affect heuristic



Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    


You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation. 

Sunday, October 8, 2023

Nocebo effect in psychology

Image by Geoffrey Sutton with Bing AI


A nocebo effect is an expectancy effect characterized by actual negative effects based on expected negative effects of a treatment or procedure. A nocebo effect is the opposite of a placebo effect.

Examples of the Nocebo Effect

A person who focuses on the negative side-effects of a medication or vaccine may experience the expected negative effects.

A partner who believes couple therapy will fail finds the experience fails to help their relationship.


Research quote

The term nocebo (“I shall harm”) was introduced in contraposition to the term placebo (“I shall please”) by a number authors in order to distinguish the pleasing from the noxious effects of placebo (Kennedy, 1961, Kissel and Barrucand, 1964, Hahn, 1985, Hahn, 1997). If the positive psychosocial context, which is typical of the placebo effect, is reversed, the nocebo effect can be studied. Therefore, it is important to stress that the study of the nocebo effect relates to the negative psychosocial context surrounding the treatment, and its neurobiological investigation is the analysis of the effects of this negative context on the patient's brain and body. As for the placebo effect, the nocebo effect follows the administration of an inert substance, along with the suggestion that the subject will get worse. However, the term nocebo-related effect can also be used whenever symptom worsening follows negative expectations without the administration of any inert substance (Benedetti et al., 2007b, Benedetti, 2008). (Enck et al., 2008).

Reference

Enck, P., Benedetti, F. & Schedlowski, M. (2008). New insights into the placebo and nocebo responses. Neuron. 59(2). https://doi.org/10.1016/j.neuron.2008.06.030



Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    


You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation.





Novelty effect in psychology

 



The novelty effect is a psychological phenomenon characterized by attention to a new stimulus or new characteristics of a stimulus. A new event or object may garner considerable interest at first but the level of interest soon fades.

Depending on the novelty and other aspects of the stimulus, the effects may be either positive or negative. People may enjoy a new technology, game, TV show, or book. In contrast, something new can be threatening and cause considerable distress like a new disease or some new technology that doesn't work properly.




Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    


You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation.





Numerosity adaptation effect

 

The numerosity adaptation effect is a finding that human brains quickly perceive the number of items in a visual display, which influences the perception of the number of items in later displays.

Quote


Evidence exists for a nonverbal capacity for the apprehension of number, in humans [1] (including infants [2, 3]) and in other primates [4, 5, 6]. Here, we show that perceived numerosity is susceptible to adaptation, like primary visual properties of a scene, such as color, contrast, size, and speed. (Burr & Ross, 2008)

Reference
Burr, D. & Ross, J. (2008). A visual sense of number. Current Biology, 18(6). doi: https://doi.org/10.1016/j.cub.2008.02.052




Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    


You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation.





Saturday, October 7, 2023

Positivity effect in psychology

 

Good Memories 2023

The positivity effect describes a repeated finding that people recall positive information over negative information as they age. 

For a review of the theory associated with the effect, see Reed and Carstensen (2012).

Reference

Reed, A. E., & Carstensen, L. L. (2012). The theory behind the age-related positivity effect. Frontiers in Psychology, 3, Article 339. https://doi.org/10.3389/fpsyg.2012.00339

Also, see ScienceDirect for a summary of recent studies.

Positivity Effect - an overview | ScienceDirect Topics




Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

See Geoffrey Sutton’s books on   AMAZON       or  GOOGLE STORE

Follow on    FACEBOOK   Geoff W. Sutton    

   TWITTER  @Geoff.W.Sutton    


You can read many published articles at no charge:

  Academia   Geoff W Sutton     ResearchGate   Geoffrey W Sutton 

 

Dr. Sutton’s posts are for educational purposes only. See a licensed mental health provider for diagnoses, treatment, and consultation.





Precedence effect in psychology

Audio Location 2023
Geoffrey W Sutton & Bing AI


 The precedence effect is a psychophysical phenomenon identified by Wallach and others in 1949. The effect is the perception of hearing one sound when two sounds were presented one after the other with a short delay. In such cases, the first sound is the lead sound, which determines the localization (localization dominance). The location of the second sound is suppressed (discrimination suppression).

For a  review, see Brown et al. (2015).

Reference

Brown, A. D., Stecker, G. C., & Tollin, D. J. (2015). The precedence effect in sound localization. Journal of the Association for Research in Otolaryngology : JARO16(1), 1–28. https://doi.org/10.1007/s10162-014-0496-2




Geoffrey W. Sutton, PhD is Emeritus Professor of Psychology. He retired from a clinical practice and was credentialed in clinical neuropsychology and psychopharmacology. His website is  www.suttong.com

 

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