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Metacognition and quality of life (QoL) are both adversely affected by traumatic brain injury (TBI), but the relation between them is not fully understood. As such, the purpose of this study was to determine the degree to which metacognitive accuracy predicts QoL in individuals with TBI. Eighteen participants with moderate-to-severe TBI completed a stimulus-response task requiring the discrimination of emotions depicted in pictures of faces and then provided a retrospective confidence judgment after each response. Metacognitive accuracy was calculated using participants' response accuracy and confidence judgment accuracy. Participants also completed the Quality of Life After Brain Injury (QOLIBRI) questionnaire to assess QoL in various areas of functioning. Performance of a linear regression analysis revealed that higher metacognitive accuracy significantly predicted lower overall QoL. Additionally, higher metacognitive accuracy significantly predicted lower QoL related to cognition and physical limitations. The study results provide evidence of an inverse relation between metacognitive performance and QoL following TBI. Metacognitive changes associated with TBI and their relation to QoL have several clinical implications for TBI rehabilitation. [ABSTRACT FROM AUTHOR]

In the present article, we describe a course exercise in which students were administered four course evaluation forms throughout the semester, on which they provided their overall impressions of the class as well as their desire to change certain aspects of the course. Critically, during the semester, a total of three changes were made to the structure of the course as voted on by the students. Compared to the previous semester where students completed only end-of-semester evaluations, improvements in exam performance as well as instructor ratings were observed. Furthermore, students indicated that the changes made throughout the semester improved the course, and they hoped that other classes would adopt a similar classroom developmental strategy. This supports a growing body of evidence, suggesting that midsemester feedback is crucial for optimizing the learning environment for the student, particularly when concrete changes are made after the administration of course feedback.

The authors describe a new visual illusion first discovered in a natural setting. A cyclist riding beside a pair of sagging chains that connect fence posts appears to move up and down with the chains. In this illusion, a static shape (the chains) affects the perception of a moving shape (the bicycle), and this influence involves assimilation (averaging) rather than opposition (differentiation). These features distinguish the illusion from illusions of motion capture and induced motion. The authors take this bicycle illusion into the laboratory and report 4 findings: Naive viewers experience the illusion when discriminating horizontal from sinusoidal motion of a disc in the context of stationary curved lines; the illusion shifts from motion assimilation to motion opposition as the visual size of the display is increased; the assimilation and opposition illusions are dissociated by variations in luminance contrast of the stationary lines and the moving disc; and the illusion does not occur when simply comparing two stationary objects at different locations along the curved lines. The bicycle illusion provides a unique opportunity for studying the interactions between shape and motion perception. (Contains 2 tables and 10 figures.)

We report a study that examines whether the presentation of irrelevant, ordinal information at central fixation interacts with the allocation of attention beyond fixation. Previous research has demonstrated that number perception influences the allocation of spatial attention, such that the presentation of a spatially nonpredictive number at fixation results in attention being allocated to the left when the central number is low (e.g., 1), and attention being allocated to the right when the central number is high (e.g., 9). Here, we examine whether this attentional SNARC effect (spatial numerical association of response codes) generalizes to other ordinal sequences: letters, days, and months. Though we replicate the attentional SNARC we find that this effect is number-specific, unless participants are required to process the cue in an order-relevant fashion. This discovery of number-specificity has important implications both for the functional separation between SNARC and attention-SNARC effects, as well as lending support to recent theories regarding the specificity of a shared neural architecture between numbers and visuospatial attention. (Contains 2 tables and 3 figures.)

The authors describe a new visual illusion first discovered in a natural setting. A cyclist riding beside a pair of sagging chains that connect fence posts appears to move up and down with the chains. In this illusion, a static shape (the chains) affects the perception of a moving shape (the bicycle), and this influence involves assimilation (averaging) rather than opposition (differentiation). These features distinguish the illusion from illusions of motion capture and induced motion. The authors take this bicycle illusion into the laboratory and report 4 findings: Naive viewers experience the illusion when discriminating horizontal from sinusoidal motion of a disc in the context of stationary curved lines; the illusion shifts from motion assimilation to motion opposition as the visual size of the display is increased; the assimilation and opposition illusions are dissociated by variations in luminance contrast of the stationary lines and the moving disc; and the illusion does not occur when simply comparing two stationary objects at different locations along the curved lines. The bicycle illusion provides a unique opportunity for studying the interactions between shape and motion perception. Keywords: motion and shape perception, motion assimilation, visual illusion