Perceptual dimensions of wood materials.

Materials exhibit an extraordinary range of visual appearances. Characterizing and quantifying appearance is important not only for basic research on perceptual mechanisms but also for computer graphics and a wide range of industrial applications. Although methods exist for capturing and representing the optical properties of materials and how they vary across surfaces (Haindl & Filip, 2013), the representations are typically very high-dimensional, and how these representations relate to subjective perceptual impressions of material appearance remains poorly understood. Here, we used a data-driven approach to characterizing the perceived appearance characteristics of 30 samples of wood veneer using a "visual fingerprint" that describes each sample as a multidimensional feature vector, with each dimension capturing a different aspect of the appearance. Fifty-six crowd-sourced participants viewed triplets of movies depicting different wood samples as the sample rotated. Their task was to report which of the two match samples was subjectively most similar to the test sample. In another online experiment, 45 participants rated 10 wood-related appearance characteristics for each of the samples. The results reveal a consistent embedding of the samples across both experiments and a set of nine perceptual dimensions capturing aspects including the roughness, directionality, and spatial scale of the surface patterns. We also showed that a weighted linear combination of 11 image statistics, inspired by the rating characteristics, predicts perceptual dimensions well.

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes.

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

Prevalence of ADHD Symptomatology in Adult Population in the Czech Republic: A National Study.

BACKGROUND: ADHD is a common neurodevelopmental disorder frequently diagnosed between the ages 7 and 10 years. We measured ADHD symptomatology in a representative sample of the Czech population. MATERIAL AND METHODS: Data collection was performed in January 2019 through the European National Panel. The respondents completed a demographic questionnaire focusing on ADHD history and a standardized questionnaire, the Adult ADHD Self-Report Scale (ASRS) screener for ADHD symptomatology in adulthood. RESULTS: From the sample of 1,518 respondents, 3% of the respondents reported having been diagnosed with ADHD/hyperkinetic disorder in their lifetime. According to ASRS scoring, 119 respondents were classified as suspected ADHD. Overall, more males than females reported ADHD symptomatology. Age was also significantly associated with ASRS. Education status yielded no significant results. CONCLUSION: Our study documents that the prevalence of ADHD symptomatology in adults is comparable with that in Western countries despite the different historical and health care backgrounds.

Reducing misclassification of mild cognitive impairment based on base rate information from the Uniform data set.

The current study aimed to define and validate the criteria for characterizing possible and probable cognitive deficits based on the psychometric approach using the Uniform data set Czech version (UDS-CZ 2.0) to reduce the rate of misdiagnosis. We computed the prevalence of low scores on the 14 subtests of UDS-CZ 2.0 in a normative sample of healthy older adults and validated criteria for possible and probable cognitive impairment on the sample of amnestic Mild Cognitive Impairment (MCI) patients. The misclassification rate of the validation sample using psychometrically derived criteria remained low: for classification as possible impairment, we found 66-76% correct classification in the clinical sample and only 2-8% false positives in the healthy control validation sample, similar results were obtained for probable cognitive impairment. Our findings offer a psychometric approach and a computational tool to minimize the misdiagnosis of mild cognitive impairment compared to traditional criteria for MCI.

Childhood School Performance in Adults Diagnosed with Attention-Deficit/Hyperactivity Disorder.

OBJECTIVE: Children with ADHD often tend to underperform in school. This partial study aimed to find out if the school experience of adults with higher ADHD symptomatology differs from those with lower and no ADHD symptomatology. METHOD: Based on the results of ASRS questionnaires, the respondents were divided into three groups (low, medium, and high) according to the manifested ADHD symptomatology. We explored their school experiences by looking at their grades for behavior at school, notes regarding their attendance, school expulsion, and other school experiences. RESULTS: Children with higher ADHD symptomatology were significantly more likely to be expelled, receive notes for bad behavior, disturbing or forgetting as well as receive reprimands from teachers. CONCLUSION: Our results show that children with increased ADHD symptomatology experience more difficulties with school behavior, they are frequently reprimanded, and they do receive more negative feedback regarding their attendance and tardiness from teachers.

Multiple object tracking with extended occlusions.

In everyday life, we often view objects through a limited aperture (e.g., soccer players on TV or cars slipping into our blind spot on a busy road), where objects often move out of view and reappear in a different place later. We modelled this situation in a series of multiple object tracking (MOT) experiments, in which we introduced a cover on the edges of the observed area and manipulated its width. This method introduced systematic occlusions, which were longer than those used in previous MOT studies. Experiment 1 (N = 50) showed that tracking under such conditions is possible, although difficult. An item-level analysis confirmed that people made more errors in targets that were covered longer and more often. In Experiment 2 (N = 50), we manipulated the tracking workload and found that the participants were less affected by the cover when the tracking load was low. In Experiment 3 (N = 50), we asked the participants to keep track of the objects' identities (multiple identity tracking [MIT]). Although MIT is subjectively more demanding, memorising identities improved performance in the most difficult cover conditions. Contrary to previous reports, we also found that even partial occlusions negatively affected tracking.

Attention-Deficit/Hyperactivity Disorder (ADHD) and Time Perception in Adults: Do Adults with Different ADHD Symptomatology Severity Perceive Time Differently? Findings from the National Czech Study.

BACKGROUND Studies show neurological differences between patients with attention-deficit/hyperactivity disorder (ADHD) and healthy controls. Furthermore, it is possible that poor timing is linked with impairments in neural circuitry. This study aimed to test the hypothesis that there is a difference in time perception between adults with severe ADHD symptomatology and adults with no ADHD symptomatology. MATERIAL AND METHODS Previously, we collected data from a more extensive set of participants (n=1518) concerning the prevalence of ADHD in adulthood. We recruited participants from 3 groups defined by increasing ADHD severity out of this participant pool. Each participant was presented with 2 experimental tasks (in counterbalanced order): duration estimation and duration discrimination. RESULTS In general, we did not find any specific differences in time perception related to the severity of ADHD. Regarding duration estimation, we found that the difference between the actual and estimated durations increased with the actual duration (F(1, 7028.00)=2685.38, P<0.001). Although the differences between groups were not significant, the group×duration interaction was (F[1, 7028.00]=10.86, P<0.001), with a very small effect size (ηp²<0.001, 95% CI [0.00, 0.01]). CONCLUSIONS The results suggest that although individuals may demonstrate increased ADHD symptomatology, they may not have objectively more significant difficulties in time perception tasks than their counterparts with mild symptomatology. Nonetheless, time perception should be further studied because, as qualitative research suggests, participants with more severe ADHD symptomatology subjectively perceive more significant differences in time management in real life.

Validity of the Czech Translation of the Adult Attention-Deficit/Hyperactivity Disorder (ADHD) Self-Report Scale (ASRS).

Objective: The study aim was to assess the psychometric properties of the ASRS in the Czech Republic. Although this screening tool is now frequently used, its validity has not been assessed among the general Czech population. Methods: The ASRS and WURS were administered online to the general Czech population (N = 1,518). We performed confirmatory and exploratory factor analyses. Results: For the ASRS, confirmatory factor analysis showed good fit for the screening part (SRMR = 0.03, RMSEA = 0.06, CFI = 0.98). For the symptom list, the fit was good according to the SRMR, acceptable according to the RMSEA, and slightly below acceptable according to the CFI. For the WURS, the results showed SRMR = 0.06, RMSEA = 0.07, and CFI = 0.92. Conclusion: The Czech translation of the ASRS is appropriate and has acceptable psychometric properties. However, we strongly recommend only using this tool together with clinical judgment.

To Quiz or to Shoot When Practicing Grammar? Catching and Holding the Interest of Child Learners: A Field Study.

Learning grammar requires practice and practicing grammar can be boring. We examined whether an instructional game with intrinsically integrated game mechanics promotes this practice: compared to rote learning through a quiz. We did so "in the field." Tens of thousands children visited, in their leisure time, a public website with tens of attractive online games for children during a 6-week-long period. Of these children, 11,949 picked voluntarily our grammar training intervention. Thereafter, unbeknown to them, they were assigned either to the game or the quiz condition. By means of learning analytics, we examined variables related to participants' persistence and performance. The results showed large participant drop-out before completing the first level in both conditions (42.2%), confirming the boringness of the topic. More children completed at least one level in the game compared to the quiz (61.8 vs. 53.6%). However, more children completed the intervention (all six levels) with the quiz (6.0 vs. 4.3%). In the game, children answered fewer questions correctly (36.3 vs. 47.4) and made more errors compared to the quiz (16.1 vs. 13.1). These findings suggest that even if a game initially catches user attention, it may not hold it. Plus, even if it is a minimalistic game with intrinsic integration of learning and playing, it may be distractive. We conclude that persistence in practicing grammar may be driven by other means than by a game's shooting mechanics; for instance, by a desire to learn the topic and a feeling of achievement or by quizzing mechanics.

The intra-session reliability of functional connectivity during naturalistic viewing conditions.

Functional connectivity analysis is a common approach to the characterization of brain function. While studies of functional connectivity have predominantly focused on resting-state fMRI, naturalistic paradigms, such as movie watching, are increasingly being used. This ecologically valid, yet relatively unconstrained acquisition state has been shown to improve subject compliance and, potentially, enhance individual differences. However, unlike the reliability of resting-state functional connectivity, the reliability of functional connectivity during naturalistic viewing has not yet been fully established. The current study investigates the intra-session reliability of functional connectivity during naturalistic viewing sessions to extend its understanding. Using fMRI data of 24 subjects measured at rest as well as during six naturalistic viewing conditions, we quantified the split-half reliability of each condition, as well as cross-condition reliabilities. We find that intra-session reliability is relatively high for all conditions. While cross-condition reliabilities are higher for pairings of two naturalistic viewing conditions, split-half reliability is highest for the resting state. Potential sources of variability across the conditions, as well as the strengths and limitations of using intra-session reliability as a measure in naturalistic viewing, are discussed.

False memories when viewing overlapping scenes.

Humans can memorize and later recognize many objects and complex scenes. In this study, we prepared large photographs and presented participants with only partial views to test the fidelity of their memories. The unpresented parts of the photographs were used as a source of distractors with similar semantic and perceptual information. Additionally, we presented overlapping views to determine whether the second presentation provided a memory advantage for later recognition tests. Experiment 1 (N = 28) showed that while people were good at recognizing presented content and identifying new foils, they showed a remarkable level of uncertainty about foils selected from the unseen parts of presented photographs (false alarm, 59%). The recognition accuracy was higher for the parts that were shown twice, irrespective of whether the same identical photograph was viewed twice or whether two photographs with overlapping content were observed. In Experiment 2 (N = 28), the memorability of the large image was estimated by a pre-trained deep neural network. Neither the recognition accuracy for an image part nor the tendency for false alarms correlated with the memorability. Finally, in Experiment 3 (N = 21), we repeated the experiment while measuring eye movements. Fixations were biased toward the center of the original large photograph in the first presentation, and this bias was repeated during the second presentation in both identical and overlapping views. Altogether, our experiments show that people recognize parts of remembered photographs, but they find it difficult to reject foils from unseen parts, suggesting that their memory representation is not sufficiently detailed to rule them out as distractors.

Tracking multiple fish.

Although the Multiple Object Tracking (MOT) task is a widely used experimental method for studying divided attention, tracking objects in the real world usually looks different. For example, in the real world, objects are usually clearly distinguishable from each other and also possess different movement patterns. One such case is tracking groups of creatures, such as tracking fish in an aquarium. We used movies of fish in an aquarium and measured general tracking performance in this task (Experiment 1). In Experiment 2, we compared tracking accuracy within-subjects in fish tracking, tracking typical MOT stimuli, and in a third condition using standard MOT uniform objects which possessed movement patterns similar to the real fish. This third condition was added to further examine the impact of different motion characteristics on tracking performance. Results within a Bayesian framework showed that tracking real fish shares similarities with tracking simple objects in a typical laboratory MOT task. Furthermore, we observed a close relationship between performance in both laboratory MOT tasks (typical and fish-like) and real fish tracking, suggesting that the commonly used laboratory MOT task possesses a good level of ecological validity.

The normative data study of the Czech MATRICS consensus cognitive battery.

OBJECTIVE: The MATRICS consensus cognitive battery (MCCB) is a widely used neuropsychological battery for the assessment of cognitive dysfunction in schizophrenia. However, the accuracy of measurement is dependent on suitable normative data which are in the Czech Republic lacking. METHOD: The Czech academic research translation of the MCCB battery was administered to a sample of healthy volunteers aged 17 to 62 years (N = 573) and the effects of age, education and sex were examined. In addition, a comparison was made to examine the differences between the US and current normative data. RESULTS: Consistent with previous studies, significant effects of age, sex and education were found, however, in sex and education in distinct MCCB-domains. By comparing the original and current normative data, significant differences with small to large effect sizes were revealed in all domains except for Verbal Learning. CONCLUSIONS: We present nationally specific MCCB regression-based and tabular normative data applicable in research and clinical settings.

Psychometric Analysis of the Czech Version of the Toronto Empathy Questionnaire.

Empathy is a concept associated with various positive outcomes. However, to measure such a multifaceted concept, valid and reliable tools are needed. Negatively worded items (NWIs) are suspected to decrease some psychometric parameters of assessment instruments, which complicates the research of empathy. Therefore, the aim of this study was to assess the factor structure and validity of the TEQ on the Czech population, including the influence of the NWIs. Data were collected from three surveys. In total, 2239 Czech participants were included in our study. Along with socio-demographic information, we measured empathy, neuroticism, spirituality, self-esteem, compassion and social desirability. NWI in general yielded low communalities, factor loadings and decreased internal consistency. Therefore, in the next steps, we tested the model consisting of their positively reformulated versions. A higher empathy was found in females, married and religious individuals. We further found positive associations between empathy, compassion and spirituality. After the sample was split in half, exploratory factor analysis of the model with reformulated items was followed by confirmatory factor analysis (CFA), which supported a unidimensional solution with good internal consistency: Cronbach's α = 0.85 and McDonald's ω = 0.85. The CFA indicated an acceptable fit χ2 (14) = 83.630; p < 0.001; CFI = 0.997; TLI = 0.995; RMSEA = 0.070; SRMR = 0.037. The Czech version of the TEQ is a valid and reliable tool for the assessment of empathy. The use of NWIs in Czech or in a similar language environment seems to be questionable and their rewording may represent a more reliable approach.

Prevalence of ADHD Symptomatology in Adult Population in the Czech Republic-A National Study.

Background: Attention deficit/hyperactivity disorder is a common neurodevelopmental disorder frequently diagnosed between the ages 7 and 10 years. We measured ADHD symptomatology in a representative sample of the Czech population. Material and Methods: Data collection was performed in January 2019 through the European National Panel. The respondents completed a demographic questionnaire focusing on ADHD history and a standardized questionnaire, the Adult ADHD Self-Report Scale (ASRS) screener for ADHD symptomatology in adulthood. Results: From the sample of 1,518 respondents, 3% of the respondents reported having been diagnosed with ADHD/hyperkinetic disorder in their lifetime. According to ASRS scoring, 119 respondents were classified as suspected ADHD. Overall, more males than females reported ADHD symptomatology. Age was also significantly associated with ASRS. Education status yielded no significant results. Conclusion: Our study documents that the prevalence of ADHD symptomatology in adults is comparable with that in Western countries despite the different historical and health care backgrounds.

Cross-Cultural Examination of University Education and Ego Integrity in Late Adulthood: Implications for Policy and Practice.

Studies on education generally find that higher education has a positive impact on various aspects of life. Nevertheless, studies focused on elderly people and their psychosocial health and development seldom view higher education as an important factor. Our aim was to explore the relation between higher education and ego integrity, a measure based on Erikson's concept of psychological maturity in later life. We used four national samples of non-institutionalized elderly people from Cameroon (N = 238), China (N = 254), Czech Republic (N = 167), and Germany (N = 240). Relationships between ego integrity and several possible moderator variables were tested by multivariate regressions in each sample. Between-subject ANOVA was employed to test differences in ego integrity between university educated and non-university educated people. We found that ego integrity is affected by culture in interaction with gender and the level of education attained. University-educated people reported higher ego integrity than persons with lower education in three of four cultural samples, which suggests a relatively stable relationship between university education and ego integrity when controlling for gender, age, and working status. These findings highlight the importance of education in late adulthood. In terms of policies and practice, they underscore the importance of reduction of educational inequalities as well as desirability of improved access to higher education, expansion of opportunities for the achievement of complete education in later life, and facilitation and support of lifelong learning.

False memories for scenes using the DRM paradigm.

People are remarkably good at remembering photographs. To further investigate the nature of the stored representations and the fidelity of human memories, it would be useful to evaluate the visual similarity of stimuli presented in experiments. Here, we explored the possible use of convolutional neural networks (CNN) as a measure of perceptual or representational similarity of visual scenes with respect to visual memory research. In Experiment 1, we presented participants with sets of nine images from the same scene category and tested whether they were able to detect the most distant scene in the image space defined by CNN. Experiment 2 was a visual variant of the Deese-Roediger-McDermott paradigm. We asked participants to remember a set of photographs from the same scene category. The photographs were preselected based on their distance to a particular visual prototype (defined as centroid of the image space). In the recognition test, we observed higher false alarm rates for scenes closer to this visual prototype. Our findings show that the similarity measured by CNN is reflected in human behavior: people can detect odd-one-out scenes or be lured to false alarms with similar stimuli. This method can be used for further studies regarding visual memory for complex scenes.

Registered Replication Report of Weissman, D. H., Jiang, J., & Egner, T. (2014). Determinants of congruency sequence effects without learning and memory confounds.

The congruency sequence effect (CSE) refers to the finding that the effect of cognitive conflict is smaller following conflicting, incongruent trials than after non-conflicting, congruent trials in conflict tasks, such as the Stroop, Simon, and flanker tasks. This is typically interpreted as an upregulation of cognitive control in response to conflict. Weissman, Jiang, & Egner (2014) investigated whether the CSE appears in these three tasks and a further variant where task-irrelevant distractors precede the target (prime-probe task), in the absence of learning and memory confounds in samples collected online. They found significant CSEs only in the prime-probe and Simon tasks, suggesting that the effect is more robust in tasks where the distractor can be translated into a response faster than the target. In this Registered Replication Report we collected data online from samples approx. 2.5 times larger than in the original study for each of the four tasks to investigate whether the task-related differences in the magnitude of the CSE are replicable (Nmin = 115, Nmax = 130). Our findings extend but do not contradict the original results: Bayesian analyses suggested that the CSE was present in all four tasks in RT but only in the Simon task in accuracy. The size of the effect did not differ between tasks, and the size of the congruency effect was not correlated with the size of the CSE across participants. These findings suggest it might be premature to conclude that the difference in the speed of distractor- vs target-related response activation is a determinant of the size of cross-trial modulations of control. The practical implications of our results for online data collection in cognitive control research are also discussed.

ADHD Symptoms in Adults and Time Perspectives - Findings From a Czech National Sample.

INTRODUCTION: Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders, affecting individuals in all stages of their lives and leading to a variety of negative quality of life outcomes. The disorder is associated with marked differences related to time perception and time perspectives, and this area of research is currently becoming more prominent and gaining ground in showing new aspects of ADHD that were considered secondary (i.e., time perception differences, affective differences). In this study, we looked at ADHD symptoms in adults, correlated lifestyles, and time perspectives as defined by the Zimbardo Time Perspective Inventory (ZTPI). The ZTPI is a useful standardized scale to measure one's time perspective anchoring in the categories of past positive, past negative, present fatalistic, present hedonistic, and future oriented. This is the first study on adult ADHD and time perspectives conducted in the Czechia. METHODOLOGY: A national representative sample of Czech adults aged 18-65 was recruited by the STEM/MARK Agency. The individuals were assessed for ADHD symptoms with the Adult ADHD Self-Report Scale (ASRS v.1.1). Furthermore, a demographic and lifestyle questionnaire was administered along with the ZTPI to assess time perspectives. Statistical calculations were conducted to find correlations between ADHD symptoms as assessed by the ASRS and the various categories of the ZTPI. RESULTS: ADHD symptoms were found to be positively correlated with the present hedonistic perspective along with the past negative perspective. Gender was a strong factor in both ADHD symptoms, with males being more likely to show symptoms and to have a present hedonistic perspective. In females, the past negative perspective was most prominent. Education and age were negatively correlated with ADHD symptomatology and the present hedonistic perspective also decreased with age unlike the past negative perspective. Other time perspectives such as future orientation was seen in individuals with lower ADHD symptoms and higher levels of educational achievement. CONCLUSION: Researching ADHD symptoms and their connection to time perspectives can increase knowledge of both the disorder and how time perspectives tie into it. We wish to also raise awareness of the possible utility of the ZTPI scale when working with individuals with ADHD.