Viewers can recognize themselves and others in an abstract display of their movements. Light sources mounted on joints prominent during the act of walking are sufficient cues for identification. No other information, no feedback, and little practice with such a display are needed. This procedure, developed by Johansson, holds promise for inquiry into the dimensions and features of event perception: It is both naturalistic and experimentally manageable.

/pdf/recognizing-friends-by-their-walk-gait-perception-without-35akdr7847.pdf

Recognizing Friends by Their Walk ; Gait Perception without Familiarity Cues

Personality projection in the drawing of the human figure : a method of personality investigation

Methodological Prologue, 1 Taking a Fresh Look, 4 The Ubiquitous CNS Anomaly Approach, 14 Derivation of Main Signs and Symptoms, 25 Genetic Considerations, 35 How to Test the Dominant Gene Schizotaxia Theory, 42 Heterogeneity and Genophenocopies, 50 Taxometric Analysis of Data, 53 An c71 Nuisance Covariance, 72 Two Types of Schizophrenia, 76 Biotropes and Sociotropes, 83 Predictions, 88 Summary, 91 References, 92

Toward an Integrated Theory of Schizotaxia, Schizotypy, and Schizophrenia

It is generally agreed that schizophrenia patients show a markedly reduced ability to perceive and express facial emotions. Previous studies have shown, however, that such deficits are emotion-specific in schizophrenia and not generalized. Three kinds of studies were examined: decoding studies dealing with schizophrenia patients' ability to perceive universally recognized facial expressions of emotions, encoding studies dealing with schizophrenia patients' ability to express certain facial emotions, and studies of subjective reactions of patients' sensitivity toward universally recognized facial expressions of emotions. A review of these studies shows that schizophrenia patients, despite a general impairment of perception or expression of facial emotions, are highly sensitive to certain negative emotions of fear and anger. These observations are discussed in the light of hemispheric theory, which accounts for a generalized performance deficit, and social-cognitive theory, which accounts for an emotion-specific deficit in schizophrenia.

/pdf/facial-expressions-of-emotions-and-schizophrenia-a-review-4o9zs9xsee.pdf

Facial Expressions of Emotions and Schizophrenia: A Review

In the name of education, training, or therapy, thousands of people have "confronted" themselves. A cursory look at the recent literature reveals the use of video playback with many populations: alcoholics (Carrere, 1954, 1955, 1958; Mufoz, 1972; Paredes & Comelison, 1968); basketball players (Cooper, 1970); boys on probation (Kidorf, 1963); brainstormers (Dillon et al., 1971); criminals (Berer, Grunberger, & Sluga, 1971); families (Alger & Hogan, 1967; Kaswan & Love, 1969; Paul, 1966; Perlmutter et al., 1967; Satir, 1964); psychiatrists (Berger, 1970); and salesmen (Brophy, 1971). Of course, football players see slow motion video replays and singers have long used mirrors. Students and teachers at every level and in almost every discipline have seen video tapes of themselves: in agriculture (Hedges, 1970); counseling (Cerra, 1969; Ivey, Normington, Miller, Morrill, & Haase, 1968; Poling, 1965; Yenawine & Arbuckle, 1971); drama (Weber, 1967); engineering (Perlberg, 1970); language (Calabro, 1969; Dugas, 1967; Eder, 1971); interpersonal communication (Solomon, Perry, & Devine, 1970); karate (Burkhard, Patterson, & Rapue, 1967); mathematics (Gall et al., 1971); religion (Hemrick, 1971); science (D. Butts, personal communication, 1972); and vocational-technical education (Perlberg et al., 1968; Cotrell & Doty, 1971a). Preservice teachers are probably most often recipients of these services. More often than other groups they are required or expected to participate when video taping is offered. It is impossible to estimate how many teacher education institutions require or suggest video playback, but many possess video equipment. In fact, the preservice program which lacks such equipment is simply not au courant. Despite its wide application, the conceptual base for the use of self-confrontation in teacher education is rarely explicit. In psychotherapy, self-confrontation has been related to the theories of Sullivan and of Mead (Stoller, 1968b), to self-theory (Gergen, 1969) and to attribution and reinforcement models (Ronchi & Ripple, 1972).

Self-Confrontation Reviewed: A Conceptualization for Video Playback in Teacher Education

The Expression of Personality

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The Expression of Personality