Maro's Eye

色んな恐怖症　Various Types of Phobia

2013-03-04T17:40:00.005-05:00

色んな恐怖症　Various Types of Phobia

恐怖症 morbid fear // mythophobia // phobias // phobicity
恐怖症 phobia〔〈反〉-philia〕
密室恐怖症（の）【名・形】claustrophobic
お化け恐怖（症）bogyphobia
アルコール恐怖（症）alcoholophobia
オートマトン恐怖（症）automatonophobia
クモ恐怖（症） arachnephobia / arachnophobia
セックス恐怖（症） genophobia〔遺伝子治療の恐怖心〕
ニワトリ恐怖（症） alektorophobia
ニンニク恐怖（症） alliumphobia
ネズミ恐怖（症） muriphobia / musophobia / murophobia / suriphobia
ハチ恐怖（症） apiphobia
ヒキガエル恐怖（症）bufonophobia
ピーナッツバターの上口蓋付着恐怖（症） arachibutyrophobia
フランス（文化）恐怖（症） Francophobia / Gallophobia / Galiophobia
ボルシェヴィキ恐怖（症） bolshephobia / Bolshephobia
ロシア恐怖（症） Russophobia
悪魔恐怖（症） demonophobia / daemonophobia
暗闇恐怖（症） achluophobia / lygophobia / myctophobia / scotophobia // nyctophobia
暗黒恐怖（症） achluophobia / lygophobia / myctophobia / scotophobia
意見恐怖（症） allodoxaphobia
宇宙恐怖（症） spacephobia
音響恐怖（症） acousticophobia
花恐怖（症） anthophobia
核爆発恐怖（症） atomosophobia
学校恐怖（症） school phobia // school sickness
関節強直恐怖（症） ankylophobia
気絶恐怖（症） asthenophobia
記憶喪失恐怖（症） amnesiphobia
起立恐怖（症） ambulophobia / stasibasiphobia / stasiphobia
吉報恐怖（症） euphobia
強姦恐怖（症） agraphobia / contreltophobia / fear of sexual abuse
狂気恐怖（症） lyssophobia
狭心症恐怖（症） anginophobia
仰視恐怖（症） anablephobia
金（色）恐怖（症） aurophobia / fear of gold
苦痛恐怖（症） agliophobia / fear of pain / algophobia / odynephobia / odynophobia
決断恐怖（症） decidophobia
孤独恐怖（症） autophobia
広場恐怖（症） agoraphobia
洪水恐怖（症） antlophobia
高所恐怖（症） acrophobia // batophobia
高所空間恐怖（症） aeroacrophobia / fear of open high places
高層ビル恐怖（症） batophobia
昆虫恐怖（症） acaraphobia
細菌恐怖（症） bacillophobia / microbiophobia
自己悪臭恐怖（症） automysophobia
失敗恐怖（症） atychiphobia
醜状恐怖（症） cacophobia / fear of ugliness
重力恐怖（症） barophobia
乗り物恐怖（症） amaxophobia
新奇性恐怖（症） fear of newness [novelty]〔新しいものに対する恐れ〕
新奇性恐怖（症） neophobia / cainophobia / cainotophobia / kainolophobia / kainophobia
神学恐怖（症） theologicophobia
塵埃恐怖（症） amathophobia / koniophobia
腎臓病恐怖（症） albuminurophobia
水恐怖（症） aquaphobia
睡眠恐怖（症） somniphobia
数字恐怖（症） arithmophobia / numerophobia
性交力消失恐怖（症） aphanisis
性的恐怖（症） sexual phobias
性病恐怖（症） cypridophobia / Cypriphobia / Cyprianophobia / cyprinophobia
星恐怖（症） astrophobia
接触恐怖（症） aphephobia / aphenphosmphobia / chiraptophobia / haphephobia / haptephobia
雪恐怖（症）；《心理学》 chionophobia
尖鋭恐怖（症） aichmophobia / belonephobia〔針のように先のとがった物を恐がること〕
洗浄恐怖（症） ablutophobia
中国恐怖（症） Sinophobia
鉄道恐怖（症） siderodromophobia / railwayphobia
動物恐怖（症） zoophobia
道路（横断）恐怖（症） agyrophobia
独身恐怖（症） anuptaphobia
猫恐怖（症） ailurophobia / elurophobia / felinophobia / galeophobia / gatophobia
粘液恐怖（症） blennophobia / myxophobia
破滅恐怖（症） atephobia
非対称物恐怖（症） asymmetriphobia
飛行恐怖（症） fear of flying
飛行機酔いによる嘔吐恐怖（症） aeronausiphobia
不完全恐怖（症） atelophobia
風恐怖（症） ancraophobia / anemophobia
忘却恐怖（症） athazagoraphobia
本恐怖（症） bibliophobia
魔術恐怖（症） wiccaphobia
野獣恐怖（症） agrizoophobia
雷鳴恐怖（症） brontophobia
乱雑恐怖（症） ataxophobia
立腹恐怖（症） angrophobia
両生類恐怖（症） batrachophobia
13の数字恐怖症 tridecaphobia / tredecaphobia〔建物の13階や月の13日〕
13日の金曜日恐怖症 paraskavedekatriaphobia
あご恐怖症 geniophobia
いん石恐怖症 meteorophobia
かみそり恐怖症 xyrophobia
かわうそ恐怖症 lutraphobia
きのこ恐怖症 mycophobia
けが恐怖症 traumatophobia
しっと恐怖症 zelophobia
しわ恐怖症 rhytiphobia
ぜん虫恐怖症 scoleciphobia
どもり恐怖症 psellismophobia
におい恐怖症 osmophobia / osphresiophobia
はげ恐怖症 phalacrophobia
ばい菌恐怖症 verminophobia
ひざ恐怖症 genuphobia
ひも恐怖症 linonophobia
めまい恐怖症 dinophobia
アクシデント恐怖症 dystychiphobia
アルコール恐怖症 methyphobia / potophobia
イラク恐怖症 Iraqnophobia〔イラクが核兵器や生物化学兵器を製造しているのではないか〕
インポテンツ恐怖症 medomalacuphobia
オーロラ恐怖症 auroraphobia
カエル恐怖症 ranidaphobia
ガラス恐怖症 crystallophobia // hyalophobia / hyelophobia / nelophobia
キス恐怖症 philemaphobia / philematophobia
ギリシャ語恐怖症 hellenologophobia
クモ恐怖症 spider phobia
クリントン恐怖症 Clintonophobia
コンピューター恐怖症 logizomechanophobia
コンピュータ恐怖症 computer phobia // cyberphobia
サナダムシ恐怖症 taeniophobia / teniophobia
サメ恐怖症 selachophobia
ショートパット恐怖症；《ゴルフ》 twitches // yips
ショック恐怖症 hormephobia
シラミ恐怖症 pediculophobia / phthiriophobia
シロアリ恐怖症 isopterophobia
スピーチ恐怖症 glossophobia
セックス恐怖症 coitophobia // erotophobia
ダニ恐怖症 acarophobia
ダンス恐怖症 chorophobia
ティーンエージャー恐怖症 ephebiphobia
テクノロジー恐怖症 technophobia
ドイツ恐怖症 Germanophobia
ハチ恐怖症 melissophobia // spheksophobia
ハロウィーン恐怖症 samhainophobia
ハンセン病恐怖症 lepraphobia / leprophobia
バクテリア恐怖症 bacteriophobia
ピエロ恐怖症 coulrophobia
ピン恐怖症 enetophobia
ヘビ恐怖症 ophidiophobia / snakephobia
ペニス恐怖症 phallophobia
マイク恐怖症 mike fright
モグラ恐怖症 zemmiphobia
ユダヤ人恐怖症 judeophobia
レイプ恐怖症 virginitiphobia
ローマ教皇恐怖症 papaphobia
ワイン恐怖症 oenophobia
ワクチン接種恐怖症 vaccinophobia
悪魔恐怖症 satanophobia
圧制者恐怖症 tyrannophobia
暗夜恐怖症 noctiphobia
異性恐怖症 heterophobia / sexophobia
衣類恐怖症 vestiphobia
遺伝恐怖症 patroiophobia
医者恐怖症 iatrophobia
飲酒恐怖症 dipsophobia
右側恐怖症 dextrophobia
宇宙現象恐怖症 kosmikophobia
雨恐怖症 ombrophobia / pluviophobia
運動恐怖症 kinesophobia / kinetophobia
雲恐怖症 nephophobia
影恐怖症 sciophobia // sciophobia Sciaphobia
液体恐怖症 hygrophobia
汚染恐怖症 mysophobia / misophobia
汚物恐怖症 molysmophobia / molysomophobia // mysophobia / misophobia /
黄色恐怖症 xanthophobia
音楽恐怖症 melophobia // musicophobia
音声恐怖症 phonophobia
化学製品恐怖症 chemophobia
家恐怖症 ecophobia / eicophobia / domatophobia
河川恐怖症 potamophobia
火恐怖症 arsonphobia / pyrophobia
過誤恐怖症 hamartophobia
過労恐怖症 ponophobia
蛾恐怖症 mottephobia
会食恐怖症 deipnophobia
会話恐怖症 laliophobia / lalophobia
快楽恐怖症 hedonophobia
海洋恐怖症 thalassophobia
階段恐怖症 bathmophobia // climacophobia
外国語恐怖症 xenoglossophobia
外国人恐怖症 xenophobia // xenophobic fears
外来者恐怖症 xenophobia
概念恐怖症 ideophobia
核兵器恐怖症 nucleomituphobia
学校恐怖症 scholastophobia // school disease // scolionophobia
学習恐怖症 sophophobia
乾燥恐怖症 xerophobia
寒冷恐怖症 cheimaphobia / cheimatophobia / frigophobia / psychrophobia
癌恐怖症 cancerophobia // cancerophobia / carcinophobia / cancerphobia
奇形（児）恐怖症 teratophobia
寄生生物恐怖症 parasitophobia
機械恐怖症 mechanophobia
帰郷恐怖症 nostophobia
記憶恐怖症 mnemophobia
起立歩行恐怖症 basophobia / basiphobia
義父恐怖症 vitricophobia
義父母恐怖症 soceraphobia
義母恐怖症 novercaphobia / pentheraphobia
義務放棄恐怖症 paralipophobia
蟻恐怖症 myrmecophobia
急斜面恐怖症 bathmophobia
巨大物恐怖症 megalophobia
魚恐怖症 ichthyophobia
強盗恐怖症 scelerophibia
教会恐怖症 ecclesiaphobia
橋恐怖症 bridge-a-phobia
狂犬病恐怖症 hydrophobophobia / kynophobia
鏡恐怖症 catoptrophobia // eisoptrophobia
金銭恐怖症 chrometophobia // chrometophobia / chrematophobia
金属恐怖症 metallophobia
空間恐怖症 kenophobia
空気恐怖症 aerophobia
群衆恐怖症 enochlophobia
群集恐怖症 ochlophobia
警察（官）恐怖症 copper jitters〈米俗〉
劇場恐怖症 theatrophobia
結核恐怖症 phthisiophobia / tuberculophobia
結婚恐怖症 gamophobia
血液恐怖症 hemophobia // hemophobia / hemaphobia / hematophobia
月恐怖症 selenophobia
犬恐怖症 cynophobia
孤独恐怖症 eremophobia // isolophobia // monophobia
湖恐怖症 limnophobia
交際恐怖症 commitment-phobicity
光恐怖症 photophobia // selaphobia
拘束恐怖症 merinthophobia
甲殻類動物恐怖症 ostraconophobia
高温恐怖症 thermophobia
高所恐怖症 altophobia / hypsiphobia // fear of heights
黒色恐怖症 melanophobia
昆虫恐怖症 entomophobia / insectophobia
左側恐怖症 levophobia // sinistrophobia
催眠恐怖症 hypnophobia
細菌恐怖症 microphobia / mycrophobia
罪悪恐怖症 peccatophobia
財産恐怖症 orthophobia
作り話恐怖症 mythophobia
酸味恐怖症 acerbophobia // acerophobia
仕事恐怖症 ergophobia
子供恐怖症 pedophobia
思考恐怖症 phronemophobia
死恐怖症 thanatophobia / thantophobia
死体恐怖症 necrophobia
紙恐怖症 papyrophobia
紫色恐怖症 porphyrophobia
視線恐怖症 ophthalmophobia // scopophobia / scoptophobia
詩恐怖症 metrophobia
試験恐怖症 testophobia
歯医者恐怖症 dentophobia
歯科恐怖症 odontophobia
時計恐怖症 chronomentrophobia
自転車恐怖症 cyclophobia
自動車恐怖症 motorphobia
自由恐怖症 eleutherophobia
失敗恐怖症 hamartophobia // kakorrhaphiophobia
疾病恐怖症 nosemaphobia / nosophobia / monopathophobia / panthophobia // pathophobia
手恐怖症 chirophobia
手術恐怖症 tomophobia
種子恐怖症 tachophobia
樹木恐怖症 dendrophobia
臭汗恐怖症 bromidrosiphobia / bromidrophobia
臭気恐怖症 olfactophobia
十字架恐怖症 staurophobia
銃器恐怖症 hoplophobia
出産恐怖症 lockiophobia / maieusiophobia / parturiphobia
処女恐怖症 parthenophobia
処罰恐怖症 poinephobia / mastigophobia
書字恐怖症 graphophobia
女性恐怖症 gynophobia / gynephobia
小児麻痺恐怖症 poliosophobia
小便恐怖症 urophobia
笑い声恐怖症 geliophobia
乗り物恐怖症 ochophobia
植物恐怖症 botanophobia
織物恐怖症 textophobia
色恐怖症 chromatophobia / chromophobia
触感恐怖症 haptophobia
食物恐怖症 cibophobia / sitophobia / sitiophobia
心臓病恐怖症 cardiophobia
心理作用恐怖症 psychophobia
新薬恐怖症 neopharmaphobia
森林恐怖症 hylophobia
神恐怖症 theophobia // zeusophobia
親戚恐怖症 syngenesophobia
身震い恐怖症 tremophobia
進歩恐怖症 prosophobia
人間恐怖症 anthrophobia
人間関係恐怖症 commitment phobic // commitment problem
人間関係恐怖症 commitmentphobia〔狭義では結婚恐怖症〕
人形恐怖症 pediophobia
睡眠恐怖症 clinophobia // hypnophobia
数学恐怖症 math phobic
性愛恐怖症 erotophobia
性交恐怖症 coitophobia
性的倒錯恐怖症 paraphobia
性病恐怖症 venereophobia
政治家恐怖症 politicophobia
星恐怖症 siderophobia
正義恐怖症 dikephobia
生き埋め恐怖症 taphephobia
生殖器恐怖症 kolpophobia〔特に女性の生殖器に対する〕
生理恐怖症 menophobia
精神異常恐怖症 dementophobia / maniaphobia
聖職者恐怖症 hierophobia
聖人恐怖症 hagiophobia
責任恐怖症 hypengyophobia / hypegiaphobia
赤字恐怖症 deficit-phobia〔政策の実施に当たって予算の赤字を極度に嫌うこと〕
赤色恐怖症 erythrophobia / erytophobia / ereuthophobia
赤面恐怖症 ereuthrophobia
接触伝染病恐怖症 tapinophobia
窃盗恐怖症 kleptophobia / cleptophobia
説教恐怖症 homilophobia
絶壁恐怖症 cremnophobia
閃光恐怖症 photaugiaphobia
前かがみ恐怖症 kyphophobia
訴訟恐怖症 liticaphobia
操り人形恐怖症 pupaphobia
体重増加恐怖症 obesophobia / pocrescophobia
対人恐怖症 anthrophobia // anthropophobia // sociophobia
大騒音恐怖症 ligyrophobia
弾丸恐怖症 ballistophobia
男性恐怖症 androphobia / arrhenphobia / hominophobia
知識恐怖症 epistemophobia / gnosiophobia
地獄恐怖症 hadephobia / stigiophobia / stygiophobia
窒息恐怖症 pnigophobia / pnigerophobia
着座恐怖症 kathisophobia
中毒恐怖症 iophobia
注射恐怖症 trypanophobia
鳥恐怖症 ornithophobia
直腸病恐怖症 proctophobia // rectophobia
墜落恐怖症 bathophobia
哲学恐怖症 philosophobia
天空恐怖症 uranophobia / ouranophobia
電気恐怖症 electrophobia
電話恐怖症 telephonophobia
渡橋恐怖症 gephydrophobia / gephyrophobia / gephysrophobia
登校恐怖症 didaskaleinophobia
盗難恐怖症 harpaxophobia
糖尿病恐怖症 diabetophobia
同性愛恐怖症 homophobia
特定恐怖症 specific phobias
特定場所恐怖症 topophobia〔ステージに立つことなど〕
毒物恐怖症 iophobia // toxicophobia // toxiphobia / toxophobia / toxicophobia
肉恐怖症 carnophobia
日光恐怖症 heliophobia // phengophobia
日本恐怖症 Japanophobia / Nippophobia〔〈参考〉phobia〕
猫恐怖症 aelurophobia
脳疾患恐怖症 meningitophobia
波恐怖症 cymophobia / kymophobia // kymophobia
破傷風恐怖症 tetanophobia
馬恐怖症 hippophobia / equinophobia
敗北恐怖症 kakorrhaphiophobia
梅毒恐怖症 luiphobia
白色恐怖症 leukophobia
発熱恐怖症 febriphobia / fibriophobia / fibriphobia // pyrexiophobia
汎恐怖症 panphobia // polyphobia
犯罪恐怖症 peccatiphobia
疲労恐怖症 kopophobia
皮膚病恐怖症 dermatophobia / dermatopathophobia / dermatosiophobia
飛行恐怖症 aviophobia / aviatophobia / pteromerhanophobia
美女恐怖症 caligynephobia / venustraphobia
鼻血恐怖症 epistaxiophobia
髭恐怖症 pogonophobia
病院恐怖症 nosocomephobia
貧困恐怖症 peniaphobia
浮浪者恐怖症 hobophobia
腐食物恐怖症 seplophobia
部屋恐怖症 koinoniphobia
分娩恐怖症 tocophobia
糞便恐怖症 scatophobia
変化恐怖症 metathesiophobia // tropophobia
便秘恐怖症 coprastasophobia
墓所恐怖症 taphophobia
墓石恐怖症 placophobia
墓地恐怖症 coimetrophobia
放射線恐怖症 radiophobia
味恐怖症 geumaphobia / geumophobia
密閉恐怖症 clithrophobia / cleithrophobia / cleisiophobia〔閉じ込められるのが怖いこと〕
夢恐怖症 oneirophobia
夢精恐怖症 oneirogmophobia
無限恐怖症 apeirophobia
霧恐怖症 homichlophobia / nebulaphobia
名称恐怖症 onomatophobia
名前恐怖症 nomatophobia
毛髪恐怖症 trichopathophobia / trichophobia / chaetophobia
盲目恐怖症 scotomaphobia
目恐怖症 ommatophobia / ommetaphobia
目まい恐怖症 illyngophobia
夜明け恐怖症 auroraphobia // eosophobia
野菜恐怖症 lachanophobia
薬物恐怖症 pharmacophobia
幽霊恐怖症 phasmophobia // spectrophobia
雄牛恐怖症 taurophobia
葉恐怖症 phyllophobia
裸恐怖症 gymnophobia / nudophobia
雷恐怖症 astraphobia / astrapophobia / ceraunophobia / keraunophobia / tonitrophobia
旅行恐怖症 hodophobia
料理恐怖症 mageirocophobia
冷凍恐怖症 cryophobia〔氷などの冷たい物に対する恐怖〕
霊魂恐怖症 pneumatiphobia
恋愛恐怖症 philophobia
老人恐怖症 gerontophobia
嘲笑恐怖症 catagelophobia / katagelophobia
彗星恐怖症 cometophobia
爬虫類恐怖症 herpetophobia
疥癬（かいせん）恐怖症 scabiophobia

Fwd: This Week in Psychological Science (TWiPS) - May 8, 2012

2012-05-08T11:24:00.000-04:00

TWiPS is an exclusive benefit

for APS Members.

Psychological Science

in the News

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Forbes

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Can You Think Your Way To That Hole-in-One?

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Older and Wiser?

The Economist

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It's Not a Tumor! The Psychology Behind Cyberchondria

Newsweek

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May 8, 2012

This Week in Psychological Science
(TWiPS)

The links below take you to the journal via the APS website. If not already logged in, you will be redirected to log-in using your last name (Machizawa) and Member ID (90728).

Human Visual Short-Term Memory Precision Can Be Varied at Will When the Number of Retained Items Is Low
Maro G. Machizawa, Crystal C. W. Goh, and Jon Driver

Can the precision with which items are retained in visual working memory (VWM) be altered? Participants were shown displays containing 4 or 8 bars. The bars were colored red or green to indicate whether fine or coarse memory precision would be needed to perform the task. One of the bars was then rotated 15 (fine) or 45 (coarse) degrees, and participants had to indicate if the bar had been rotated clockwise or counterclockwise. Contralateral delay activity -- a neural marker of VWM -- was greater on trials with 4 bars than on trials with 8 bars only when participants anticipated having to use fine precision. These findings indicate that people can enhance the precision of items in their VWM when there are a small number of items.

Chaotic Homes and Children's Disruptive Behavior: A Longitudinal Cross-Lagged Twin Study

Sara R. Jaffee, Ken B. Hanscombe, Claire M. A. Haworth, Oliver S. P. Davis, and Robert Plomin

The authors of this study were interested in understanding the genetic and environmental influences on the relationship between chaotic households and disruptive behavior in children. Twins reported their perceived level of household chaos, and parents reported their children's level of disruptive behavior at ages 9 and 12. Researchers found a cross-lagged relationship indicating that environmental influences on children's perceptions of household chaos at age 9 explained some of the environmental variation in children's disruptive behaviors at age 12. This suggests that the effect of household chaos at age 9 on disruptive behaviors at age 12 was environmentally mediated.

A Short-Term Testing Effect in Cross-Language Recognition

Peter P. J. L. Verkoeijen, Samantha Bouwmeester, and Gino Camp

Researchers know that repeated testing leads to better long-term memory for information than does repeated study; however, they are still unsure of why this occurs. Researchers had Dutch-English bilingual participants learn several lists of words in Dutch. In some instances they were tested after an initial study period (test condition), and in others they were told to study the list again (restudy condition). Participants' memory for the words was then tested in Dutch or English. Words in the restudy condition were remembered more poorly when participants were tested in English than when they were tested in Dutch; whereas words in the test condition were remembered similarly regardless of the language used. This indicates there are differences in the way restudying and testing strengthen memory.

A Power-Law Model of Psychological Memory Strength in Short- and Long-Term Recognition

Chris Donkin and Robert M. Nosofsky

The rate at which we forget information can be mathematically described by power functions. Traditionally the form of the functional relationship depends on the scale used by for the variable of interest. In this experiment, participants studied a list of 12 items and were tested on their memory for the items. The authors discovered that a version of the exemplar recognition model that assumes a lag-based power law was a better fit for both the participant's responses and their response times than a variety of other models. The fact that the model was a good fit for both variables even though they were measured on different scales indicates that the model was independent of the variable scale used, suggesting a possible power law of memory strength.

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Formal obituary for Jon Driver, published in The Times

2012-01-03T07:49:00.001-05:00

written by Prof Geraint Rees and Prof Ray Dolan, current directors at UCL Institute of Cognitive Neuroscience and Wellcome Trust Centre for Neuroimaging, in which Jon has been affiliated to.

The copyright belongs to The Times, however, if allowed, I would like to share with the world.

Here is the link to his departmental website:
http://www.icn.ucl.ac.uk/Staff-Lists/MemberDetails.php?Title=Prof&FirstName=Jon&LastName=Driver

1/3/12 Professor Jon Driver | The Times

Professor Jon Driver

Leading cognitive neuroscientist who carried out pioneering studies into how humans focus attention and integrate sensory information

Professor Jon Driver was one of the world’s leading cognitive neuroscientists who at

University College London pursued pioneering studies on human attention, of how

humans perceive the world and how we integrate different types of sensory

information.

Jonathon Stevens Driver was born in Halifax, West Yorkshire in 1962. The family

moved to Cottingham, near Hull, and then lived on Hull University’s residential

campus, where his father taught mathematics. He attended Hymers College in Hull

where he played cello in the school orchestra but he preferred to invest his energy in

playing the bass guitar.

These early years furnished few clues about a future career in science. As a teenager he

played in a local band, the London Boys, covering Stax and Motown classics. A local

doctor took him under his wing and taught him how to fish the surrounding quarry

lakes. A turning point in his life came when his mother, a school librarian, sought to

divert him from these teenage pursuits. She brought home two classic textbooks by the

renowned psychologists Richard Gregory and Alexander Luria. Reading these also

coincided with personal encounters with neurological patients, as a volunteer at a local

hospital, and with his grandmother who suffered from Parkinson’s disease. His

imagination was captured and these formative experiences set him on his career path.

He read Experimental Psychology at Queen’s College, Oxford. Graduating with a firstclass

degree in 1984 he progressed to a DPhil, awarded in 1988. Driver thrived in the

intellectual energy of Oxford. His PhD supervisors, Alan Allport and Peter McLeod,

gave him contrasting examples of scholarship and realism, but also left him to pursue

his own interests. This freedom led him to finesse his incomparable skills in designing

and conducting ingenious experiments that addressed fundamental issues of how the

brain works. His chosen topic was attention, though he would wistfully say he had no

clue what attention was. He acknowledged that nobody had bettered William James,

the American psychologist, who remarked a century earlier that attention “implies

withdrawal from some things in order to deal effectively with others, and is a condition

which has a real opposite in the confused, dazed, scatterbrained state.”

During his time in Oxford he honed his skills in fly-fishing. Oxford afforded a perfect

base for excursions into the chalk streams of southern England. Here his boyhood love

of landscape and water coalesced with his academic interest in attention. His

excellence as a fly-fisher exploited the first principle of the art: cast without engaging

the fishes’ attention. His reputation as a rising academic star was already apparent by

the time he completed his graduate studies. During a period as a visiting assistant

professor in Oregon in the early nineties he experienced first-hand the dynamism and

more informal style of US science, something he incorporated into his future modus

operandi. Here he met his future wife, Nilli Lavie, also a psychologist.

Returning to Cambridge as a lecturer, his academic trajectory was firmly established.

In the late 1990s he moved to Birkbeck College and then to University College London.

Driver was by this time acutely aware that experimental psychology was a discipline

going through a crisis brought on by the rising dominance of new brain imaging

technologies and the emergence of the new discipline of cognitive neuroscience. He

embraced the possibilities afforded by these developments, realising that neuroscience

afforded a powerful means of arbitrating between different psychological hypotheses.

He was appointed a Professor in Psychology in 1996 and became Director of the UCL

Institute of Cognitive Neuroscience in 2004. In 2009 he stepped down from this

position following an award of a Royal Society Anniversary Research Professorship and

joined the faculty of the Wellcome Trust Centre for Neuroimaging at UCL.

Over the course of his career he pursued pioneering studies of how humans perceive the

world, how we integrate different types of sensory information and how we use

attention to focus on particular things. A characteristic feature of his work was the

innovative combination of new methods for studying the mind and brain in an

integrative manner. His contribution was acknowledged by election as Fellow of both

the British Academy and the Academy of Medical Sciences.

But it was not for his scientific discoveries alone that he will be remembered. His

incisive intellect, critical questioning and occasionally mumbling style of delivery

would often intimidate new students, though they rapidly realised he cared deeply

about their careers. He gave freely of his time not only to his immediate group but to

the wider neuroscience community. The combination of humility and intellect left a

powerful impression on all those who met him, as did his engaging smile and his

twinkling eyes. In a recent interview he said of his field that “the best research in

psychology is still to come”; few would doubt that was also true of his own work.

He is survived by his wife and two sons.

Professor Jon Driver, neuroscientist, was born on July 4, 1962. He

committed suicide on November 28, 2011, aged 49

One on one with Jon Driver in "The Psychologist", January 2011

2011-12-19T07:33:00.001-05:00

I would like to share Jon Driver's thoughts on psychology in the past, now, and future.

"I hope that psychology continues to hang together around the scientific study of mental life, while incorporating new approaches

and techniques that are unimaginable now. "

*The copy right belongs to "The Psychologist"

Online only answers

One limitation of imaging research

I'm a fan rather than a critic of neuroimaging, and think there is still much more to come from it, particularly for psychology.
But like most approaches it's at its best when combined with other complementary approaches.

One hero / heroine from psychology past or present

I have so many psychology heroines and heroes that to name just one would be like asking a parent of several children which is their favourite.
To name just a few, Donald Broadbent, Mike Posner and Anne Treisman are obvious choices in attention research.
Bob Rafal might seen less obvious unless you've seen him assess patients, or have read his best behavioural neurology papers.
Finally Uta Frith and Chris Frith remain a heroine and hero, for both remaining so interested and interesting throughout their careers.

One thing that organised psychology (e.g. the BPS) could do better

Throw more parties. The BPS is doing the more serious stuff very well.

One great thing that psychology has achieved

Bringing the scientific approach to bear on mental life is a fantastic achievement; as is bringing this to the attention of other disciplines also.

One problem [research, professional or otherwise] that psychology should deal with

Hanging together despite increasing specialisation.

One hope for the future of psychology

I hope that psychology continues to hang together around the scientific study of mental life, while incorporating new approaches
and techniques that are unimaginable now. Current cognitive-neuroscience methods were completely unimaginable
back when I first read psychology textbooks as a schoolboy.

One proud moment

Being picked by the BPS to represent British Psychology as a young researcher, at the International Congress of Psychology in Montreal.

APS started an exciting project on Wikipedia!

2011-12-12T19:37:00.000-05:00

Start Planning for the Next Term
Tools for Using Wikipedia in the Classroom

Tools for Using Wikipedia Writing Assignments Next Term

In Fall 2011, hundreds of psychology students joined the APS Wikipedia Initiative (APSWI) through class projects that used Wikipedia articles for course writing assignments.

This experience has been encouraging for students, faculty, and the Wikipedia community. As one educator put it:

"Students found it enjoyable as they proceeded with the project. They felt their work was meaningful because their contributions are shared with the entire world. Some students even noted with pride that their contributions might have a wider audience than some articles published in academic journals."

To support teachers and students, researchers at Carnegie Mellon University, in collaboration with APS, have developed tools and resources to make it easy to use the Wikipedia writing assignments in the classroom. Faculty found them very helpful in tracking students' activities and coordinating group work and peer-review tasks. Students found the tools helpful in allowing them to see what others in class are contributing; in identifying classmates who can help them with editing difficulties; and in completing peer reviews. All of this resulted in a strong sense of community within the classroom.

Start planning now to include Wikipedia writing assignments in the next term. Explore the APSWI portal to get familiar with the features, tools, and resources available. If you have questions, you can connect with other faculty who use Wikipedia through the portal or contact Rosta Farzan, one of the researchers at Carnegie Mellon University.

Tools for Using Wikipedia in the Classroom

Find relevant articles: You can easily find relevant Wikipedia articles that require work. You can browse articles by area of interest such as "social psychology" or search by keyword and get a list of relevant articles along with information about the quality, and importance. While browsing the articles, you can assign a particular article for your students in any of your classes to work on. [Sample Page]

Help pages: Simple tutorials are available to help you and your students become more familiar with the Wikipedia interface, understand how Wikipedia works, and learn how to contribute to Wikipedia. [Sample Page]

Wikipedia assignment wizard: This tool provides step-by-step procedures to build a custom course page for your class to incorporate a Wikipedia assignment into the syllabus. [Sample Page]

Feedback tool: An easy way to review the work of your students and provide them with feedback. This tool will enable you to view a list of your students and see the work they have done (e.g. total number of words edited and time spent editing). Additionally, you can see all the changes made to an article and have easy ways to comment on their work, either privately or on the article's discussion page.  [Sample 1   l   Sample 2 l Sample 3]

Access to discussions and feedback from other faculty who are using Wikipedia in their classes: The application provides a discussion forum in which you can post your questions and concerns and view stories about experiences of others. Wikipedia experts will monitor the discussion forum and respond to your questions as quickly as possible. [Sample Page]

Support for students' peer review process: This tool provides rubrics for the peer-review process and an easy way for you to assign peer reviews to your students in the class. You can also view reviews submitted and provide a forum for students to comment on each others' work. [Sample Page]

Support for students' group work: This tool allows students to choose a group mate among their classmates and provides information about groups working together to the instructor. [Sample Page]

Suggested timeline: The application provides a suggested timeline of how to organize Wikipedia assignments in the classroom based on experience of previous instructors. [Sample Page]

Student activity: Students will be able to see what others are doing. [Sample Page]

Association for Psychological Science | 1133 15th Street, NW Suite 1000 | Washington | DC | 20005

Tim Shallice's description about Jon Driver's contribution to the UCL-ICN

2011-12-07T21:00:00.001-05:00

I would like to share, with the world, Prof Tim Shallice's (the first ICN Director) sincere description/words towards Prof Jon Driver's enormous contribution to the UCL Institute of Cognitive Neuroscience (ICN), the world leading research institute in Cognitive Neuroscience.

--------------------------------------------------------------------------------------------------
JON DRIVER’S CONTRIBUTION TO THE ICN

Like everybody else, I was completely stunned when I heard the news and only now I feel
able to say a few words about Jon and his special role in the ICN. I think we should put on
record our thanks to him for the absolutely critical role that he has played in the ICN’s
success. Or it would be better to say the two critical roles he played.

Like everyone else I had my moment when I realised that Jon was really exceptional. For
me, it was when he came down to UCL from Cambridge sometime in the early 1990s and
gave a seminar on his beautiful divided rectangle experiment on neglect. The manipulation
that he used was so effective, was so simple, elegant and clever, it really marked him out as
the brightest of his generation. Of course, he rapidly followed this up with many equally
elegant and clever studies, perhaps not quite so simple as that one. So it was obvious to me
that when the ICN was being set up in Alexandra House that the first priority should be to
try to recruit Jon, who at the time was in Birkbeck, where he had moved from Cambridge.
Fortunately Derek Roberts, the provost, was very supportive at recruiting talented younger
scientists. And Jon more than fulfilled what we had hoped for. In the six years that I ran the
ICN in Alexandra House, Jon developed from being a very promising young scientist to
someone who was generally seen as one of the leading cognitive neuroscientists worldwide.
The attraction of working with him brought many able people from a variety of European
countries to work in the ICN. His presence at the ICN was probably the most important
factor in its becoming rapidly seen as a very attractive place to work.

When my period as director was moving towards its end I began to consider who might
succeed me. Obviously it would not be my decision, but the ICN was still a fairly fragile
beast administratively within UCL, very dependent on retaining the goodwill of powerful
individuals within the college hierarchy. So I was very concerned that my successor should
be someone really good. It was clear to me that one person stood head and shoulders above
all others as far as judgements of how the field would develop and of which individuals
would be most productive and of getting clever ideas to work. This was Jon. But I did not
think it likely that Jon would be interested. A heavy administrative load would not
necessarily benefit his research career. But Jon had always played a full part in ICN activities
so I thought his public spiritedness might prevail, and indeed it did. The College, too, fully
appreciated that he was the ideal choice. Jon did a marvellous job. He proved to have a talent
for being a Director, bringing in many very able scientists and unobtrusively creating a
dynamic, stimulating but caring environment. Not only did the ICN develop remarkably
under his directorship but he also found the time to play what seems to have been the leading
role in the detailed organising of the UCL bid for the new Gatsby Research Centre.

When Jon left the directorship, the ICN was clearly a leading, if not the leading European
research centre in the field. It was a really solid part of UCL administratively. Without him
these things would never have happened. The College should think of some way of
acknowledging the great debt we owe to him.Jon was always so youthful and full of enthusiasm. His absence will be a great loss to all of us and I cannot imagine how much the absence will be felt by his family, Nilli and his children.

Tim Shallic

If you're a fan of a team, you're better remembering when your team wins but not the other way round.

2011-11-01T11:00:00.000-04:00

Effects of Event Valence on Long-Term Memory for Two Baseball Championship Games
Carolyn W. Breslin and Martin A. Safer

Which are remembered more accurately, positively or negatively valenced events? New York Yankees fans, Boston Red Sox fans, and neutral fans were asked to recognize and recall facts about a championship game that the New York Yankees won (2003) and a championship game that the Boston Red Sox won (2004). Yankees fans' and Red Sox fans' memories were more accurate for the championship their team won and worse for the championship their team lost; neutral fans had the worst memory of the games. Participants reported increased mental repetition of winning-game memories, and further analysis indicated that this repetition was a reason why the positive, winning-game memories were better remembered.

Will you listen to sad or joyful music when you're sad?

2011-07-20T20:38:00.000-04:00

To my knowledge, some listen to music that matches with ones mood but others do opposite ones.

For instance, some people try to listen to fun music (i.e. trance/pop/up-tempo) in a hope to drag one's mood from sad to fun. Such people is willing to control their mood from sad (which is not good for the most of people) to something better, fun.

However, the other group of people prefer to listen to rather sad music when they are sad. Such people may be aware of their mood and prefer to enjoy(?) being the same mood as sad, just like teaching themselves the mood they are undergoing.

So which person are you?

The former case, which is same for me as well, may be better (at least for me) to get out off the sad (bad) mood thereby trying to maintain to be normal status as much the music can drag as possible.

In the meanwhile, the latter case may also be better for them for realisation.

Where in the brain contribute/decide such choice???

Research needs to be done, but do you know any example?? It would be great! I'm interested!

Bird's Eye of Japan after the Tsunami

2011-04-01T02:20:00.000-04:00

Google LatLong: New imagery of Japan after the earthquake

How to Work With Locals (better way to support Japanese victim)

2011-03-20T22:25:00.000-04:00

Joel Charny from humanitarian policy and practice at InterAction, an alliance of U.S.-based international nongovernment organizations.

He made a point. Limiting supportive bodies and focusing our monetary support to them would facilitate the support than millions of people sending goods separately to Japanese local.

Read more on:
http://www.nytimes.com/roomfordebate/2011/03/15/what-aid-makes-sense-for-japan/work-with-local-groups-in-japan

Together with our warm, encouraging messages to them would help them overcoming the catastrophe.

Messages from the world in London to Japan

2011-03-20T20:39:00.001-04:00

We (all residents, mainly formed by Japanese students living in London) have got together, spreading across London to gather all warm and encouraging messages from locals and all tourists in London on Sunday, 20th March, 2011.

The video showing the final result of the campaign 5m*8m huge, hand-made Japanese flag, full of all of the messages all over the flag at the St. Paul Cathedral, London. (I'm sorry about the quality of the video, but all of those darkened areas on the white flag are hand-written messages from countless number of people in London).

The all volunteers holding the flag, chanting "This is our voice, Ga-n-ba-re Nippon (hang in there, Japan)!!!"

In the meanwhile, we've got together raising several charity teams/organisations here in London, we will try our best to send the support as many and much as possible what such support organisations can do in Japan. All of our monetary support will be sent directly to Japanese organizations as soon as possible.

Please distribute this clip to all your family, who may be still suffering from the disaster, like my relatives in Sendai, Miyagi. We're here to pray and physically trying to help you all in distance.

PS all people worked there as 100% non-profit basis.

noh play 10 years ago...

2010-11-12T10:52:00.001-05:00

I just found an ultra old picture of mine playing Noh Play at a Noh
theatre in Osaka...
Co-performed with Osaka Univ students.

Good days...

tour de Japon: sur le bus

2010-10-05T21:42:00.000-04:00

The "Tako-Yaki"!!! (octopus egg ball) in Osaka!!!

2010-10-05T21:40:00.000-04:00

japanese size(?) hot-chocolate in Kobe

2010-10-05T21:39:00.000-04:00

memory of summer

2010-10-05T21:38:00.000-04:00

sortie a whitehall

2010-10-05T21:37:00.000-04:00

in to the wonderland: 1 metre big crystal ball

2010-10-05T21:35:00.000-04:00

moss road

2010-10-05T21:33:00.000-04:00

Gate to the sanctuary: Suwa Shrine

2010-10-05T21:31:00.000-04:00

road to the point

2010-10-05T21:30:00.000-04:00

Paul Giraud, Tres Rare Grande Champagne 1er Cru de Cognac

2010-10-05T20:55:00.001-04:00

Ramen2

2010-07-27T13:45:00.011-04:00

Ramen 4

2010-07-27T13:45:00.010-04:00

Ramen 3

2010-07-27T13:45:00.009-04:00

Maro's Eye

色んな恐怖症 Various Types of Phobia

Fwd: This Week in Psychological Science (TWiPS) - May 8, 2012

Formal obituary for Jon Driver, published in The Times

One on one with Jon Driver in "The Psychologist", January 2011

APS started an exciting project on Wikipedia!

Tim Shallice's description about Jon Driver's contribution to the UCL-ICN

If you're a fan of a team, you're better remembering when your team wins but not the other way round.

Will you listen to sad or joyful music when you're sad?

Bird's Eye of Japan after the Tsunami

How to Work With Locals (better way to support Japanese victim)

Messages from the world in London to Japan

noh play 10 years ago...

tour de Japon: sur le bus

The "Tako-Yaki"!!! (octopus egg ball) in Osaka!!!

japanese size(?) hot-chocolate in Kobe

memory of summer

sortie a whitehall

in to the wonderland: 1 metre big crystal ball

moss road

Gate to the sanctuary: Suwa Shrine

road to the point

Paul Giraud, Tres Rare Grande Champagne 1er Cru de Cognac

Ramen2

Ramen 4

Ramen 3

色んな恐怖症　Various Types of Phobia