The Tinkerbell effect is an American English expression describing the phenomenon of thinking something exists only because people believe in it. The effect is named after Tinker Bell, the fairy in the play Peter Pan, who is revived from near death by the belief of the audience. Another form is called the Reverse Tinkerbell effect, a term coined by David Post in 2003. It stipulates that the more you believe in something the more likely it is to vanish. For example, as more people believe that driving is safe, more people will drive carelessly, in turn making driving less safe. Various applications As an expression, the Tinkerbell effect is applicable to various situations and can be used to better explain concepts and support arguments. In motion perception In the Journal of Consciousness Studies, Frank H. Durgin applies this expression to the study of human motion detection and perception in his paper "The Tinkerbell Effect: Motion Perception and Illusion". He questions the common belief that visual consciousness is a direct translation of the information the visual sensory organs collect. He argues that "perceptual awareness pretends to have access to more information than is actually available to visual cognition". He relates his argument about the indirectness in motion perception to how, in the play version of Peter Pan, Tinkerbell's revival depends on the live audience expressing their belief in fairies through clapping. The Tinkerbell effect points out a significant flaw in the brain's system of receiving and interpreting visually available information: it is not directly representative of reality. With the overwhelming amount of sensory information, the brain summarizes it by filling in what it cannot make sense of. In other words, it is an act of imagination. In education reform David C. Paris (1997) uses the Tinkerbell effect to explain inconsistency in national education reform. He points out that while reform may be set nationally, it tends to vary depending on the school and on how individual schools manipulate it to suit their current education system. Even though reforms are intended to impact schools, schools often change reforms. Education reform can be complicated because the nature of change works from inside the institutions – driven by teachers, students, and administrators alike – outwards. "Because the reform process often works this way-from the inside out, what succeeds at the school and district level can vary widely." Paris states there is also no right