Long-term repetition priming with symmetrical polygons and words

In two different tasks, subjects were asked to make lexical decisions (word or nonword) and symmetry judgments (symmetrical or nonsymmetrical) about two-dimensional polygons. In both tasks, every stimulus was repeated at one of four lags (0, 1, 4, or 8 items interposed between the first and second stimulus presentations). This paradigm, known as repetition priming, revealed comparable short-term priming (Lag 0) and long-term priming (Lags 1, 4, and 8) both for symmetrical polygons and for words. A shorter term component (Lags 0 and 1) of priming was observed for nonwords, and only very short-term priming (Lag 0) was observed for nonsymmetrical polygons. These results indicate that response facilitation accruing from repeated exposure can be observed for stimuli that have no preexisting memory representations and suggest that perceptual factors contribute to repetition-priming effects.     

Visual representation of malleable and rigid objects that deform as they rotate

Most studies and theories of object recognition have addressed the perception of rigid objects. Yet, physical objects may also move in a nonrigid manner. A series of priming studies examined the conditions under which observers can recognize novel views of objects moving nonrigidly. Observers were primed with 2 views of a rotating object that were linked by apparent motion or presented statically. The apparent malleability of the rotating prime object varied such that the object appeared to be either malleable or rigid. Novel deformed views of malleable objects were primed when falling within the object's motion path. Priming patterns were significantly more restricted for deformed views of rigid objects. These results suggest that moving malleable objects may be represented as continuous events, whereas rigid objects may not. That is, object representations may be "dynamically remapped" during the analysis of the object's motion.     

What chance-credence norms should be

Synthese - Multiple realizability says that the same kind of mental states may be manifested by systems with very different physical constitutions. Putnam (1967) supposed it to be...     

Intentional Action and the Post-Coma Patient

Detecting conscious awareness in a patient emerging from a coma state is problematic, because our standard attributions of conscious awareness rely on interpreting bodily movement as intentional action. Where there is an absence of intentional bodily action, as in the vegetative state, can we reliably assume that there is an absence of conscious awareness? Recent neuroimaging work suggests that we can attribute conscious awareness to some patients in a vegetative state by interpreting their brain activity as intentional mental action. I suggest that this change of focus, from the interpretation of motor behaviour as intentional bodily action to the interpretation of neural activity as intentional mental action, raises philosophical issues that affect the interpretation of the neuroimaging data.     

Review of the Evidence for Motivation Deficits in Youth with ADHD and Their Association with Functional Outcomes

Preeminent theories of attention-deficit/hyperactivity disorder (ADHD) suggest that motivation deficits are core underlying features of the disorder. However, it is currently unclear whether empirical evidence supports the assertion that significant group (ADHD v. comparison) differences in motivation exist or that problems with motivation contribute to the functional impairments that youth with ADHD experience. Accordingly, this review focused on evaluating and summarizing the empirical literature on the presence of motivation deficits and their association with functional outcomes in samples of youth with ADHD. Twenty studies met the review inclusion criteria. Results support the assertion that youth with ADHD have lower academic-related motivation in comparison to their peers and that motivation plays an important role in academic outcomes, with the strongest evidence to date for reading achievement. However, the available evidence is limited, and few existing studies are aligned with the much larger theoretical and empirical motivation literature in typically developing youth. Given preliminary evidence that motivation plays a role in the academic impairments of youth with ADHD, the review concludes with a discussion of whether current ADHD interventions adequately target motivation and highlights important future directions.     

Spatial representation of magnitude in humans (<Emphasis Type="Italic">Homo sapiens</Emphasis>), Western lowland gorillas (<Emphasis Type="Italic">Gorilla gorilla gorilla</Emphasis>), and American black bears (<Emphasis Type="Italic">Ursus americanus</Emphasis>)

The spatial-numerical association of response codes (SNARC) effect is the tendency for humans to respond faster to relatively larger numbers on the left or right (or with the left or right hand) and faster to relatively smaller numbers on the other side. This effect seems to occur due to a spatial representation of magnitude either in occurrence with a number line (wherein participants respond to relatively larger numbers faster on the right), other representations such as clock faces (responses are reversed from number lines), or culturally specific reading directions, begging the question as to whether the effect may be limited to humans. Given that a SNARC effect has emerged via a quantity judgement task in Western lowland gorillas and orangutans (Gazes et al., Cog 168:312–319, 2017), we examined patterns of response on a quantity discrimination task in American black bears, Western lowland gorillas, and humans for evidence of a SNARC effect. We found limited evidence for SNARC effect in American black bears and Western lowland gorillas. Furthermore, humans were inconsistent in direction and strength of effects, emphasizing the importance of standardizing methodology and analyses when comparing SNARC effects between species. These data reveal the importance of collecting data with humans in analogous procedures when testing nonhumans for effects assumed to bepresent in humans.     

Stress at encoding,context at retrieval,and children’s narrative content

Research concerning the relations between stress and children’s memory has been primarily correlational and focused on memory volume and accuracy. In the current study, we experimentally manipulated 7- and 8-year-olds’ and 12- to 14-year-olds’ experienced stress during a to-be-remembered event to examine the effects of stress on the content of their memory. We further manipulated the degree of interviewer support at retrieval to determine whether it moderated the effects of stress at encoding on memory. Children’s age, gender, stress at encoding, and interviewer support all influenced the type of information included in their narrative reports. Most notably, across ages, children who experienced a more stressful event but were questioned in a supportive manner provided the largest ratio of terms representing internal states such as those about cognitions and emotions. Results suggest that how children process past events may be influenced by both the nature of the event itself and the context within which it is recalled.     

Dialectic,the Dictum de Omni and Ecthesis

In this paper, we provide a detailed critical review of current approaches to ecthesis in Aristotle’s Prior Analytics, with a view to motivate a new approach, which builds upon previous work by Marion & Rückert (2016) on the dictum de omni. This approach sets Aristotle’s work within the context of dialectic and uses Lorenzen’s dialogical logic, hereby reframed with use of Martin-Löf's constructive type theory as ‘immanent reasoning’. We then provide rules of syllogistic for the latter, and provide proofs of e-conversion, Darapti and Bocardo and e-subalternation, while showing how close to Aristotle’s text these proofs remain.     

Narrative Skills,Gender, Culture,and Children’s Long-Term Memory Accuracy of a Staged Event

This study examined the extent to which school-aged children’s general narrative skills provide cognitive benefits for accurate remembering or enable good storytelling that undermines memory accuracy. European American and Chinese American 6-year-old boys and girls (N = 114) experienced a staged event in the laboratory and were asked to tell a story from a picture book that accessed their narrative skill. Children were interviewed about the staged event 6 months later to assess memory accuracy. Greater narrative skill when storytelling was associated with decreased free recall and recognition memory accuracy for the staged event. In free recall responses, this effect was driven by an increase in the likelihood that inaccurate details would be included in responses from children with better general narrative skills. For girls only, narrative skill predicted poorer recognition accuracy. Girls were also more language-proficient and provided more correct details in free recall than did boys. Chinese American children were more accurate than European American children when responding to recall prompts due to less frequent provision of incorrect details, particularly in girls. Findings are discussed in light of the roles of socialization in memory-reporting accuracy.