The mechanism of priming: episodic retrieval or priming of pop-out?

Previous studies indicate that priming affects attentional processes, facilitating processes of target detection and selection on repetition trials. However, the results are so far compatible with two different attentional views that propose entirely different mechanisms to account for priming. The priming of pop-out hypothesis explains priming by feature weighting processes that lead to more frequent selections of nontarget items on switch trials. According to the episodic retrieval account, switch trials conversely lead to temporal delays in retrieving priority rules that specify the target. The results from two eye tracking experiments clearly favour the priming of pop-out hypothesis: Switching the target and nontarget features leads to more frequent selection of nontargets, without affecting the time-course of saccades to a great extent. The results from two more control experiments demonstrate that the same results can be obtained in a visual search task that allows only covert attention shifts. This indicates that eye movements can reliably indicate covert attention shifts in visual search.     

Extended contact effects: is exposure to positive outgroup exemplars sufficient or is interaction with ingroup members necessary?

Previous research does not inform us if exposure to positive outgroup exemplars is sufficient to explain the observed prejudice reduction effect of extended contact or if interaction with ingroup members is necessary. An experiment (N = 108) in which Romanian students read identical stories about the friendship between a Roma and a Romanian/Bulgarian found that, while information about close outgroup-outgroup relationships is sufficient to improve outgroup attitudes and reduce intergroup anxiety, information about close ingroup-outgroup relationships has stronger and broader positive effects. Mediational analyses revealed that group emotions rather than intergroup anxiety, ingroup norms, or outgroup norms mediated the effect of extended contact on outgroup perception. A core affect perspective of group emotions is used to explain the results.     

What kind of knowledge is necessary for the interpretation of language?

An investigation into what kind of knowledge is necessary for interpretation is an important research project for the two fields of the theory of meaning and epistemology, through which they are combined. By examining the two basic requirements for a theory on the interpretation of language drafted by Donald Davidson, this paper analyzes several kinds of knowledge which are necessary for interpretation. The goal is to explore the knowledge of radical interpretation and the distinctions and connections between this knowledge and radical translation and Convention-T, thus revealing its characteristics and possibility to interpretation.     

Three-year-olds' difficulty with the appearance--reality distinction: is it real or is it apparent?

Four experiments investigated 3-year-olds' understanding of the appearance-reality distinction using both J. Flavell, F. Green, and J. Flavell's (1986) typical verbal response paradigm and a new, nonverbal response paradigm. Both paradigms require verbal questioning, but the former involves a verbal response and the latter a nonverbal one. In the nonverbal paradigm, children were shown a deceptive object and asked to respond, nonverbally, to 2 different functional requests, 1 concerning the object's apparent property and 1 its real property. In the verbal paradigm, children were asked to state what the object looked like and what it really was. In the verbal paradigm, children were about 30% correct (a rate matching that in the literature), whereas over 90% of the same children were correct in the nonverbal paradigm. Participating in the verbal paradigm first had a detrimental effect on the children's performance in the nonverbal paradigm, but the reverse order had no effect. These results suggest that 3-year-olds can represent two conflicting properties of a deceptive object and thus understand the appearance-reality distinction in the nonverbal domain.     

Learning and adult neurogenesis: survival with or without proliferation?

Recent high quality papers have renewed interest in the phenomenon of neurogenesis within the adult mammalian brain. Many studies now show that neurogenesis can be modulated by environmental factors including physical activity, stress, and learning. These findings have considerable implications for neuroscience in general, including the study of learning and memory, neural network plasticity, aging, neurodegeneration, and the recovery from brain injury. Although new light has been shed on this field, many contradictory findings have been reported. Here we propose two principle issues which underlie these inconsistencies, with particular focus on the interaction between learning and neurogenesis. The first issue relates to the basic methodology of measuring the generation of new brain cells, i.e., proliferation, as compared to survival of the newly made cells. Mostly, measures of neurogenesis reported are a combination of proliferation and survival, making it impossible to distinguish between these separate processes. The second aspect is in regards to the role of environmental factors which can affect both proliferation and survival independently. Especially the interaction between stress and learning is of importance since these might counteract each other in some circumstances. Reviewing the literature while taking these issues into account indicates that, in contrast to some findings, cell proliferation in the dentate gyrus of the hippocampus as a result of learning cannot be ruled out yet. On the other hand, increased survival of granule cells in the dentate gyrus as a result of hippocampal-dependent learning has been clearly demonstrated. Moreover, this learning-induced survival of granule cells, which were born before the actual learning experience, might provide a molecular mechanism for the 'use it or lose it' principle.     

When and why is ease of retrieval informative?

In two experiments, we examined when and why ease of retrieval of information from memory affects behavioral frequency and attitudinal judgments. Overall, the results suggest that when the subjective experience of ease of retrieval is consistent with the expected ease of retrieval, the content of the information retrieved is used to make judgments. However, when there is a discrepancy between experienced and expected ease of retrieval, the subjective experience of ease of retrieval is used to make judgments. Ease of retrieval is more informative when the discrepancy between experienced and expected ease of retrieval cannot be attributed to task contingencies; when it can, ease of retrieval ceases to be informative.     

Amnesia or retrieval deficit? Implications of a molecular approach to the question of reconsolidation

Post-retrieval interference with a memory has uncovered a phenomenon known to the field as reconsolidation. In this article, we will review the specific molecular mechanisms that have been implicated in reconsolidation. As a result of numerous studies over the past five years, it can now be said with a fair amount of certainty that reconsolidation is not a recapitulation of the mechanisms underlying consolidation, despite what the term "reconsolidation" may suggest. Therefore, in addition to reviewing the known mechanisms of reconsolidation, we will propose that two experimental approaches involving the targeting of specific molecular mechanisms, and the study of these mechanisms during retrieval, may serve useful to the field as it is now able to advance beyond comparisons between consolidation and reconsolidation.     

What is wrong with the indeterminacy of language-attribution?

One might take the significance of Davidson’s indeterminacy thesis to be that the question as to which language we can take another to be speaking can only be settled relative to our choice of an acceptable theory for interpreting the speaker. This, in turn, could be taken to show that none of us is ever speaking a determinate language. I argue that this result is self-defeating and cannot avoid collapse into a troubling skepticism about meaning. I then offer a way of trying to make sense of the idea that some utterances do belong to determinate languages even though there is no determinate language one can take another to be speaking. This, however, results in an uninviting picture of communication in which no speaker is really in a position to say what another’s words mean.     

Developmental differences in recall: Encoding or retrieval?

First- and fifth-grade children and college adults (ages 6, 10, and 18 years, respectively) were presented a 30-item set of pictures to recall in a 4-trial study-test procedure. The stimuli were presented in one of three ways (encoding condition): randomly, blocked (according to categories), or sort (the subject was given the stimuli in random order and asked to sort them into categories). Recall was either free, cued, or constrained (retrieval condition). Results indicated that maximum adult recall was a function of the interaction of encoding and retrieval conditions, and that first- and fifth-grader's recall was influenced by retrieval conditions but not by encoding conditions. The blocked and sort encoding conditions did result in increased clustering relative to random encoding at all three ages, however. It was concluded that encoding conditions influence recall only as they effect the use of retrieval strategies.     

The Activity Preference Questionnaire: is the forced choice format necessary?

Summary: While the Activity Preference Questionnaire (APQ) appears to provide unusually pure and subtle measures of anxiety proneness, its forced choice format involves several drawbacks. Data are presented which suggest that a rating format can be used which avoids the disadvantages of the forced choice format but incorporates its advantages.     

Assessing pain in patients with chronic disorders of consciousness: Are we heading in the right direction?

The deterioration of sensory-motor integration within the pain matrix in patients with chronic Disorders of Consciousness (DoC) is one of the principal mechanisms responsible for non-conscious pain perception. The present study aimed to assess whether the variability in the inter-peak interval (IPI) between the N2 and P2 components of laser evoked potentials (LEP) could represent an objective marker of the behavioral responsiveness to nociceptive stimulation, as measured by the Nociception Coma Scale-Revised (NCS-R), and regardless of the sensory part of pain processing. We found that only IPI variability showed a significant correlation with NCS-R score, independently of the stimulation intensity (that influences the sensory part of pain processing). It was thus concluded that IPI variability might represent an objective measure of pain processing, which may help clinicians in the development of effective pain management strategies.     

Children's cognitive triage: optimal retrieval or effortful processing?

Cognitive triage is a surprising nonmonotonic relationship that exists between the order in which children read words out of long-term memory and the memory strengths of those same words. Two forgetting experiments with 7- and 12-year-old children are reported in which fuzzy-trace theory's explanation of this effect was pitted against an effortful processing explanation. The two explanations make different predictions about the relative rates of forgetting for words that are recalled at the primacy and recency positions of output queues. The data consistently favored fuzzy-trace theory's predictions. We discuss the implications of our results for two assumptions that are commonly made in theories of memory development--namely, that recall accuracy is a monotonic-increasing function of memory strength and that recall order is a monotonic-decreasing function of memory strength.     

Recognition vs. recall: Storage or retrieval differences?

Differences between recognition and recall performance may be due to differences in storage processes, differences in retrieval processes, or some combination of both. An attempt was made to determine which process was critical by withholding information, at the time of study of a stimulus-response pair, about how that item was to be tested on its next presentation. It was found that differences between recognition and recall did not depend upon whether or not the subject knew, at time of study, the mode of test to be employed. These results were interpreted as support for the assertion that, in this particular task, differences in retrieval processes were sufficient to account for differences in recognition and recall. It was found that both the direction and magnitude of the recognition-recall difference depended upon the guessing correction employed.     

What is Wrong with the Concept of Religious Experience?

After briefly mentioning the reason why the concept of religious experience has become a key to understanding Western and non-Western religious phenomena in current religious studies, this paper argues that the concept itself is insufficient to represent the religious phenomena of Islam, because to speak about 'an experience of God' in the context of Islam is misleading. This paper also argues that to consider mystical experience as well as the prophetic revelation that is wah?y within the boundaries of religious experience is confusing. Since the transmission process and contents of wah?y are extraordinary and miraculous, it should not be treated as an ordinary religious occurrence and therefore should not be considered as a personal religious experience.     

Who or what is the preembryo?

...The moral status -- and specifically the controversial issue of personhood -- is related to attainment of developmental individuality...This contrasts with the view that holds that personhood occurs earlier, at the point of genetic uniqueness. I believe that an embryo that has developed to the point where it can be one individual and one individual only, differs in moral status from a preembryo that has not, even if in many cases we may choose to treat them similarly...In view of the conviction that the preembryo is not yet a person and that its statistical potential for becoming such is small, it is not clear that nontherapeutic experiments can be excluded in principle. However, because the preembryo does have intrinsic potential...the preembryo should be treated as a person...Any exceptions from the prima facie duty to treat the preembryo as a person should be based on criteria established at the national level....