Individual differences in working memory capacity and divided attention in dichotic listening

The controlled attention theory of working memory suggests that individuals with greater working memory capacity (WMC) are better able to control or focus their attention than individuals with lesser WMC. This relationship has been observed in a number of selective attention paradigms including a dichotic listening task (Conway, Cowan, & Bunting, 2001) in which participants were required to shadow words presented to one ear and ignore words presented to the other ear. Conway et al. found that when the participant’s name was presented to the ignored ear, 65% of participants with low WMC reported hearing their name, compared to only 20% of participants with high WMC, suggesting greater selective attention on the part of high WMC participants. In the present study, individual differences in divided attention were examined in a dichotic listening task, in which participants shadowed one message and listened for their own name in the other message. Here we find that 66.7% of high WMC and 34.5% of low WMC participants detected their name. These results suggest that as WMC capacity increases, so does the ability to control the focus of attention, with high WMC participants being able to flexibly “zoom in” or “zoom out” depending on task demands.     

Effects of Pro-Environmental Recruiting Messages: The Role of Organizational Reputation

Purpose  The purpose of this study was to examine the effects of a pro-environmental corporate message on prospective applicants’ attitudes toward a fictitious hiring organization. Drawing from signaling theory, we hypothesized that an environmental message on the organization’s recruitment website would increase prospective applicants’ perceptions of organizational prestige, which would then increase job pursuit intentions. Personal environmental attitudes were also examined as a possible moderator. Design/Methodology/Approach  Participants (N = 183) viewed a web site printout that either did or did not contain a message indicating the organization’s environmental support. Participants rated their attitudes toward the environment, perceptions of the organization, and job pursuit intentions. Findings  Findings demonstrated that the environmental support message positively affected job pursuit intentions; further, this effect was mediated by perceptions of the organization’s reputation. Contrary to the person–organization fit perspective, the message’s effects on job pursuit intentions were not contingent upon the participant’s own environmental stance. Implications  These findings highlight the importance of corporate social performance as a source of information for a variety of job seekers. Even relatively small amounts of information regarding corporate social performance can positively affect an organization’s reputation and recruitment efforts. Originality/Value  In general, this research contributes to the growing body of literature on corporate social responsibility. It is the first study to test whether the effects of pro-environmental recruiting messages on job pursuit intentions depend upon an applicant’s personal environmental stance. In addition, this is the first study to demonstrate reputation’s meditational role in the effects of corporate social responsibility on recruitment efforts.     

It’s under control: Top-down search strategies can override attentional capture

Bacon and Egeth (1994) proposed that observed instances of attentional capture by feature singletons (e.g., color) were the result of a salience-based strategy adopted by subjects (singleton detection mode) and, thus, were not automatic. They showed that subjects could override capture by adopting strategies based on searching for specific target features (feature search mode). However, Theeuwes (2004) has recently argued that Bacon and Egeth’s results arose from experimental confounds. He elaborated a model in which attentional capture must be expected when salient distractors fall within a spatialwindow of attention. According to Theeuwes’s (2004) model, there exist two essential criteria for examining stimulus-driven capture. First, search latencies cannot increase with display size, since the search must be parallel; second, the salience of the irrelevant distractor must not be compromised by characteristics of the search display. Contrary to the predictions of Theeuwes’s (2004) model, we provide evidence that involuntary capture can be overridden when both of these criteria are met. Our results are consistent with Bacon and Egeth’s proposal.     

Investigating the social-adjustive and value-expressive functions of well-grounded attitudes: Implications for change and for subsequent behavior

Recent demonstrations of the plausibility of functional theories of persuasion have occurred within advertising contexts or have targeted potentially nebulous or uninvolving attitudes, and may thus have demonstrated the utility of functional explanations of attitude formation rather than attitude change. In the present study, attitudes that participants have acted on and consider important (i.e., the criteria they use to select dating partners) were the targets of persuasion. High and low self-monitoring individuals, who hold different dating attitudes that serve different functions, were exposed to functionally relevant or functionally irrelevant messages that reached either proattitudinal or counterattitudinal conclusions. As anticipated by functional theory, (a) low self-monitoring individuals changed their dating attitudes only after hearing a counterattitudinal message that addressed thevalue-expressive functions their dating attitudes served, whereas (b) high self-monitoring individuals changed their opinions only after hearing a counterattitudinal message that addressed thesocial-adjustive functions served by their dating attitudes. Although the data revealed that important attitudes can be changed via a functionally relevant appeal, only the low self-monitoring individuals subsequently used their changed attitudes to guide their behavior in a subsequent couple-matching task. Implications of these results for functional theories of persuasion and for variations in attitude/behavior consistency were discussed. This research is based on a Master’s thesis conducted by the first author under the direction of the second author.     

Relevant distractors do not cause negative priming

Highly relevant stimuli (such as one’s own name) can capture attention in situations in which one can only partially attend to the environment (e.g., the classic “cocktail party” phenomenon, introduced by Moray, 1959). The present study extends previous findings on selection tasks demonstrating these intrusions of relevant stimuli. Not only can highly relevant stimuli be detected more easily, but attempts to deliberately ignore them will also be hampered, so subsequent reactions to such stimuli will not be slowed. In the experiment, participants (N = 32) ignored the first names of other participants without problems, and they showed slowed reactions to such names that they had ignored shortly before (negative priming task). In contrast, no slowing was observed for participants’ own names when those names had just previously been used as distractors.     

Epistemic authority of professors and researchers: differential perceptions by students from two cultural-educational systems

Teachers and researchers are considered epistemic authorities that provide reliable information if that information is relevant to their discipline. Students differentiate between relevant and irrelevant disciplines when assessing teachers’ expertise. In this paper, it is investigated whether students’ cultural-educational background plays a role in this differentiation between relevant and irrelevant disciplines. In large power distance cultures such as France, students learn to respect and obey their teacher, whereas in smaller power distance cultures such as the Netherlands, the relationships between students and teachers are more informal. Therefore, French students may be less sensitive to the actual discipline when assessing a source’s expertise. In an experiment, it was empirically tested whether French students perceived smaller differences than Dutch students between fictitious professors and researchers who put forward information that was or was not related to their own discipline. Results showed that the French participants indeed differentiated to a much lesser degree between professors and researchers with a relevant and an irrelevant discipline than did the Dutch participants. Further analyses indicated that students’ obedience partially mediated this effect of nationality on the difference between relevant and irrelevant disciplines. This study underlines the role that cultural-educational background can play in the assessments of epistemic authorities.     

Education,Conflict and the Political: Introduction to the Special Issue

In recent years the French philosopher Jacques Rancière has addressed the predicament of artists and curators who, in their eagerness to convey a critical message or engage their viewers in an emancipatory process, end up predetermining the outcomes of the experience, hence blocking its critical or emancipatory potential. In this essay I consider Rancière’s writing on this topic and draw out the parallels with the predicament of teachers and curriculum designers who have critical and emancipatory objectives. The risk of education that strives for emancipation is that it can become so directive in steering students to the “right” outcomes that it does not leave these students any intellectual room. Rancière’s work is helpful in reminding us that teachers and curricula with explicitly critical, political, emancipatory objectives can defeat their own purposes and become stultifying if they do not leave the student room to use her or his own intelligence.     

On Laozi��s Dao��An attempt to make philosophy speak Chinese

“How is the meaning of the Dao to be understood?” To answer this question, we should not make indiscreet remarks outside of the framework of Laozi’s thought; rather, we should enter the system, helping Laozi to establish a philosophical system on the Dao. Such an establishment is equivalent to that of a logical system of Laozi’s philosophy. We consider the presentation of Laozi’s thought as unverified propositions, and the purpose of this essay is to expound on these propositions and make them philosophy in a strict sense: The Dao that can be talked about is not Dao anymore, and while “the Dao” seems to have its name, it actually does not. Names are also particular things. The Dao is neither a name nor a thing; instead, the Dao implies nonexistence. Nonexistence means the possibility of the being of all things, and all these things are the manifestation of the Dao, thus nonexistence is also existence. Things are discriminated from the Dao, and because all these things are discriminated from each other, there is de 德 (virtues). Where the discrimination is removed, there is the Dao, and adherence to the discrimination means deviation from the Dao. The diversity of things stirs up desires, and the control and utilization of things are a departure from the Dao. Only desires without self are compatible with nature. Desire discriminates with artificial measurements, and thus leads to knowledge. To acquire knowledge is to learn, and learning develops the capability to differentiate between the self and the other, so only a decline in learning can be conducive to human life. One can achieve something, transform external things and withstand nature only after he learns and acquires knowledge. On the other hand, wuwei 无为 (doing nothing) leads to wuwo 无我 (self-denial), avoiding the invention or differentiation of things. So, life is just the movement of the Dao, in which all things are allowed to take their own courses and nothing is left unaccomplished.     

Internalism and Hyperexternalism About Reasons

Alan Goldman’s Reasons from Within is one of the most thorough recent defenses of what might be called ‘orthodox internalism’ about practical reasons. Goldman’s main target is an opposing view that includes a commitment to the following two theses: (O) that there are such things as objective values, and (E) that these values give rise to external reasons. One version of this view, which we can call ‘orthodox externalism’, also includes a commitment to the thesis (I) that rational people will be motivated by any reason they have of which they are aware. Goldman himself embraces (I), and deploys it frequently in his criticisms of orthodox externalism. But there is logical space for an externalist view that includes a commitment to (O) and (E), but that denies (I). The resulting “hyperexternalist” view holds that some reasons need not motivate us, even if we are rational. In this paper I argue that Goldman’s criticisms of orthodox externalism leave hyperexternalism untouched, and that his specific criticisms of my own version of hyperexternalism do not work. In light of Goldman’s criticisms of orthodox externalism and my own criticisms of Goldman’s view, hyperexternalism emerges as the favored option.     

Social referencing in dog-owner dyads?

Social referencing is the seeking of information from another individual to form one’s own understanding and guide action. In this study, adult dogs were tested in a social referencing paradigm involving their owner and a potentially scary object. Dogs received either a positive or negative message from the owner. The aim was to evaluate the presence of referential looking to the owner, behavioural regulation based on the owner’s (vocal and facial) emotional message and observational conditioning following the owner’s actions towards the object. Most dogs (83%) looked referentially to the owner after looking at the strange object, thus they appear to seek information about the environment from the human, but little differences were found between dogs in the positive and negative groups as regards behavioural regulation: possible explanations for this are discussed. Finally, a strong effect of observational conditioning was found with dogs in the positive group moving closer to the fan and dogs in the negative group moving away, both mirroring their owner’s behaviour. Results are discussed in relation to studies on human–dog communication, attachment and social learning.     

Non-monotonic Probability Theory and Photon Polarization

A non-monotonic theory of probability is put forward and shown to have applicability in the quantum domain. It is obtained simply by replacing Kolmogorov’s positivity axiom, which places the lower bound for probabilities at zero, with an axiom that reduces that lower bound to minus one. Kolmogorov’s theory of probability is monotonic, meaning that the probability of A is less then or equal to that of B whenever A entails B. The new theory violates monotonicity, as its name suggests; yet, many standard theorems are also theorems of the new theory since Kolmogorov’s other axioms are retained. What is of particular interest is that the new theory can accommodate quantum phenomena (photon polarization experiments) while preserving Boolean operations, unlike Kolmogorov’s theory. Although non-standard notions of probability have been discussed extensively in the physics literature, they have received very little attention in the philosophical literature. One likely explanation for that difference is that their applicability is typically demonstrated in esoteric settings that involve technical complications. That barrier is effectively removed for non-monotonic probability theory by providing it with a homely setting in the quantum domain. Although the initial steps taken in this paper are quite substantial, there is much else to be done, such as demonstrating the applicability of non-monotonic probability theory to other quantum systems and elaborating the interpretive framework that is provisionally put forward here. Such matters will be developed in other works.     

Carnap and Kuhn: On the Relation between the Logic of Science and the History of Science

This paper offers a refutation of J. C. Pinto de Oliveira’s recent critique of revisionist Carnap scholarship as giving undue weight to two brief letters to Kuhn expressing his interest in the latter’s work. First an argument is provided to show that Carnap and Kuhn are by no means divided by a radical mismatch of their conceptions of the rationality of science as supposedly evidenced by their stance towards the distinction of the contexts of discovery and justification. This is followed by an argument to the effect that the fact that Carnap’s own work concentrated on formal aspects of scientific theories does not licence the conclusion that he thought historical investigations and concerns irrelevant for what we nowadays would rightly call “philosophy of science”.     

Past in the present: the way parents remember their own school years relates to the way they participate in their child’s schooling and remember his/her school years

This study set out to explore the contribution of parents’ own school memories to the way they remembered their child’s school years and took part in his/her schooling. The respondents were a group of academically and vocationally educated fathers and mothers (N =  326), who participated in a full 9-year follow-up study of their child’s schooling. The parents’ own school memories were found to direct their recollection of their child’s school years in a selectively and evaluatively consistent way, especially among the fathers and the vocationally educated parents. For example, the parents with negative recollections tended to help their child to prepare for tests more frequently than parents with more positive recollections did. Parental school memories seem to function like a general educational attitude in that they relate widely to the parents’ perceptions and actions concerning their child’s schooling.     

Confusion about concessive knowledge attributions

Concessive knowledge attributions (CKAs) are knowledge attributions of the form ‘S knows p, but it’s possible that q’, where q obviously entails not-p (Rysiew, Nous (Detroit, Mich.) 35:477–514, 2001). The significance of CKAs has been widely discussed recently. It’s agreed by all that CKAs are infelicitous, at least typically. But the agreement ends there. Different writers have invoked them in their defenses of all sorts of philosophical theses; to name just a few: contextualism, invariantism, fallibilism, infallibilism, and that the knowledge rules for assertion and practical reasoning are false. In fact, there is a lot of confusion about CKAs and their significance. I try to clear some of this confusion up, as well as show what their significance is with respect to the debate between fallibilists and infallibilists about knowledge in particular.     

School Subjects as Social Categorisations

The present study set out to examine school subjects in terms of social categorisations of a child’s educability. A group of academically educated (N = 180) and vocationally educated parents (N = 249) with a child in the third grade of comprehensive school were asked to indicate their child’s strongest and weakest school subject and to give reasons for their choices. The parents’ most frequent choices for both the strongest and the weakest subject turned out to be mathematics and Finnish, which substantiates the pivotal role of the cognitive-verbal competencies in defining the child’s educability. The choices were guided by the child’s gender, so that mathematics was typically regarded as the strongest subject of boys and the weakest subject of girls and conversely, Finnish was regarded as the strongest subject of girls and the weakest subject of boys. The parent’s educational position organised the reasons given for the subject choices so that self-serving attribution was stronger among the academically educated than the vocationally educated parents, suggesting that the parents’ education relates to the trust they place on their child’s educational potential.     

Referred sensations induced by a mirror box in healthy subjects

Twenty-one healthy subjects were instructed to observe the mirror image of the tactile stimulation of their own hand (control condition) or an assistant’s hand (experimental condition) while being queried about the referred sensation (RS) in their own masked hand behind the mirror. The rated intensity of the RS under the experimental condition was significantly stronger than that under the control condition. In a second experiment, the experimental condition was replaced with the tactile stimulation of a prosthetic (rubber) hand, and was compared with the tactile stimulation of the subject’s own hand (control condition). In both of the experiments, the rated intensity of RS was significantly stronger under the experimental condition than under the control condition. The qualitative characteristics of the induced RS on the mirror image hand—including the location, sense of ownership, and various subjective feelings—were also found to vary among subjects. In conclusion, an RS could be induced in healthy subjects on the mirror image of the hand by tactile stimulations, although this effect differed substantially among individuals.     

Parental attributions and parental involvement

This study examined the existing relation between parental attributions of their child’s achievement, their belief in getting involved in the child’s educational process and their actual behavior regarding this involvement. The participating parents (N = 313) were asked to complete the Parental Attributions Scale and the Parental Involvement Scale. They were also asked to state to what degree they believed that parents in general and they personally as parents should get involved in their children’s educational affairs. Confirmatory factor analysis showed that attributing achievement to internal and controllable factors such as the parent’s own effort influenced positively the strength of the “getting involved” belief. This in turn had a strong effect on actual parental involvement activity.     

Trees and Us: Poetic Metaphors and Pastoral Images

This article elaborates on my earlier contention that poetry and pastoral care have a great deal in common (Capps, The Poet’s Gift, 1993) by focusing on Joyce Kilmer’s well-known poem “Trees.” I use this poem to support the metaphorical association of trees and human beings and to advocate for the pastoral image of the upholder. A brief sketch of Kilmer’s life is presented, and parodies of the poem are used to address the question whether pens are mightier than swords (a question that Kilmer’s own life as a poet and soldier also evokes). The article concludes with Denise Levertov’s poem “From Below” which, together with Kilmer’s “Trees,” illumines the image of the pastor as ordained to be the upholder of the community and of the individuals who comprise it.