A reconstructive-processing interpretation of the recognition failure phenomenon

The generality of the recognition failure phenomenon was the primary basis for the present research. It was hypothesized that the phenomenon obtains whenever an insufficient degree of compatibility exists between the task demands at recognition and those present during study. Experiments 1 and 2 demonstrated that, despite a recognition task that was incompatible to conditions of encoding, subjects could actively reconstruct aspects of the initial situation, and hence recognition failure was minimized. It was assumed that the stimulus material — categorized word pairs — facilitated this reconstructive process. Experiment 3 was designed specifically to examine further the reconstructive process as well as recognition failure. The results indicated that (a) the nature of this process could be mathematically predicted, and (b) subjects seldom failed to recognize words they recalled. The results of the present study strongly suggest an important boundary condition of the phenomenon of recognition failure. Moreover, Tulving and Wiseman's (1975) quadratic function could not predict accurately the obtained magnitude of recognition failure.     

A note on the interpretation of the factor pattern of the California Psychological Inventory

The intercorrelation matrix between the scales of the California Psychological Inventory, given in the manual, was factor analyzed. Three factors were extracted and rotated by varimax. The matrix was rescaled, first normalizing the rows, then standardizing the columns to a mean sum of squares of one. Unity was used as a cut-off point for determination of salient loadings. The first two factors were similar to the results reported in a previous Study by Nichols and Schnell. The third factor was interpreted as an independence-dependence dimension.     

Piagetan inconsistencies: A note on the formal operational interpretation of adolescent psychological development

Piaget's interpretation of adolescent self-centration as egocentrism resulting from formal operations is inconsistent because it means that the end-point of human development (formal operations) is characterized by inadequate development (egocentrism). Piaget's interpretation is also inconsistent to the empirical evidence, which has failed to support a notion of a general, universal stage of formal operations. An alternative interpretation of adolescence as developing towards a cognitive stage characterized by the taking of the perspective of the other to self can be proposed.     

A note on the geometric interpretation of the EM algorithm in estimating item characteristics and student abilities

This note uses the EM-algorithm in an item response model as an illustration of a general method of parameter estimation, which geometrically can be described as an alternating projection method. The research was initiated by a series of lectures on alternating projection methods given by Imre Csiszar in 1993 at Stanford University where the first author was a graduate student.     

A grouping interpretation of the modality effect in immediate probed recognition

In a series of experiments on immediate probed recognition for eight 3-digit numbers, it was shown that if the target modality involved auditory components and the effect of the similarity of the modality of the probe to that of the targets was controlled, unequivocal evidence was obtained for an auditory superiority effect (modality effect) for hit rates for the final items of the list. Moreover, false-alarm rates were significantly lower following targets with an auditory component than they were following silently seen targets. It is argued that this pattern of hits and false alarms is consistent with the idea that targets that have an auditory component yield memory representations that are better grouped as units than are those for targets that are only silently seen; in particular, if a new probe has a first digit that accidentally matches the first digit of a target item, it is more likely that the subject will mistakenly identify this new probe as old (give a false alarm) if the target has only been partially encoded because it was only silently seen.     

A note on the importance of cultural factors in suicide studies

ABSTRACT: This paper proposes the adoption of a macro level analysis of cultural data by sociologists engaged in suicide studies. It is asserted that an examination of cultural factors contributing to individual stress and of cultural phenomena undergoing rapid change can lead to (1) a clearer understanding of the suicidal individual in his cultural context and (2) the development of suicide prevention programs aimed at alleviating the affects of societal stress. An analysis of the data relating to the correlation between the percentage of white women in the labor force and suicide rates is presented as an example of the application of the suggested approach.     

A note on lower bounds for the number of common factors

It is shown that the lower bounds for the number of common factors, established by Guttman [1954] and modified by Kaiser [1961], cannot decrease as the number of observed variates is increased. The result implies that the lower bounds cannot become weaker if the number of observed variates is increased and the number of factors remains constant.This paper is based on a section of a thesis submitted to the Department of Statistics of the University of the Witwatersrand in fulfillment of the requirements for a M.Sc. degree.Presently at the National Institute for Personnel Research, Johannesburg, South Africa.     

A developmental study of semantic elaboration and interpretation in recognition memory

Two experiments examined semantic elaboration and interpretation in recognition memory of 4-year-olds and college students. Subjects were presented pictures of color-specific and non-color-specific items, and then tested for their recognition of the chroma of the items. In Experiment 1, one-half of the presentation items were black and white and one-half colored, and testing always involved one black and white and one colored choice. In Experiment 2, all of the presentation items were colored, and testing always involved two colored choices. In both studies, the pattern of results of the two age groups was similar. Experiments 1 and 2 indicated that recognition judgments were based on representations that were elaborated with preexperimentally acquired semantic color information, and Experiment 2 also indicated that recognition judgments were based on representations that contained interpretive information about the appropriateness of the colors of the items. The results were considered to support and extend the view that when young children and adults share a common knowledge base, they are likely to engage in similar and extensive semantic processing.     

Word recognition in developmental dyslexia: A connectionist interpretation

We present a study of the accuracy, consistency, and speed of word naming in a dyslexic boy, JM, who has severe impairments in the ability to use sub-lexical, phonological reading strategies. For words that he can recognise, JM's naming latencies do not differ from those of control subjects matched for reading age, and he is generally consistent from one occasion to the next. He can also match printed homophones with their definitions--a skill that requires access to well-specified orthographic representations. The data are interpreted as evidence for the creation of efficient recognition devices for words within JM's sight vocabulary. However, he shows a continuing inability to use phonological decoding strategies to deal with words that he cannot recognize by sight. Overall we argue our results pose problems for stage models of reading development, and that they may best be interpreted within a connectionist framework of the development of word recognition skills.     

A note on the reflection of signs in the extraction of centroid factors

This note suggests that the reflection of residuals in the centroid method of factor analysis should be continued, whenever possible, after all the sums of the columns in the correlation matrix, excluding diagonal values, are positive. A criterion is given for determining whether further reflection is possible in such cases.     

On the interpretation of common factors: A criticism and a statement

The concept of simple structure is criticized for lack of objectivity and for failure to produce invariance of (a) factor loadings under change of battery, and (b) individual scores on primary traits under change of tests. It is also criticized on the grounds that simple structure yields at best the factors which were put in and that, by suitable manipulation of tests, any set of factors may be represented in a battery by tests which will yield a simple structure. A procedure for rotation is developed which locates the first rotated axis to pass through a cluster of tests which, by hypothesis, contain a common factor and to project all tests into a hyperplane orthogonal to this factor. The second factor is then located to pass through the projections of a second cluster of tests defining the second factor, and so on, until all hypothecated factors have been located. Any residual interrelations may then be rotated graphically to the most plausible arrangement.     

Effects of processing bias on the recognition of composite face halves

Research has shown that face recognition accuracy can be improved by prior global processing and impaired by prior local processing (Macrae & Lewis, 2002). The aim of this study was to test the processing bias account of face recognition, using the composite face task (Young, Hellawell, & Hay, 1987), a test of featural recognition. Undergraduate volunteers (N=75) participated in a between-subjects design that tested their ability to recognize face halves within a composite, following either global or local Navon processing or a control task. Results showed that, as compared with the control task, local processing speeded ability to recognize face halves. These results provide support for the processing bias account of face recognition.     

The relative contribution of content and context factors on the interpretation of conditionals

Previous research showed that conditional reasoning is affected by the content and the context of the studied problems. In this study, we investigate in detail the relative effect of three factors, namely the number of alternative or disabling reasons, speaker control, and pragmatic type, on the interpretation of conditionals. These factors were subject to prior research, but mostly in a fragmented way. This study indicates that some important nuances must be added to earlier findings. The number of alternatives and disablers, the speaker control, and the pragmatic type of conditional statements all have a considerable effect on how we interpret these sentences and reason with them, but they do not have equal weight. Alternatives/disablers play a significant but very limited role on the interpretation of conditionals, while the influence of speaker control and of pragmatic type is far more imperative.     

A single-system interpretation of dissociations between recognition and categorization in a task involving object-like stimuli

In previous research (Reed, Squire, Patalano, Smith, & Jonides, 1999), amnesic patients performed at near normal levels in a categorization task involving stimuli with discrete features, but showed impaired recall of the features. These results were taken as evidence of the existence of separate memory systems for categorization and recall/recognition. The present research addresses a single-system account of this dissociation. In Experiment 1, results closely matching the dissociation pattern were obtained when normal participants' classification and recognition performance was tested either immediately or after a week delay. In addition, formal modeling of the data suggested that participants use only a few of the dimensions in the categorization task, whereas they must use many dimensions in the cued-recall task. In Experiment 2, we found that many participants could perform the categorization task without any exposure to the training sequence. These results suggest that different memory demands across the two tasks may be responsible for the observed dissociation—separate memory systems are not necessarily involved.     

A note on notes: note taking and containment

In extreme situations of massive projective identification, both the analyst and the patient may come to share a fantasy or belief that his or her own psychic reality will be annihilated if the psychic reality of the other is accepted or adopted (Britton 1998). In the example of' Dr. M and his patient, the paradoxical dilemma around note taking had highly specific transference meanings; it was not simply an instance of the generalized human response of distracted attention that Freud (1912) had spoken of, nor was it the destabilization of analytic functioning that I tried to describe in my work with Mr. L. Whether such meanings will always exist in these situations remains a matter to be determined by further clinical experience. In reopening a dialogue about note taking during sessions, I have attempted to move the discussion away from categorical injunctions about what analysis should or should not do, and instead to foster a more nuanced, dynamic, and pair-specific consideration of the analyst's functioning in the immediate context of the analytic relationship. There is, of course, a wide variety of listening styles among analysts, and each analyst's mental functioning may be affected differently by each patient whom the analyst sees. I have raised many questions in the hopes of stimulating an expanded discussion that will allow us to share our experiences and perhaps reach additional conclusions. Further consideration may lead us to decide whether note taking may have very different meanings for other analysts and analyst-patient pairs, and whether it may serve useful functions in addition to the one that I have described.