Recognition hypermnesia: how to get it

Although recall hypermnesia (enhanced recall) over time with repeated testing has by now become an established empirical fact, its recognition counterpart, recognition hypermnesia, has defied clear-cut laboratory confirmation. In four studies, which relied on the retrieval component of recognition memory, it was shown that recognition memory, indexed by d', reliably improved over three successive recognition tests. The stimuli consisted of 140 cartoons, each comprising a picture and a verbal caption. Recognition memory was tested on transforms or part-forms (parts) of the original stimulus material (pictures only, verbal paraphrases of the pictures, the latent content of the cartoons, or the combination of paraphrases and latent contents). The strongest effects were obtained when the originally presented cartoons were tested on their latent (deep semantic) contents. Recognition hypermnesia for part-forms or transforms of earlier presented stimuli has potentially wide-ranging implications since real-world recognition--of faces, texts, visual scenes--usually involves recognising stimuli that are variants, not exact copies, of the originally encountered materials.     

Rethinking the ontogeny of mindreading

We propose a mentalistic and nativist view of human early mental and social life and of the ontogeny of mindreading. We define the mental state of sharedness as the primitive, one-sided capability to take one's own mental states as mutually known to an interactant. We argue that this capability is an innate feature of the human mind, which the child uses to make a subjective sense of the world and of her actions. We argue that the child takes all of her mental states as shared with her caregivers. This allows her to interact with her caregivers in a mentalistic way from the very beginning and provides the grounds on which the later maturation of mindreading will build. As the latter process occurs, the child begins to understand the mental world in terms of differences between the mental states of different agents; subjectively, this also corresponds to the birth of privateness.     

The complementarity of mindshaping and mindreading

Phenomenology and the Cognitive Sciences - Why do we engage in folk psychology, that is, why do we think about and ascribe propositional attitudes (beliefs, desires, intentions etc.) to people? On...     

Learning how to learn from social feedback: The origins of early vocal development

Infants’ prelinguistic vocalizations reliably organize vocal turn-taking with social partners, creating opportunities for learning to produce the sound patterns of the ambient language. This social feedback loop supporting early vocal learning is well-documented, but its developmental origins have yet to be addressed. When do infants learn that their non-cry vocalizations influence others? To test developmental changes in infant vocal learning, we assessed the vocalizations of 2- and 5-month-old infants in a still-face interaction with an unfamiliar adult. During the still-face, infants who have learned the social efficacy of vocalizing increase their babbling rate. In addition, to assess the expectations for social responsiveness that infants build from their everyday experience, we recorded caregiver responsiveness to their infants’ vocalizations during unstructured play. During the still-face, only 5-month-old infants showed an increase in vocalizing (a vocal extinction burst) indicating that they had learned to expect adult responses to their vocalizations. Caregiver responsiveness predicted the magnitude of the vocal extinction burst for 5-month-olds. Because 5-month-olds show a vocal extinction burst with unfamiliar adults, they must have generalized the social efficacy of their vocalizations beyond their familiar caregiver. Caregiver responsiveness to infant vocalizations during unstructured play was similar for 2- and 5-month-olds. Infants thus learn the social efficacy of their vocalizations between 2 and 5 months of age. During this time, infants build associations between their own non-cry sounds and the reactions of adults, which allows learning of the instrumental value of vocalizing.     

The touchscreen cognitive testing method for rodents: how to get the best out of your rat

The touchscreen testing method for rodents is a computer-automated behavioral testing method that allows computer graphic stimuli to be presented to rodents and the rodents to respond to the computer screen via a nose-poke directly to the stimulus. The advantages of this method are numerous; however, a systematic study of the parameters that affect learning has not yet been conducted. We therefore sought to optimize stimuli and task parameters in this method. We found that when parameters were optimized, Lister Hooded rats could learn rapidly using this method, solving a discrimination of two-dimensional stimuli to a level of 80% within five to six sessions lasting ~30 min each. In a final experiment we tested both male and female rats of the albino Sprague-Dawley strain, which are often assumed to have visual abilities far too poor to be useful for studies of visual cognition. The performance of female Sprague-Dawley rats was indistinguishable from that of their male counterparts. Furthermore, performance of male Sprague-Dawley rats was indistinguishable from that of their Lister Hooded counterparts. Finally, Experiment 5 examined the ability of Lister Hooded rats to learn a discrimination between photographic stimuli. Under conditions in which parameters were optimized, rats were remarkably adept at this discrimination. Taken together, these experiments served to optimize the touchscreen method and have demonstrated its usefulness as a high-throughput method for the cognitive testing of rodents.     

The origins of the psychological 'interior'--evidence from imperial Roman literary practices and related issues

The pervasiveness in psychological literature of the assumption that mental events and psychology in general occur within the person-henceforth the psychological 'interior'- is introduced and the received view of its historical origin is presented. This account is challenged and classical historical source material from the period 100 to 400 CE is interpreted in relation to factors of literary practice and related issues (mode of reading, authority and format of text, mode of writing, and author's motivation). It is concluded that the 'interior' that emerges in the reflexive discourse of Imperial Rome develops in tandem with changes in literary practices and that there is consequently substantial evidence for positing an intimate relationship between these practices, subjective experience, and reflexive discourse.     

Studies on time: a proposal on how to get out of circularity

The analysis of time is vitiated very often by circularity: several disciplines, such as psychology, linguistics, and neurosciences, analyze time by using concepts or terms which already contain in themselves, or are based, on the experience and notion of time (as when, for example, time is defined as “duration”, or when our ability to estimate durations is explained by resorting to the notion of an internal clock). Some detailed examples of circularity in the analysis of time are given here and examined. A way out of circularity is then given: it is represented by the proposal of attentional semantics (AS) of considering words and their meanings in terms of the aim they serve, and the means and processes developed and implemented in order to achieve that aim. According to AS, the main aim of words is that of indicating to, and eliciting in, the listener or reader a specific conscious experience: namely, the conscious experience referred to by their meanings. Words achieve their main aim by conveying the condensed instructions on the attentional operations one has to perform if one wants to consciously experience what is expressed through and by them. By describing the conscious experiences elicited by words in terms of the attentional operations that are responsible for the production of such conscious experiences, AS offers an a-linguistic counterpart to language, and therefore an effective way out of circularity. Following in footsteps of Mach (Contributions to the analysis of the sensations, 1890), but slightly revising his hypothesis, AS defines time-sensation as the perception of the effort made, or alternatively the nervous energy expended, by the organ of attention when performing a “temporal activity” (for instance, estimating duration), that is, when one’s own attention is focused in a continuous and incremental way on the conscious product of the (“non-temporal”) activity performed by means of another portion of one’s attention.

Absolute distance perception to locations off the ground plane

Using vision, humans can accurately judge distances to locations on the ground surface up to distances of at least 20 m. Most theories of depth perception assume that this ability is associated with the fact that we live in a terrestrial world in which locations of interest often appear on the ground and for which feedback about distance is often available from nonvisual sources such as walking. Much less is known about the ability of humans to judge absolute distances to locations other than on or supported by the ground plane beyond a few meters, at which point binocular stereo provides at best limited information about distance scaling. We show that one commonly used action measure for probing absolute distance perception exhibits accurate performance, even for targets located on the ceiling of a large room. We follow this with evidence that distance to ceiling locations is recovered with a mechanism that depends, at least in part, on the angle from the line of sight to the target location and a gravity-based frame of reference.     

The essence of agency is discovered,not defined: a minimal mindreading argument

Philosophical Studies - In this paper I give a novel argument for this view that the AGENT concept has an externalist semantics. The argument argues the conclusion from two premises: first, that...     

The selfish preen: absence of allopreening in Palaeognathae and its socio-cognitive implications

Animal Cognition - Preening behaviours are widespread in extant birds. While most birds appear to autopreen (self-directed preening), allopreening (preening directed at conspecifics) seems to have...     

A broad assessment of theory of mind in adolescence: The complexity of mindreading

The aim of this research was to provide an articulated assessment of several different ToM components, namely first- vs. third-person, egocentric vs. allocentric, and first- vs. second-order ToM, in preadolescence and adolescence. Our expectations for the sample of 80 juveniles that participated in the research were that: (1) ToM abilities would improve with age; (2) participants would perform better at first-person than at third-person tasks; (3) participants would perform better at first-order than at second-order tasks; (4) girls will perform systematically better than boys. We also explored possible differences in performance (5) in the allocentric vs. the egocentric perspectives as well as (6) in the comprehension of different types of mental states, namely desires, beliefs and positive and negative emotions. Overall our expectations were confirmed. Our data confirmed that all ToM aspects we investigated keep maturing during preadolescence and adolescence.     

Introspection,mindreading, and the transparency of belief

This paper explores the nature of self‐knowledge of beliefs by investigating the relationship between self‐knowledge of beliefs and one's knowledge of other people's beliefs. It introduces and defends a new account of self‐knowledge of beliefs according to which this type of knowledge is developmentally interconnected with and dependent on resources already used for acquiring knowledge of other people's beliefs, which is inferential in nature. But when these resources are applied to oneself, one attains and subsequently frequently uses a method for acquiring knowledge of beliefs that is non‐inferential in nature. The paper argues that this account is preferable to some of the most common empirically motivated theories of self‐knowledge of beliefs and explains the origin of the widely discussed phenomenon that our own beliefs are often transparent to us in that we can determine whether we believe that p simply by settling whether p is the case.     

The implications of value conflict: how disagreement on values affects self-involvement and perceived common ground

This article presents two studies demonstrating the implications of having different values (vs. interests) in a situation where people take opposite positions. Study 1 examined how people respond to a range of conflict issues that were framed either as referring to conflicting values or as referring to conflicting interests. Study 2 used a more immersive methodology, in which participants were led to consider either their values or interests in taking up a particular position, after which they were presented with a confederate who took up the opposite position. Results of both studies converge to demonstrate that framing a particular conflict issue in terms of values causes people to experience more self-involvement and to perceive less common ground. This result can be seen as a potential explanation of why value conflicts tend to escalate more easily than conflicts of interests and also offers scope for interventions directed at value conflict resolution.     

Computer viruses: What they are,how they work,how they might get you,and how to control them in academic institutions

A computer virus is a program that replicates itself and spreads to computers with the goal of disrupting or destroying normal computer use. In academic computing, viruses represent a serious problem that costs millions of dollars in losses annually and hinders the free exchange of information so critical to education. Viruses operate in incubation, infection, and destroy phases. The nature, mechanisms, and preventive measures for personal-computer viruses are reviewed. Different procedures are recommended to protect research laboratories, instructional laboratories, and software lending libraries. Tradeoffs between providing adequate protection and not having the security become too burdensome are considered.     

Bicultural identities: The interface of cultural, personality, and socio-cognitive processes

This paper presents recent work examining the meaning and impact of individual variations in the way bicultural individuals organize their two cultural identities, a construct that we call Bicultural Identity Integration (BII). While biculturals high on BII describe their two cultural identities as ‘compatible’ (fluid and complementary), biculturals low on BII experience them as largely ‘oppositional’ (i.e., conflicting and disparate). We first report experimental evidence for how variations in BII moderate biculturals’ socio-cognitive behavior, specifically, the way in which bicultural individuals process cultural knowledge and use it to interpret social behavior. We then report structural equation modeling findings that elucidate some important personality, contextual, and performance predictors of BII. Finally, we conclude with a brief discussion of how the study of bicultural identities provides an ideal ground for the integration of cultural and personality psychology.     

The psychobiographer's authority: questions of interpretive scope and logic

Two charges are often raised against psychobiographers' authority (as well as popularized analytic case formulations): reductionism and causal overreach. The first pertains to interpretations that rely exclusively on analytic concepts but ignore the essential contributions made by neighboring disciplines, such as history, to the elucidation of lives lived elsewhere or in the past. The second charge is sometimes stimulated by exaggerated interpretive claims, but often reflects the critic's misunderstanding of the logical structure of genetic explanations. Three case studies illustrate reductionism as well as safeguards against it. They also support a critical discussion of the alleged logical defect.