Do noise masks terminate target processing?

Much recent research in visual information processing has employed a methodology resting on the assumption that a noise mask following presentation of a target stimulus terminates processing of that target. In the absence of appropriate controls, such a methodology is viable only insofar as an erasure theory of masking is valid. However, the phenomena from which the erasure position has derived its strongest support have been subject to alternative theoretical explanations, the most general of which is that of temporal integration. The experiment reported here tested these alternatives. Twelve subjects served in a tachistoscopic study designed to determine whether the same noise field of dots could either erase a degraded target digit or facilitate target identification through temporal integration, under both forward and backward masking paradigms. This was found to be the case, and the results were interpreted as consistent with an integration theory of masking and as incompatible with an erasure conception. The results suggested that efforts to control target processing time through display of a visual noise pattern subsequent to target presentation are methodologically inadequate when devoid of some basic control operations.     

Effect of performance and state orientation on achievement and attention indicators in a simple stimulus-response task with and without performance feedback

In formulating his theory of action control, Kuhl (1983) proposed two motivational states: action orientation and state orientation. People who are action oriented are able to ignore all informations in concrete situations which are irrelevant with regard to the preferred goals. Persons who are state oriented tend to focus sooner on the outlast aspects of a special state. Kuhl introduced a questionnaire HAKEMP to record these tendencies. Further on, there occurs the general assumption that in a particular state of state orientation, people have only a limited processing capacity for given tasks. This hypothesis was tested in an experiment (n = 88) with a stimulus-reaction task. The conditions were varied by the type of the task (fixed or variable stimulus interval) and feedback for the subjects' ability to react. It was expected that for the fixed stimulus interval condition, state-oriented people would be less efficient than action-oriented subjects; with feedback there should be increasing results. The experiment however, shows no significant difference between the performance of state- and action-oriented subjects. These results are discussed in relation to modifications of the HAKEMP questionnaire.     

Individual differences in immediate serial recall: A matter of mnemonics?

Normal adults differ in a fairly general immediate serial recall ability which is commonly assessed on individual IQ tests. Two experiments tested the role of rehearsal, grouping, and chunking strategies in producing such individual differences. The general approach was to limit interindividual variation in the application of these mnemonics and observe the effects on individual differences in recall. This was accomplished by (1) presenting items too fast to allow variation in rehearsal strategy and (2) requiring all subjects to group and chunk items in the same way. Both manipulations affected average recall, but neither one affected the size or order of individual differences. It was concluded that immediate serial recall differences between normal adults are largely a consequence of something other than differences in rehearsal, grouping, or chunking strategies.     

Do cleaner fish learn to feed against their preference in a reverse reward contingency task?

The ability to control impulsive behaviour has been studied in animals with a standard test in which subjects need to choose the smaller of two food items in order to receive the larger one (reverse reward contingency). As a variety of mammals that have been tested so far (mostly primates) have great difficulties to solve the task, it has been proposed that it is generally cognitively demanding. However, according to an ecological approach to cognition, a species’ ability to solve the task should not depend on its general cognitive abilities but on whether its ecology causes selective pressure on the ability to restrain foraging behaviour. We tested this hypothesis using the cleaner wrasse (Labroides dimidiatus), a fish species that feeds against its preference in nature when engaging in cleaning interactions with so called ‘client fish’. None of the eight tested individuals learned to choose a non-preferred item after 200 trials. In a subsequent test, one subject learned to respond correctly in a large or none contingency task (only the choice of the small food was rewarded). After a short re-experience treatment, this individual learned to solve the reverse reward task after 30 trials. In conclusion, we did not find support for the general idea that interactions with clients prepared cleaners to quickly solve a reverse reward test. However, the results suggest that the potential to solve a reverse reward contingency may not be restricted to mammals but could be present also in a fish species in which the problem of choosing a non-preferred food over a preferred one is an ever present challenge in nature.     

Knowledge and success from ability

This paper argues that knowledge is an instance of a more general and familiar normative kind—that of success through ability (or success through excellence, or success through virtue). This thesis is developed in the context of three themes prominent in the recent literature: that knowledge attributions are somehow context sensitive; that knowledge is intimately related to practical reasoning; and that one purpose of the concept of knowledge is to flag good sources of information. Wedding these themes to the proposed account helps to explain a wide range of standard Gettier problems. It also helps to explain barn façade cases, which require a different kind of treatment.     

Binaural interaction in backward masking

The binaural auditory system exhibits certain advantages over the monaural system when detecting a tonal signal in a background of masking noise. These advantages have been described in detail and are referred to as masking-level differences, or MLDs. It has been demonstrated, for example, that performance in detecting a tonal signal that has been reversed in phase at one ear relative to the other ear is about 15–17 dB better than detection of the same signal in-phase at the two ears when masked by moderately intense masking noise that is in-phase at the two ears. The explanations for this phenomenon fall into two general categories, and both types of explanations are based upon the interaction of the tonal signal and masker when they are added together. In the present paper, data are presented which indicate that an MLD of at least 4–5 dB can be obtained in a binaural masking experiment in which the offset of the tonal signal precedes the onset of the noise masker.     

Is reading ability related to activation dumping speed? Evidence from immediate repetition priming

In parallel processing models, residual activity constitutes noise that must be dumped, and fast dumping is associated with efficient processing. Subjects performed a continuous lexical decision task with repetitions (Experiments 1 and 2). Efficient readers (who had high comprehension and vocabulary scores) showed smaller repetition priming than did inefficient readers, but mostly at Lag 0 (equivalent to 3-sec stimulus onset asynchrony [SOA]). Experiment 3 manipulated the empty interrepetition interval. It was found that reading ability was negatively related to repetition priming mostly when the SOA was 3 sec, but less so when it was 2 or 4 sec. Experiment 4 failed to find similar reading ability differences when the task was continuous recognition. The findings are interpreted as showing that efficient readers managed to dump residual activity related to subsemantic information in less than 3 sec, whereas inefficient readers required 3–4 sec.     

Learning in a task of complex auditory streaming and identification

Adult humans were studied for improvements in their ability to segregate natural whole speech in background noise, in 6 test sessions spaced with a very wide range of inter-session interval (ISI) ranging from minutes to weeks apart so as to examine the effect of this parameter on initial (early) and late components of perceptual learning. Improvements were found even with spacings of 3 weeks between the punctate task sessions. All subjects showed similar total learning amounts but there were sex- and ISI-dependent differences in learning patterns, which we indexed by dividing the overall exponentially-decreasing learning pattern into an early phase between the first two sessions and a later phase between the second and sixth sessions. Males tested at all ISIs and females tested at short (2, 5 and 15 min) and long (1–21 days) ISIs showed small amounts of early-phase learning and large amounts of late-phase learning. However, females tested at intermediate (30 min and 1 h) ISIs showed only early learning, i.e., faster learning given that the total learning was the same. This sex- and ISI-specific deviant pattern could be changed to the standard pattern by interposing an overnight interruption that included sleep amongst test sessions. Thus, improvement in this complex auditory streaming and identification task can occur even with very brief and widely-spaced exposure, generally through a standard pattern of slower overall learning, but also through a sex- and ISI-specific deviant pattern of very rapid early learning which can be modulated by interposed delay unlike the standard pattern.     

Homonym understanding and conservation

It is proposed that a common cognitive capacity underlies both homonym understanding and conservation ability—namely, the capacity to shift attention from one dimension (domain) to another. This hypothesis is tested in a longitudinal study of kindergarten (mean age 6-0) and first-grade (mean age 6-6) children. The results indicate that conservation status is significantly related to homonym understanding, over and above the age or general vocabulary level of the child.     

Shrinkage in the perceived duration of speech and tone by acoustic replacement1

Abstract: To investigate mechanisms for perceiving the duration of an auditory event, an effect of perceptual grouping upon perceived duration was studied psychophysically. In the first experiment, the perceived duration of a spoken word was measured under three conditions of acoustic continuity (i.e., (a) intact, (b) noise‐replaced, and (c) gap‐replaced) as a function of the duration of the target stimulus. Under the noise‐replaced condition, a portion of the target stimulus was physically replaced with a noise burst. Under the gap‐replaced condition, the replacement was made with a gap. The gap‐replacement resulted in a prominent shrinkage of the perceived duration. In the case of noise‐replacement, the amount of shrinkage was moderate but highly significant, although the word employed was perceived to be phonetically intact. Independent of this effect of replacement, the amount of shrinkage was also affected by the physical duration of the target stimulus. The second experiment tested an effect of noise replacement on the perceived duration of a tone burst. In this case, the noise replacement also shrunk the perceived duration of the non‐speech stimulus. This noise‐induced shrinkage could be regarded as being general for the auditory duration. The phenomenon is discussed in relation to a revised model for perceived duration.     

Mathematical Creativity: A Combination of Domain-general Creative and Domain-specific Mathematical Skills

Creativity is an understudied topic in elementary school mathematics research. Nevertheless, we argue that creativity plays an important role in mathematics, but that more research is needed to understand this relation. Therefore, this study aimed to investigate this relation, specifically between domain-general creativity, domain-specific mathematical creativity, and mathematical ability. Measures for these constructs were administered to 342 Dutch fourth graders. In order to examine the nature of the relation between creativity and mathematics, two competing models were tested, using Structural Equation Modeling. The results indicated that models in which general creativity and mathematical ability both predict mathematical creativity fitted the data better than models in which mathematical and general creativity predict mathematical ability. This study showed that both general creativity and mathematical ability are important to think creatively in mathematics.     

Memory and intelligence: Age and ability differences in strategies and organization of recall

Proficiency at organizing information for recall is one aspect of memory functioning which could be expected to be related to intelligence, or general ability. Comparisons of children of average and of superior ability (Kuhlmann-Anderson scores) in a multitrial free-recall learning task confirmed this prediction: Both level of recall and amount of sequential organization were significantly higher for the superior ability groups. Mental age definitions of intelligence imply that equivalent performance by children of different chronological ages will be based on qualitatively similar cognitive processes. This assumption was not confirmed. Age-related changes in mnemonic strategies were not associated with ability-related differences in recall or organization. Some features of memory development are more dependent on age, whereas others are more dependent on ability. The latter may be best explained in terms of production inefficiency (Flavell, 1970).     

Sensory discrimination and intelligence: testing Spearman's other hypothesis

At the centenary of Spearman's seminal 1904 article, his general intelligence hypothesis remains one of the most influential in psychology. Less well known is the article's other hypothesis that there is "a correspondence between what may provisionally be called 'General Discrimination' and 'General Intelligence' which works out with great approximation to one or absoluteness" (Spearman, 1904, p. 284). Studies that do not find high correlations between psychometric intelligence and single sensory discrimination tests do not falsify this hypothesis. This study is the first directly to address Spearman's general intelligence-general sensory discrimination hypothesis. It attempts to replicate his findings with a similar sample of schoolchildren. In a well-fitting structural equation model of the data, general intelligence and general discrimination correlated .92. In a reanalysis of data published byActon and Schroeder (2001), general intelligence and general sensory ability correlated .68 in men and women. One hundred years after its conception, Spearman's other hypothesis achieves some confirmation. The association between general intelligence and general sensory ability remains to be replicated and explained.     

The line copy task for kinesthesia and internal movement representation: application in children

In the present study a new test is proposed and tested, which requires ability to use information both from kinesthesia and from mental rotation of previously produced cyclic movements over a distinct trajectory. This Line Copy Test (LICT) was performed by 58 children aged 7-11 years. For the S-part, the participants first had to make movements till they reached a barrier and then they were required to reproduce the same (S) movements without the barrier. For the O-part of the test the participants had to rely on an internal representation of a felt trajectory length, and reproduce the movement orthogonal (O) to the ones felt. Trajectory Length Error (TLE) and variable error (VE) were measured. Furthermore, results of the LICT were correlated to the Kinesthetic Acuity Test and a pegboard task. The general finding was that the TLE, capturing the spatial calibration of the movement, and the VE, used as a measure of noise or inconsistency in the 10 reproductions, was largest for the youngest children, but this developmental effect was not significant in the O-part of the test. Although participants of all age groups made much larger TLE in the rotated task (O-part) than in the LICT_S-part, the VE was much smaller. This can be explained by assuming that different underlying control mechanisms underlie each task. Also differences in correlations of the two parts of the test with the other measures infer that they measure dissimilar underlying entities. It is likely that at least some portion of the increased movement variability in the S-part seen during development in young children can be attributed to partly unstable kinesthetic representations for hand movements. The finding that no significant development was found on the O-part indicates that changes in the use of internal models must occur outside the age window studied.     

The relationship between multisensory integration and IQ in children

It is well accepted that multisensory integration has a facilitative effect on perceptual and motor processes, evolutionarily enhancing the chance of survival of many species, including humans. Yet, there is limited understanding of the relationship between multisensory processes, environmental noise, and children's cognitive abilities. Thus, this study investigated the relationship between multisensory integration, auditory background noise, and the general intellectual abilities of school-age children (N = 88, mean age = 9 years, 7 months) using a simple audiovisual detection paradigm. We provide evidence that children with enhanced multisensory integration in quiet and noisy conditions are likely to score above average on the Full-Scale IQ of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Conversely, approximately 45% of tested children, with relatively low verbal and nonverbal intellectual abilities, showed reduced multisensory integration in either quiet or noise. Interestingly, approximately 20% of children showed improved multisensory integration abilities in the presence of auditory background noise. The findings of the present study suggest that stable and consistent multisensory integration in quiet and noisy environments is associated with the development of optimal general intellectual abilities. Further theoretical implications are discussed.     

Computing finite models by reduction to function-free clause logic

Recent years have seen considerable interest in procedures for computing finite models of first-order logic specifications. One of the major paradigms, MACE-style model building, is based on reducing model search to a sequence of propositional satisfiability problems and applying (efficient) SAT solvers to them. A problem with this method is that it does not scale well because the propositional formulas to be considered may become very large.We propose instead to reduce model search to a sequence of satisfiability problems consisting of function-free first-order clause sets, and to apply (efficient) theorem provers capable of deciding such problems. The main appeal of this method is that first-order clause sets grow more slowly than their propositional counterparts, thus allowing for more space efficient reasoning.In this paper we describe our proposed reduction in detail and discuss how it is integrated into the Darwin prover, our implementation of the Model Evolution calculus. The results are general, however, as our approach can be used in principle with any system that decides the satisfiability of function-free first-order clause sets.To demonstrate its practical feasibility, we tested our approach on all satisfiable problems from the TPTP library. Our methods can solve a significant subset of these problems, which overlaps but is not included in the subset of problems solvable by state-of-the-art finite model builders such as Paradox and Mace4.     

I wish I were a warrior: the role of wishful identification in the effects of violent video games on aggression in adolescent boys

This study tested the hypothesis that violent video games are especially likely to increase aggression when players identify with violent game characters. Dutch adolescent boys with low education ability (N=112) were randomly assigned to play a realistic or fantasy violent or nonviolent video game. Next, they competed with an ostensible partner on a reaction time task in which the winner could blast the loser with loud noise through headphones (the aggression measure). Participants were told that high noise levels could cause permanent hearing damage. Habitual video game exposure, trait aggressiveness, and sensation seeking were controlled for. As expected, the most aggressive participants were those who played a violent game and wished they were like a violent character in the game. These participants used noise levels loud enough to cause permanent hearing damage to their partners, even though their partners had not provoked them. These results show that identifying with violent video game characters makes players more aggressive. Players were especially likely to identify with violent characters in realistic games and with games they felt immersed in.     

Why are there no objective values?

Using the mathematical frameworks of economic preference ranking, subjective probability, and rational learning through empirical evidence, the epistemological implications of teleological ethical intuitionism are pointed out to the extent to which the latter is based on cognitivist and objectivist concepts of value. The notions of objective value and objective norm are critically analysed with reference to epistemological criteria of intersubjectively shared valuative experience. It is concluded that one cannot meaningfully postulate general material theories of morality that could be tested, confirmed or refuted by intersubjective empirical evidence of preferences and values, however loosely the empirical evidence of values may be interpreted. This situation is explained with reference to the ways in which preceived values become systematically influenced by the concomitants of individual valuative experience, but which have nothing to do with contingent subjective interests.     

Control of responding by location of auditory stimuli: adjacency of sound and response.

Four rhesus monkeys were trained to respond on one key when a one-second noise burst was presented through one speaker and to respond on a second key when the noise burst was presented through a second speaker. The acquisition of stimulus control was studied under three conditions, in each of which the relationship between the sound source and the response-key positions varied: an adjacent condition in which the noise burst was presented through the key and a response on this key was reinforced; a reversed-adjacent condition in which the noise burst was presented through one key and responding on the other key was reinforced: and a nonadiacent condition in which responding on the key nearer the sound was reinforced. Under adjacent conditions, stimulus control developed within one or two sessions. Under reversed and nonadjacent conditions, 10 sessions were required for the development of control. The asymptote of correct responding was the same under each condition in all animals.