Rhythmometric analyses of circadian variations of grooming behavior in the mouse: research perspectives in behavioral chronobiology

A circadian biologic time structure of grooming behavior may be detected on the basis of chronobiologic procedures. Results are presented and discussed in the broader scope of a series of behavioral chronobiologic studies with comparison of standard biometric and rhythmometric analyses. Moreover, such experiments provide a quantitative approach for a better functional understanding of psychophysiological mechanisms regulating the stress-related grooming behavior. Such circadian studies show also that chronobiology raises some working hypotheses in experimental psychology and permits the development of new heuristic concepts in the field of behavioral neuroscience.     

Stationary phantoms and grating induction with oblique inducing gratings: implications for different mechanisms underlying the two phenomena

The visibility of stationary visual phantoms and the grating induction (GI) effect were concurrently analyzed with both black and gray inspection areas (IA) using the same subjects with counterbalanced orders of measurements. Oblique inducing gratings were employed in order to compare the visibility of obliquely aligned and vertically misaligned appearances between the two phenomena. Aligned and misaligned phantom responses with a black IA were similar, whereas overall phantom visibility was severely suppressed when the IA was gray. In contrast, misaligned GI dominated with a gray IA, whereas aligned and misaligned GI responses were similar with a black IA. Phantoms appear to be related to visual mechanisms’ selectively utilizing relative luminance information between the inducing grating and IA in a manner consistent with more global figural characteristics of the display (e.g., modal and amodal completion). On the other hand, GI may be predominantly due to locally operating brightness/contrast mechanisms.     

Manipulations that disrupt generative processes decrease conformity to examples: evidence from two paradigms

Participants in six experiments viewed experimenter-provided examples of space creatures (Experiments 1-3) or nonwords (Experiments 4-5b) and then created their own novel space creatures or nonwords. Consistent with previous research, people borrowed many of the features found in the examples despite instructions to avoid using any aspects of the experimenter's examples. However, requiring people to include a designated shape in their space creatures or a designated letter in their nonwords attenuated this effect. Additionally, the type of shape or letter (conventional versus unconventional) also affected conformity. These results suggest that the strategies that people use to create novel products can affect the level of conformity and also highlight the importance of adopting unconventional, or at the very least, new strategies when creating new products.     

Manipulations that disrupt generative processes decrease conformity to examples: Evidence from two paradigms

Participants in six experiments viewed experimenter‐provided examples of space creatures (Experiments 1–3) or nonwords (Experiments 4–5b) and then created their own novel space creatures or nonwords. Consistent with previous research, people borrowed many of the features found in the examples despite instructions to avoid using any aspects of the experimenter's examples. However, requiring people to include a designated shape in their space creatures or a designated letter in their nonwords attenuated this effect. Additionally, the type of shape or letter (conventional versus unconventional) also affected conformity. These results suggest that the strategies that people use to create novel products can affect the level of conformity and also highlight the importance of adopting unconventional, or at the very least, new strategies when creating new products.     

Similar phenomena,different mechanisms: Semantic and phonological false memories are produced by independent mechanisms

The Deese/Roediger-McDermott paradigm can produce high levels of false remembering for lists of both semantic and phonological associates. The present study investigated whether similar mechanisms mediate false memories with these two types of lists. Experiment 1 measured the relationship between levels of false memory obtained with lists of semantic and phonological associates. The results indicated little correlation between false memories generated with the two types of associates. Experiment 2 used a between-subjects design to determine whether the absence of a significant correlation in Experiment 1 was a consequence of the relatively low levels of false memory observed in that experiment. The results indicated similar proportions of false memories in Experiments 1 and 2, suggesting that the within-subjects design in Experiment 1 did not reduce the overall levels of false recall or recognition. The results are discussed in terms of their implications for the independence of the mechanisms mediating different types of false memories.     

Regression away from the mean: Theory and examples

Using a standard repeated measures model with arbitrary true score distribution and normal error variables, we present some fundamental closed-form results which explicitly indicate the conditions under which regression effects towards (RTM) and away from the mean are expected. Specifically, we show that for skewed and bimodal distributions many or even most cases will show a regression effect that is in expectation away from the mean, or that is not just towards but actually beyond the mean. We illustrate our results in quantitative detail with typical examples from experimental and biometric applications, which exhibit a clear regression away from the mean (‘egression from the mean’) signature. We aim not to repeal cautionary advice against potential RTM effects, but to present a balanced view of regression effects, based on a clear identification of the conditions governing the form that regression effects take in repeated measures designs.     

Flicker-light induced visual phenomena: frequency dependence and specificity of whole percepts and percept features

Flickering light induces visual hallucinations in human observers. Despite a long history of the phenomenon, little is known about the dependence of flicker-induced subjective impressions on the flicker frequency. We investigate this question using Ganzfeld stimulation and an experimental paradigm combining a continuous frequency scan (1–50 Hz) with a focus on re-occurring, whole percepts. On the single-subject level, we find a high degree of frequency stability of percepts. To generalize across subjects, we apply two rating systems, (1) a set of complex percept classes derived from subjects’ reports and (2) an enumeration of elementary percept features, and determine distributions of occurrences over flicker frequency. We observe a stronger frequency specificity for complex percept classes than elementary percept features. Comparing the similarity relations among percept categories to those among frequency profiles, we observe that though percepts are preferentially induced by particular frequencies, the frequency does not unambiguously determine the experienced percept.     

Auditory discrimination learning: Prototype storage and distinctive features detection mechanisms

The relative contributions of prototype storage and distinctive features detection mechanisms hypothesized to be operating in successive discrimination learning were assessed by the extent of negative transfer between auditory discrimination tasks. The results indicated that both mechanisms were involved, but that prototype storage was the dominant process. This outcome is compared with previous research on tactual and visual discrimination learning. Experimental variables are suggested that might control which mechanism predominates.     

An enactivist account of abstract words: lessons from Merleau-Ponty

Enactivist accounts of language use generally treat concrete words in terms of motor intentionality systems and affordances for action. There is less consensus, though, regarding how abstract words are to be understood in enactivist terms. I draw on Merleau-Ponty’s later philosophy to argue, against the representationalist paradigm that has dominated the cognitive scientific and philosophical traditions, that language is fundamentally a mode of participation in our world. In particular, language orients us within our milieus in a manner that extends into the depth of the idea-endowed world (where “ideas” are construed in a specifically Merleau-Pontian sense). This conceptualization of language allows us to see that abstract words orient us bodily just as surely as concrete words do, albeit in a manner that is more diffuse across the entirety of given situations, as I will show with an example of abstract language use in Don DeLillo’s novel Underworld. These insights are applied to some of the recent enactivist discourse to suggest some ways in which representationalism maintains a latent presence in this discourse. I conclude by pointing to developments in conceptual metaphor theory that can enrich our sense of how abstract language is involved in embodied understanding.     

Behavioral and cognitive-affective features of stuttering in preschool-age children: Regression and exploratory cluster analyses

PurposeThe purpose of this study was to investigate associations among behavioral and cognitive-affective features of stuttering in preschool-age children who stutter, and the extent to which participants may or may not cluster together based on multiple indices of stuttering.MethodsParticipants were 296 preschool-age children who stutter (mean age 47.9 months). Correlation and regression analyses, as well as k-means cluster analyses were conducted between and among several indices of stuttering: frequency of stuttering- and non-stuttering-like disfluencies (SLDs and NSLDs), ratios of repetitions and prolongations/blocks out of total number of SLDs, associated nonspeech behaviors, duration of stuttering events, KiddyCAT scores (Vanryckeghem & Brutten, 2007), and a TOCS parent-rated scale (Gillam et al., 2009).ResultsFor preschool-age children who stutter, most indices of overt stuttering behaviors were intercorrelated (e.g., more SLDs were associated with higher ratio of repetitions). Self-reported KiddyCAT scores (Vanryckeghem & Brutten, 2007) were largely not significantly associated with stuttering. Cluster analyses yielded two participant groupings: a larger group with less prominent stuttering features and a smaller group with more prominent features.ConclusionsThis study contributes to an increasingly comprehensive and nuanced understanding of the heterogeneous features of stuttering and their development in preschool-age children. Findings show strong intercorrelations between measures of stuttering behaviors, but more tenuous relationships between behaviors and cognitive-affective reactions to stuttering. Exploration of clusters of characteristics within this population revealed potential opportunities for future research.     

Self-affirmation versus self-consistency: a comparison of two competing self-theories of dissonance phenomena

High or low self-esteem individuals participated in a role-playing paradigm in which a friend stood them up for a dinner date. The participants received either a good explanation from the friend for the missed date (sufficient justification) or a poor explanation (insufficient justification). As predicted by self-affirmation theory (Steele, 1988), but not self-consistency theory (Aronson, 1999), low-esteem participants derogated the friend more than high-esteem participants under both insufficient and sufficient justification. Also supporting self-affirmation theory, sufficient/low-esteem participants reported more offense for being stood-up than sufficient/high-esteem participants. Discussion centers on the role of self-esteem in dissonance processes and on the need for more research that focuses on dissonance/self-threats that result from the behavior of other(s) rather than one’s own behavior.     

Just the two of us: misalignment of theory and methods in examining dyadic phenomena

Many organizational phenomena such as leader-member exchange, mentoring, coaching, interpersonal conflict and cooperation, negotiation, performance appraisal, and the employment interview involve inherently dyadic relationships and interactions. Even when theories explicitly acknowledge the dyadic nature of such phenomena, it is not uncommon to observe a disconnection or misalignment between the level of theory and method. Our purpose in the current paper is to discuss how organizational scholars might better align these components of their research endeavors. We discuss how recent developments involving the actor-partner interdependence model (APIM) and reciprocal one-with-many (OWM) models are applicable to studying dyadic phenomena in organizations. The emphasis is on preanalytic considerations associated with collecting and organizing reciprocal dyadic data, types of research questions that APIM and reciprocal OWM models can help answer, and specific analytic techniques involved in testing dyadic hypotheses.     

Comparing natural and abstract categories: A case study from computer science

In order to address the issue of whether abstract and concrete objects are categorized similarly, this paper looks at how computer scientists categorize the common concepts of their field. Using the methodology of Rosch, Mervis, Gray, Johnson, and Boyes-Braem (1976) and of Rosch and Mervis (1975) to identify the categorizations used by computer scientists, this study found that the categorization phenomena reported for concrete objects are quite general, operating over a wider range than was previously thought.     

Feminist identity development: Psychometric analyses of two feminist identity scales

N. E. Downing and K. L. Roush [(1985) “From Passive Acceptance to Active Commitment: A Model of Feminist Identity Development,”The Counseling Psychologist, Vol. 13, pp. 695–709] proposed a five-level developmental model of feminist identity that charts development from passive acceptance of traditional gender roles toward active commitment to feminist ideals and an egalitarian society. A Bargad and J. S. Hyde [(1991) “Women’s Studies: A Study of Feminist Identity Development in Women,”Psychology of Women Quarterly, Vol. 15, pp. 181–201] and K. M. Rickard [(1989) “The Relationship of Self-Monitored Dating Behaviors to Level of Feminist Identity on the Feminist Identity Scale,Sex Roles, Vol. 20, pp. 213–226] developed questionnaires to measure the Downing and Roush levels. The goal of the present study was to further explore the reliability and validity of the two feminist identity development scales. Participants included 198 female students who were taking either a women’s studies class or a general psychology class. They were administered Rickard’s and Bargad and Hyde’s scales of feminist identity development and a measure of cognitive development both at the beginning and end of the semester. Sixty-six percent of the participants classified themselves as Caucasian, 13% as Asian, 7% as African American, 4% as Hispanic, 3% as Indian, 5% as Other, and 2% left the item blank. Within this framework, we demonstrated support for (1) the psychometric/statistical properties of each scale, including (a) internal consistency and reliability, (b) component structure, (c) the relationship among the two scales, and (d) discrimination from social desirability; and (2) construct validity, as determined by (a) distinction between general psychology students who were interested in taking a women’s studies class in the future and those who were not, (b) the impact of a women’s studies class on feminist identity development, and (c) relationship of the scales to a measure of cognitive development. The authors wish to thank Richard Ashmore and Erich Labouvie for their helpful comments on an earlier version of this paper. We also would like to thank the instructors of the general psychology and women’s studies classes, especially Barbara Balliet, for allowing us to recruit participants in their classes.     

The development of abstract syntax: Evidence from structural priming and the lexical boost

Structural priming paradigms have been influential in shaping theories of adult sentence processing and theories of syntactic development. However, until recently there have been few attempts to provide an integrated account that explains both adult and developmental data. The aim of the present paper was to begin the process of integration by taking a developmental approach to structural priming. Using a dialog comprehension-to-production paradigm, we primed participants (3–4 year olds, 5–6 year olds and adults) with double object datives (Wendy gave Bob a dog) and prepositional datives (Wendy gave a dog to Bob). Half the participants heard the same verb in prime and target (e.g. gave–gave) and half heard a different verb (e.g. sent–gave). The results revealed substantial differences in the magnitude of priming across development. First, there was a small but significant abstract structural priming effect across all age groups, but this effect was larger in younger children than in older children and adults. Second, adding verb overlap between prime and target prompted a large, significant increase in the priming effect in adults (a lexical boost), a small, marginally significant increase in the older children and no increase in the youngest children. The results support the idea that abstract syntactic knowledge can develop independently of verb-specific frames. They also support the idea that different mechanisms may be needed to explain abstract structural priming and lexical priming, as predicted by the implicit learning account (Bock, K., & Griffin, Z. M. (2000). The persistence of structural priming: Transient activation or implicit learning? Journal of Experimental Psychology – General, 129(2), 177–192). Finally, the results illustrate the value of an integrative developmental approach to both theories of adult sentence processing and theories of syntax acquisition.     

The production mechanisms of traits: Reflections on two amazing decades

I am filled with a great deal of gratitude to see the progress, diversity, and excitement of research on within-person variability in personality. I argue for the value of studying states of a diverse array of contents, as represented in this special issue. The value of studying states is represented by four advances states facilitate: (i) evaluating the multipotency of personality; (ii) discovering the production mechanisms by which traits cause trait manifestations; (iiii) testing the causal effects of personality; and (iv) opening up new approaches to questions about personality. I present a series of conceptual commitments that enhance the value of studying states, and then I discuss how and why those conceptual commitments actually do enhance the value of studying states.