Gts and interrogative tableaux

A variant of the standard deductive tableau system is introduced, and interrogative rules are added, resulting in a so-called interrogative tableau system. A game-theoretical account of entailment is sketched, and the deductive tableau system is interpreted in these terms. Finally, it is shown how to extend this account of entailment into an account of interrogative entailment, thereby providing a semantics for the interrogative tableau system.     

Hypnosis and interrogative suggestibility

An attempt was made to induce memory errors through the use of misleading questioning in hypnosis. Subjects heard a short newslike story and gave initial free recall for the story details, then 4 days later were given three free recall trials: prior to hypnosis, following hypnotic induction and suggestion for enhanced memory, and after hypnosis was terminated. During hypnosis subjects were also twice interrogated with either misleading or objective questions for the story details. Accurate memory increased over the three free recall trials for all subjects regardless of hypnotizability. In recognition testing, subjects given misleading questions during the interrogation gave fewer correct responses, had more errors-in-fact as well as forgetting, and showed an increase in yielding to interrogative suggestibility over trials than subjects given objective questions. All subjects subsequently confabulated more information on the final awake free recall trial as a result of errors introduced during hypnotic interrogation process. These results help to clarify the inherent dangers in relying on hypnosis to enhance memory.     

Metamemory and the transfer of an interrogative strategy by EMR children

EMR children were taught to produce an interrogative strategy as an aid to paired-associate learning. Interrogative training was spread over four sessions with experimenter guidance gradually faded; training was followed by tests of long-term retention for the trained items, strategy maintenance, and generalization. Metamemory was assessed prior to training and following generalization. Analysis of recall demonstrated successful maintenance and generalization of the interrogative strategy; the quality of elaborations produced by the trained children predicted recall accuracy. Importantly, metamemory pretest measures for the interrogative trained children were related to strategy use at generalization. Metamemory posttest reliably predicted recall during training, maintenance, and generalization sessions and strategy use at maintenance. Interrogative training did not noticeably improve general aspects of metamemorial knowledge.     

Pivots for pointing: visually-monitored pointing has higher arm elevations than pointing blindfolded

Observers pointing to a target viewed directly may elevate their fingertip close to the line of sight. However, pointing blindfolded, after viewing the target, they may pivot lower, from the shoulder, aligning the arm with the target as if reaching to the target. Indeed, in Experiment 1 participants elevated their arms more in visually monitored than blindfolded pointing. In Experiment 2, pointing to a visible target they elevated a short pointer more than a long one, raising its tip to the line of sight. In Experiment 3, the Experimenter aligned the participant's arm with the target. Participants judged they were pointing below a visually monitored target. In Experiment 4, participants viewing another person pointing, eyes-open or eyes-closed, judged the target was aligned with the pointing arm. In Experiment 5, participants viewed their arm and the target via a mirror and posed their arm so that it was aligned with the target. Arm elevation was higher in pointing directly.     

Form and function in early communication: language and pointing gestures

Pointing gestures of verbally advanced 2-year-olds were contrasted with those of less advanced peers, in order to examine the relationships of gesture to language during the acquisition of each. Hypotheses regarding the replacement of gestural functions by speech as verbal skills improve, regarding developmental correspondences between the two communicative domains, and regarding the independence of language acquisition from nonverbal developments were drawn from evolutionary, structuralist, and nativist viewpoints, respectively. Both formal and functional aspects of each communicative skill were measured, and were shown to be largely unrelated, particularly in the gestural domain. No evidence that language replaced gesture for communication in ontogeny was obtained. Correspondences between gesture and language occurred only between functional aspects of each, and the independence of developing language from gestural advances was suggested by the findings.     

A new scale of interrogative suggestibility

This paper describes the construction of the Gudjonsson Suggestibility Scale (GSS), its rationale and scoring. The scale is quick to administer and contains a sufficiently large range of possible scores to be of practical value with different groups of Ss and individuals. It can be used either as a clinical tool to measure individual susceptibility to suggestion or as a research instrument for obtaining greater understanding of the nature and mechanisms of interrogative suggestibility. Principal-component (rotated) analyses were performed on the scale's item scores. Two types of suggestibility emerged: (i) the extent to which Ss yield to suggestive questions; (ii) the extent to which Ss can be made to shift their replies once interpersonal pressure has been applied. Each aspect of the scale contains 15 items which comprise reasonably homogeneous measures with satisfactory internal-consistency reliabilities. The validity of the scale has been demonstrated in several recent experiments.     

Investigation of visual space using an exocentric pointing task

Classically, it has been assumed that visual space can be represented by a metric. This means that the distance between points and the angle between lines can be uniquely defined. However, this assumption has never been tested. Also, measurements outdoors, where monocular cues are abundant, conflict with this model. This paper reports on two experiments in which the structure of visual space was investigated, using an exocentric pointing task. In the first experiment, we measured the influence of the separation between pointer and target and of the orientation of the stimuli with respect to the observer. This was done both monocularly and binocularly. It was found that the deviation of the pointer settings depended linearly on the orientation, indicating that visual space is anisotropic. The deviations for configurations that were symmetrical in the median plane were approximately the same, indicating that left/right symmetry was maintained. The results for monocular and binocular conditions were very different, which indicates that stereopsis was an important cue. In both conditions, there were large deviations from the veridical. In the second experiment, the relative distance of the pointer and the target with respect to the observer was varied in both the monocular and the binocular conditions. The relative distance turned out to be the main parameter for the ranges used (1-5 m). Any distance function must have an expanding and a compressing part in order to describe the data. In the binocular case, the results were much more consistent than in the monocular case and had a smaller standard deviation. Nevertheless, the systematic mispointings remained large. It can therefore be concluded that stereopsis improves space perception but does not improve veridicality.     

Studies in dialogue and discourse. III. Utterance structure and utterance function in interrogative sequences

Natural conversations in first-grade classrooms are analyzed. Exchanges that are initiated and extended by questioning are the focus of attention, and analyses are directed principally to a comparison of adult-initiated and child-initiated interrogative series. Differences in structural features are found for each component utterance of an interrogative unit of discourse, namely, question, response, and confirmation. Adults ask more constraining questions than children, and children respond in more complex although less appropriate ways to children's questions than to adults' questions. The type of discourse within which an utterance is located influences the features of children's responses to children's but not to adults' questions. These differences are interpreted as reflecting differences in the relative power of adults and children in these settings.This work has been supported by a grant from the National Science Foundation for research on Social Effects on Language and Communication, Grant No. GS-3001.     

The role of intonation for interrogative suggestibility

The detrimental consequences of suggestive witness manipulation have been frequently discussed in the literature. Notably, these discussions have been limited to the consequences of suggestive question types and interrogator conduct. This study is the first to investigate the influence of interrogator's intonation on interrogative suggestibility. Specifically, utilizing a modified German version of the forensic Gudjonsson suggestibility scale as dependent variable, we experimentally manipulated phrase‐final contours (low vs. high) and accentuation of details (neutral vs. emphatic) in the questions of the interrogator in a student sample (N = 88). Phrase‐final falling intonation contours increased suggestibility both through suggestive questions and through negative feedback. In contrast, accentuation of selected details increased only the latter. The combination of both tonal patterns only partially influenced suggestive response behavior after the exposure to interrogative pressure. However, particularly the combination of phrase‐final rising and neutral intonation consistently led to lowest interrogative suggestibility. Results are discussed in terms of their theoretical and applied implications for forensic contexts.     

Opposing determinants of compliance and interrogative suggestibility

The Gudjonsson Suggestibility Scales (GSS 1 & 2) can illuminate social and cognitive factors which affect forensic interviewees’ vulnerability to pressure from interrogators. Variations of the GSS procedure can highlight detail in the dynamics of interrogative suggestibility (IS). Induced malingering is one such variation. The present study used this method in an attempt to reconcile conflicting findings of two previous malingering studies. An innovation was to pre-test participants on the standard GSS 2 to identify them as showing Low, Medium, or High IS. These groups then undertook the parallel GSS 1 but with the instruction to role-play a suspect who is attempting to appear abnormally suggestible. Results showed marked differences in the direction in which faking scores changed, from those at pre-testing, between the Low and the High groups, with the High group showing a decrease in GSS scores and the Low group an increase: the Medium group scores followed the trend of the Low group scores. It is suggested that these results explain why previous results using induced malingering have been inconsistent. The results are also discussed in terms of how differing expectancies and levels of interpersonal trust may affect interviewees.     

Dissociative experiences and interrogative suggestibility in college students

The present study examined whether scores on the Dissociative Experiences Scale (DES) are related to interrogative suggestibility, as measured by the Gudjonsson Suggestibility Scale (GSS-1). In addition, an attempt was made to identify factors that may mediate this relationship. The DES and GSS were administered to a sample of 56 female undergraduate students along with self-report measures of cognitive failures and fantasy proneness. DES and cognitive failures were found to be related to total GSS scores. In contrast, fantasy proneness was not linked to total GSS scores. Correcting for the influence of cognitive failures attenuated the correlation between DES and GSS. This suggests that cognitive efficiency is one of the mediating factors operating in the connection between dissociation and interrogative suggestibility.     

The whole-hand point: the structure and function of pointing from a comparative perspective

Pointing by monkeys, apes, and human infants is reviewed and compared. Pointing with the index finger is a species-typical human gesture, although human infants exhibit more whole-hand pointing than is commonly appreciated. Captive monkeys and feral apes have been reported to only rarely "spontaneously" point, although apes in captivity frequently acquire pointing, both with the index finger and with the whole hand, without explicit training. Captive apes exhibit relatively more gaze alternation while pointing than do human infants about 1 year old. Human infants are relatively more vocal while pointing than are captive apes, consistent with paralinguistic use of pointing.     

Visually directed pointing as a function of target distance,direction, and available cues

In pointing at visual targets without sight of the hand, large errors occur. There is a tendency to overreach targets, and this tendency is much greater (about 25 em) when convergence is the only cue to distance than when there are many cues (2–11 cm). Angular errors of up to 10 deg also occur. These tend to be to the side opposite the sighting eye, when the favored hand is used. The variance of the pointing response with convergence alone is reduced by approximately half with the introduction of several spatial cues. These results are interpreted as indicating that, for a target within the reach of the arm and with convergence alone as a cue, the depth signal produced by the visual system corresponds to a greater distance than that produced when many cues are available. The results are also consistent with the hypothesis that perceived direction tends to approximate direction from the sighting eye.     

Infant Expressions in an Approach/Withdrawal Framework

Since the introduction of empirical methods for studying facial expression, the interpretation of infant facial expressions has generated much debate. The premise of this article is that action tendencies of approach and withdrawal constitute a core organizational feature of emotion in humans, promoting coherence of behavior, facial signaling, and physiological responses. The approach/withdrawal framework can provide a taxonomy of contexts and the neurobehavioral framework for the systematic, empirical study of individual differences in expression, physiology, and behavior within individuals as well as across contexts over time. By adopting this framework in developmental work on basic emotion processes, it may be possible to better understand the behavioral principles governing facial displays, and how individual differences in them are related to physiology and behavioral function in context.     

Reasoning serves argumentation in children

The argumentative theory of reasoning (Mercier & Sperber, in press-c) claims that reasoning evolved for argumentation: to find and evaluate arguments in dialogic contexts. The theory has drawn most of its supportive evidence from work with adults, leaving open the possibility that argumentive features of reasoning are in fact entirely learned. Evidence is reviewed here suggesting that the special relation between reasoning and argumentation holds at all ages. More specifically, it is argued that (a) children possess at least rudimentary argument skills, (b) they are able to reap the benefits of social reasoning from very early on, (c) confirmation bias is present as soon as they start to argue, and (d) children can be victims of the same biases that affect adults when they use reasoning in the wrong contexts. These claims strengthen the argumentative theory of reasoning and support a call for more research on the interactive features of reasoning in both adults and children.     

Exocentric pointing to opposite targets

We use an exocentric pointing task to study exocentric visual directions to targets that are opposite to a pointer relative to the observer. (The apparent distance between the target and the pointer always exceeded 90 degrees of visual angle.) All pointing takes place in the horizontal plane at eye height. Observers could not see both target and pointer at a single glance. They had to look back and forth between them, using combinations of eye movements, head turns, twists at the waist and turning on the feet. In the limit of diametrically opposite targets we find that the observers pick either one of two distinct orientations of the pointer as equally "visually correct". Which one results depends on the stance assumed by the observer. The difference between the two equally acceptable pointings is between 5 degrees and 10 degrees. Such a result is predicted from earlier measurements in the context of a model that describes the geometry of the horizon as a Riemannian space with varying intrinsic curvature. The present results thus fit--perhaps surprisingly--very well in such a picture.