Specifically objective stochastic latency mechanisms

A two parameter additive model for psychological response latencies f_vi(t) = (θ_v + ?_i) exp(?(θ_v + ?_i)t) is suggested. Conditional inference procedures are derived for the psychometric latency model. If the model is considered as a theory for speed test construction the unrestricted comparability of measurements obtained under “speed” and “power” conditions is an attractive feature of the model. An extension of the parametric structure gives the “linear exponential model” f_vi(t) = (θ_v + Σ_ι^ma_iιη_ι) exp(?(θ_v + Σ_ι^ma_iιη_ι)t), where the time constants of the latencies are conceived as linear combinations of “basic parameters” corresponding to the experimental conditions of the latency situations. The linear exponential model includes as special cases some well known series latency mechanisms. Some generalizations of the distributional assumptions are discussed, especially the Weibull distributions. The estimation of parameters by conditional inference procedures and the evaluation of the fit of the model by conditional likelihood ratio tests is illustrated by means of the numerical data from a free recall experiment.     

Nondecomposable conjoint measurement for bisymmetric structures

This paper discusses two “nondecomposable” conjoint measurement representations for an asymmetric binary relation ? on a product set A × X, namely (a, x) ? (b, y) iff f₁(a) + g₁(a)g₂(x) > f₁(b) + g₁(b)g₂(y), and (a, x) ? (b, y) iff f₁(a) + f₂(x) + g₁(a)g₂(x) > f₁(b) + f₂(y) + g₁(b)g₂(y). Difficulties in developing axioms for ? on A × X which imply these representations in a general formulation have led to their examination from the standpoint of bisymmetric structures based on applications of a binary operation to A × X. Depending on context, the binary operation may refer to concatenation, extensive or intensive averaging, gambles based on an uncertain chance event, or to some other interpretable process. Independence axioms which are necessary and sufficient for the special representations within the context of bisymmetric structures are presented.     

Lexicographic additive differences

Several authors have identified sets of axioms for a preference relation ? on a two-factor set A × X which imply that ? can be represented by specific types of numerical structures. Perhaps the two best-known of these are the additive representation, for which there are real valued functions f_A on A and f_X on X such that (a, x) ? (b, y) if and only if f_A(a) + f_X(x) > f_A(b) + f_X(y), and the lexicographic representation which, with A as the dominant factor, has (a, x) ? (b, y) if and only if f_A(a) > f_A(b) or {f_A(a) = f_A(b) and f_X(x) > f_X(y)}. Recently, Duncan Luce has combined the additive and lexicographic notions in a model for which A is the dominant factor if the difference between a and b is sufficiently large but which adheres to the additive representation when the difference between a and b lies within what might be referred to as a lexicographic threshold. The present paper specifies axioms for ? which lead to a numerical model which also has a lexicographic component but whose local tradeoff structure is governed by the additive-difference model instead of the additive model. Although the additive-difference model includes the additive model as a special case, the new lexicographic additive-difference model is not more general than Luce's model since the former has a “constant” lexicographic threshold whereas Luce's model has a “variable” lexicographic threshold. Realizations of the new model range from the completely lexicographic representation to the regular additive-difference model with no genuine lexicographic component. Axioms for the latter model are obtained from the general axioms with one slight modification.     

The effect of punishment on a factor I stuttering behavior

On each of five days the subject of this experiment read aloud different material during an 18-min A₁ (base rate), B (experimental), and A₂ (extinction) period. No stimulation was delivered during the first three days. On the fourth day, the nonsense word “norg” was presented noncontingently during the experimental period. There was no statistically significant difference between the A₁ and B periods on any of these four days. On day five, “wrong” was made contingent on Factor I prolongations during the experimental period. As a result, there was a statistically significant increase in their frequency. When the response consequence was removed in the A₂ priod, there was a reliable reduction in prolongations and the frequency closely approximated that found in the A₁ period. These data suggest that response-contingent negative stimulation is contraindicated as a clinical tactic for use with Factor I prolongations. It not only failed to suppress them, it increased their frequency.     

Classes,collections, and distinctive features: Alternative strategies for solving inclusion problems

This study analyzed the strategies that children ages 5 through 8 years used on two modified versions of Inhelder and Piaget's (The early growth of logic in the child. New York: Norton, 1964) class inclusion task. In two experiments, children were tested on Wilkinson's (Cognitive Psychology, 1976, 8, 64–85) “percept” inclusion task in which distinctive features marked both supraordinate and subclasses. It was hypothesized that children who fail standard Piagetian inclusion tasks succeed on the “percept” task by counting and comparing mutually exclusive features rather than using features as markers for classes and subclasses. The hypothesis was supported by children's performances on “percept” tasks in which solutions based on feature counting conflicted with solutions based on consideration of class inclusion relations. In two other experiments, children answered part-whole and part-part comparison questions in which both terms were described as classes and/or subclasses, or in which one of the two terms was described as a collection (e.g., a bunch of grapes). These experiments contrasted Markman and Seibert's (Cognitive Psychology, 1976, 8, 561–577) “organization” hypothesis that the greater psychological integrity of collections facilitates reasoning on part-whole comparison problems with the hypothesis that the faciltative effect results from the “large number” connotation of collective nouns. Results on collection problems in which parts were described as collections supported the “large number” hypothesis. Results were discussed in terms of their implications for Piaget's theory.     

A model of three-choice discrimination learning under complete and incomplete feedback conditions

The Bower and Trabasso model of concept identification was extended to cover problems in which three stimuli were presented simultaneously and S pointed to the one he thought was correct. The E gave complete feedback by indicating the correct stimulus, or incomplete feedback by saying “correct” or “wrong.” The model accurately accounted for the significant difference in total errors between the two feedback conditions by incorporating process assumptions reflecting the logical difference in information content of the two types of feedback. Using a single set of parameter estimates, the model made satisfactory quantitative predictions of several statistics for both feedback conditions. Some deviations from the model's predictions were found in the length of terminal error runs, indicating that Ss were possibly using memory more extensively than posited by the model.     

Pavlovian processes do mediate control of the “advance” response strategy

Two parallel experiments used pigeons in a transfer of control design to determine the basis of the transfer of the use of the “advance strategy” across successive discriminations (W. K. Honig & H. Lindsay, Learning and Motivation, 1975, 6, 157–178). Pigeons were first trained under instrumental contingencies to use an “advance” response to maximize their exposure to S^D and minimize their exposure to S^Δ. Then orthogonal stimuli (key lights in Experiment 1 and diffuse illuminations in Experiment 2) were independently established through separate discriminative Pavlovian procedures as CS+ and CS? or as CS^o's. Later in special tests, it was demonstrated that the associative values of the Pavlovian CS's were a major factor governing the use of the advance strategy: only pigeons exposed to $\text{CS+}\text{CS?}$ used the advance response to regulate their exposure to either CS. Although these experiments showed that the necessary and sufficient conditions for utilization of the advance strategy are the Pavlovian associative values of the discriminative stimuli, opportunity for differential “operant” responding during the discriminative stimuli seems to be a contributor to the optimal use of the advance response across successive discriminations.     

On linear classifications under varying choice probabilities

The paper deals with certain problems connected with the assumption that choice probabilities p_s(x, y) depend on the subject s. A set of postulates is given, which implies the existence of sequences of “classification standards”, i.e., sequences {z_j} such that whenever we have 0 < p_s0(x, z_i) < 1 for some s₀ and i, then p_s(z_i+k, x) = p_s(x, z_i?k) = 1 for all s, and k ≥ 1. Elements of any such sequence {z_j} can serve as boundaries between successive categories of classification based on the following rule: Assign x to jth category if you feel it is “to the right” of z_j and “to the left” of z_j+1. Under the condition stated above this rule is unambiguous, and the resulting classification has the property that every element is assigned to one of the two neighboring categories, regardless who performs the classification.Next, the postulates are enriched so as to imply the existence of “tightest” among such sequences {z_j}, hence leading to a classification with largest number of categories.     

The relationship between goals,performance, success,self-image,and involvement under different organization climates

This is an attempt to test the following causal chain of relationships: →support←goals→performance→success→self-image→involvement→future goals as hypothesized in Hall's (Organizational Behavior and Human Performance, 1971, 6, 50–76) model of the development of work involvement. It was further hypothesized that there would be more evidence for the existence of this “success cycle” in an organization with a climate of high support and feedback than in an organization with lower levels of support and feedback. Data were collected near the beginning and end of the school year in two primary schools and analyzed with correlations and path analysis. The hypotheses received moderate support. As expected, more evidence for the success cycle was found in the high-support school. In the high-support organization, the person's own goals correlated with success, while in the lower-support school, the person's self-image was the main correlate of success.     

Binary choice probabilities: on the varieties of stochastic transitivity

Let {P_λ} denote the family of decisiveness relations {$\text{P}{}_{\mathrm{\lambda }}\text{:}\text{1}\text{2}\text{≤ λ < 1}$} with aP_λb if and only if P(a,b) > λ, where P is a binary choice probability function. Families in which all decisiveness relations are of the same type, such as all strict partial orders or all semiorders, are characterized by stochastic transitivity conditions. The conditions used for this purpose differ in various ways from the traditional forms of strong, moderate, and weak stochastic transitivity. The family {P_λ} is then examined from the viewpoint of interval representation models, the most general of which is aP_λb if and only if I(a, λ) > I(b, λ), where the I's are real intervals with I(a, λ) > I(b, λ) if and only if the first interval is completely to the right of the second. With I(a, λ) = [f(a, λ), f(a, λ) + σ(a, λ)], the specializations of the interval model that are discussed include those where the location function f (for left end-points) depends only on the set A of alternatives or stimuli and where the length function σ depends only on A or on λ or neither.     

Fairness and preference

Two equity models were evaluated by fitting them to subjects' judgments of the fairness of payment distributions to “self” and “other” under hypothetical work situations. Neither the E. Walster, G. W. Walster, and E. Berscheid (Equity: Theory and Research, Boston: Allyn and Bacon, 1978) equity formulation nor Harris' (Journal of Experimental Social Psychology, 1976, 12, 194–209) linear model adequately accounted for the fairness judgments regardless of whether self worked more or less than other. Subjects also were asked to indicate their most preferred payment distributions and these preferences were significantly different from the fairness judgments. Results suggested that fairness judgments were influenced by a bias in the direction of overpayment to self.     

Real Interval Representations

This paper presents several necessary and sufficient conditions for real interval representability of biorders, interval orders, and semiorders. Let A and X be nonempty sets. We consider two types of interval representations for P⊂A×X. The first concerns the existence of two mappings, F: A→J_↓ and F: X→J_↑, such that, for all (a, x)∈A×X, (a, x)∈P⇔F(a)∩F (x)= ∅, where J_↓ and J_↑ respectively denote the set of all real intervals that are unbounded below and the set of all real intervals that are unbounded above. The second yields two mappings, F: A→J_↓ and G: X→J_↓, such that, for all (a, x)∈A×X, (a, x)∈P⇔F(a)⊂G(x). Specializations of those representations include the cases of A=X for interval orders and semiorders.     

Some counterexamples in multidimensional scaling

Given a set X with elements x, y,… which has a partial order < on the pairs of the Cartesian product X², one may seek a distance function ? on such pairs (x, y) which satisfies ?(x₁, y₁) < ?(x₂, y₂) precisely when (x₁, y₁) < (x₂, y₂), and even demand a metric space (X, ?) with some such compatible ? which has an isometric imbedding into a finite-dimensional Euclidean space or a separable Hilbert space. We exhibit here systems (X, <) which cannot meet the latter demand. The space of real m-tuples (ξ₁,…,ξ_m) with either the “city-block” norm Σ_i ∥ξ_i∥ or the “dominance” norm max_i, ∥ξ_i∥ cannot possibly become a subset of any finite-dimensional Euclidean space. The set of real sequences (ξ₁, ξ₂,…) with finitely many nonzero elements and the supremum norm sup_i, ∥ξ_i∥ cannot even become a subset of any separable Hilbert space.     

On the basis of early transitivity judgments

This research had two aims. The first was to test three explanations of performance on N-term series tasks by young children: the labeling model of B.DeBoysson-Bardies and K. O'Regan (1973), Nature (London), 246, 531–534, the sequential-contiguity model of L. Breslow (1981, Psychological Bulletin, 89, 325–351), and the ordered array or image model of C. A. Riley and T. Trabasso (1974, Journal of Experimental Child Psychology, 17, 187–202). In the first experiment, 5-year-old children were taught additional premises which would interfere with labeling and sequential-contiguity processes, but not with forming an ordered array. Reasoning performance was essentially comparable to previous results with the paradigm, thus supporting the ordered array model. The second aim was to reexamine children's ability to learn sets of premises which can be assembled into an ordered array, since there was reason to believe that previous studies had created false positives. In the second experiment, 3- to 7-year-old children were taught either overlapping (a > b, b > c, …) or nonoverlapping (a > b, c > d, …) premises. Overlapping premises can be integrated into an ordered array (a, b, c, d, e), but nonoverlapping premises cannot. However, the overlapping condition proved more difficult, and the success rate for preschoolers ($\text{3}\text{1}\text{2}\text{-}\text{to 4}\text{1}\text{2}\text{-year-olds}$) was of zero order. This raises doubts about their ability to learn a set of premises of the kind required for transitive inference. These doubts were strengthened by the third experiment which showed that when premises were not presented in serial order, preschool ($\text{3}\text{1}\text{2}\text{-}\text{to 4}\text{1}\text{2}\text{-year-old}$) children could not learn the premises of an N-term series task.     

The role of overt activity in children's sentence production

Nursery schooler's abilityto associate pairs of toys was assessed under four experimental conditions: (1) control, (2) S manipulating the toys, (3) S generating a sentence, and (4) S generating a sentence while manipulating the toys. All three S-involvement conditions produced significantly better recognition performance than the control but contrary to initial predictions, the difference between the sentence-only and sentence-plus-manipulation conditions was not significant. In contrast to previous research, Ss in the sentence-only conditions had little difficulty producing sentences when asked. Of interest was the finding that the quality of sentence production was poorer in the sentence-plus-manipulation condition than in the sentence-only condition. Results are discussed in terms of the possible “conflict” produced when the child is required to engage in more than one overt activity simultaneously.     

Externally controlled involuntary cognitions and their relations with other representations in consciousness

Percepts and action-related urges often enter consciousness insuppressibly. The Reflexive Imagery Task (RIT) was developed to investigate how high-level cognitions (e.g., subvocalizations), too, can enter consciousness in this manner. Limitations of the paradigm include (a) that no data have confirmed subjects’ introspections about the involuntary subvocalizations, and (b) that, in everyday life, adaptive responses to involuntary cognitions often depend on the nature of the other contents in consciousness. To address a and b, we developed an RIT in which subjects were presented with visual objects and instructed to not think of the object names. If a subvocalization did arise, however, subjects responded motorically only if the subvocalization rhymed with a word held in memory and if there was a visual “go” cue. Subjects successfully (on 0.83 of the trials) emitted this complex, “multi-determined” response, which provides evidence for the occurrence of the involuntary subvocalizations and illuminates the function of consciousness.     

Configural-like effects observed in the course of second-order conditioning in rats

After receiving first-order CER (conditioned emotional response) conditioning, four groups of rats were exposed to the first-order conditioned stimulus (CS₁) and a new stimulus (CS₂) according to one of three paradigms. For different groups, CS₂ preceded CS₁, was simultaneously compounded with it, or was explicitly unpaired with it. There was evidence of second-order conditioning (SOC) only when CS₂ preceded CS₁, with the effect diminishing when SOC training was continued for a long time. Though suppression to CS₁ extinguished in the course of SOC training, animals which had experienced CS₂ preceding CS₁ suppressed almost completely when later tested with CS₁ alone. This “protection-from-extinction” is formally similar to an analogous effect observed in the simultaneous compound group. Animals appear to “configure” elements of both simultaneous and successive compounds.     

Triadic judgment models and Weber's law

Let a, b, c, with a?b?c, be positive real numbers indicating the intensities of physical stimuli in a psychophysical experiment; let P_abc be the probability that b is judged to be more similar to a (“closer to”) a than to c. This paper investigates the following representation and its subcases for triadic judgments

P_abc=F[u(a)-u(b),u(b)-u(c)],     

Exemplification as molecular function

Since the publication of Universals and Scientific Realism (Armstrong 1978a, b) until Sketch for a Systematic Metaphysics (Armstrong 2010), via Universals: An Opinionated Introduction (Armstrong 1989), a World of States of Affairs (Armstrong 1997), and Truth and Truthmakers (Armstrong 2004), David Armstrong has developed one of the most influential theories of instantiation in contemporary analytic metaphysics (see, for example, Lewis, in Aust J Phil 61(4), 343–377, 1983; Baxter in Aust J Phil, 79, 449–464, 2001; Forrest, in Aust J Phil, 83, 213–228, 2006). Instantiation has been advocated by Armstrong to give a solution to what he has called the “pressing problem” of “the multiple location of property universals” (Armstrong, in Universals: An opinionated introduction. University Press, Cambridge, 1989, pp. 89–90). Here I argue that Armstrong’s theory of instantiation fails to solve the problem because it involves two kinds of instantiation to account for particulars “having” and “sharing” universals. As a viable alternative to Armstrong’s theory, I propose a theory of instantiation capable of accounting for both phenomena in a univocal way.