On the unavoidability of power in child-rearing: Is the language of rights educationally appropriate?

I am indebted to Graham Haydon for his help with the correct English wording of my thoughts.     

Psychophysical investigation of vigilance decrement in jumping spiders: overstimulation or understimulation?

The inability to maintain signal detection performance with time on task, or vigilance decrement, is widely studied in people because of its profound implications on attention-demanding tasks over sustained periods of time (e.g., air-traffic control). According to the resource depletion (overload) theory, a faster decrement is expected in tasks that are cognitively demanding or overstimulating, while the underload theory predicts steeper decrements in tasks that provide too little cognitive load, or understimulation. Using Trite planiceps, a jumping spider which is an active visual hunter, we investigated vigilance decrement to repetitive visual stimuli. Spiders were tethered in front of two stimulus presentation monitors and were given a polystyrene ball to hold. Movement of this ball indicates an attempt to turn towards a visual stimulus presented to a pair of laterally facing (anterior lateral) eyes for closer investigation with high acuity forward-facing (anterior median) eyes. Vigilance decrement is easily measured, as moving visual stimuli trigger clear optokinetic responses. We manipulated task difficulty by varying the contrast of the stimulus and the degree of ‘noise’ displayed on the screen over which the stimulus moved, thus affecting the signal:noise ratio. Additionally, we manipulated motivation by paired testing of hungry and sated spiders. All factors affected the vigilance decrement, but the key variable affecting decrement was stimulus contrast. Spiders exhibited a steeper decrement in the harder tasks, aligning with the resource depletion theory.     

Ethics: universal or global? The trends in studies of ethics in the context of globalization

The article discusses how theory and practice in global ethics affect each other. First, the author explores how the study of ethics has changed in the era of globalization and ponders what the role of the field of study of global ethics is in this context. Second, she wants to show how the logical fallacies in widening study field of ethics produce false polarizations between facts and value judgements in social ethics made in various cultural contexts. She further elaborates how these false polarizations prevent constructive cross-cultural and transnational discussions on ethical guidelines and principles that are needed to produce joint action (plans) to deal with serious ethical issues globally and nationally. Finally, the paper argues that in order to find a way to solve our shared complex ethical problems in global context, we need to get back to basics by focusing on the method of ethics, that is, self-critical and logical analysis of sound argumentation and justification of our values and moral principles.     

Horizontal-vertical illusion: continuous decrement or the deviant first guess?

Numerous studies have reported that repetitive or extensive inspection leads to short-term decrement of the horizontal-vertical illusion. The present experiment explored whether this decrement reflects a gradual decline, as previously assumed, or is better described as a singular drop-off beyond the initial evaluation. 111 student participants adjusted vertical or horizontal lines such that they appeared equally long with a perpendicular standard. There were 8 successive adjustment trials for each subject. The results suggest that a substantial component of the illusion depends on the first impression assessment. The earlier anatomical and cognitive theories of the horizontal-vertical illusion cannot incorporate this datum. However, recent findings suggest that a motor theory of illusion might accommodate the observed one-step decrement in the illusion.     

Mueller-Lyer decrement: practice or prolonged inspection?

Noting the similarity between the illusion decrement and selective adaptation paradigms, Long has challenged the view that illusion decrement effects reflect a strategic--as opposed to a structural--underlying mechanism, and has called for further research on this issue. To investigate the confound between prolonged free inspection and repeated trials in the standard decrement procedure, the effects of three inspection conditions (continuous, intermittent, and immediate) on the magnitude of the overestimation Mueller-Lyer illusion have been assessed under two levels of trials (a total of two or six judgments). Significant illusion decline was found only under conditions of repeated trials, with either continuous or intermittent inspection. These findings do not support the predictions of purely structural theories (including neural adaptation and efferent readiness theories), according to which degree of decrement should be determined solely by viewing time. Instead, the data demonstrate that illusion decrement is a product of practice, providing converging evidence for the view of decrement as involving a cognitive 'recalibration' or learning process.     

In search of the optimal measure of awareness: Discrete or continuous?

Studies of perceptual awareness require sensitive measures reflecting subjective judgments of visibility. Two scales have been proposed for this purpose: the Continuous Scale (CS) and the Perceptual Awareness Scale (PAS). Here we compare the scales in the context of the Gabor patch orientation discrimination task and propose a Continuous Perceptual Awareness Scale (C-PAS) that aims to combine their advantages. The results of the study shown no differences in sensitivity between the scales. However, we observed differences between the scales in awareness ratings frequencies and accuracy associated with the lowest ratings. We concluded that visibility ratings are often biased, and thus, the scale sensitivity may not be optimal. Furthermore, based on the additional analyses, we argued that there is an advantage of using C-PAS over CS. The scale allows to use an additional variability of judgment within PAS categories and thus it may enable more fine-grained measurement of visibility at near-threshold conditions.     

Poverty: absolute or relative?

ABSTRACT In recent decades poverty has been defined as a relative rather than absolute notion. Those in poverty have been seen as poor relative to a level of income, or social condition, accepted as average or normal for a society. Poverty has been redefined as 'relative deprivation'. This paper argues, first, that the redefinition of poverty as relative to social norms is a radical departure from the traditional notion of poverty. Secondly, it considers whether such a redefinition gives support to the view that the claims of those in poverty (relative) may be considered as morally equivalent to the claims of those in poverty (absolute). The paper concludes by arguing that the notion of relative poverty is advanced to give support to social and economic policies whose primary aim is equality rather than the relief of poverty.     

Semantic interference in the picture-word interference task: Is there a pre-lexical,conceptual contribution to the effect?

Psychonomic Bulletin & Review - Picture naming takes longer in the presence of a semantic-categorically related distractor word compared to an unrelated distractor word. This semantic...     

Developmental differences in recall: Encoding or retrieval?

First- and fifth-grade children and college adults (ages 6, 10, and 18 years, respectively) were presented a 30-item set of pictures to recall in a 4-trial study-test procedure. The stimuli were presented in one of three ways (encoding condition): randomly, blocked (according to categories), or sort (the subject was given the stimuli in random order and asked to sort them into categories). Recall was either free, cued, or constrained (retrieval condition). Results indicated that maximum adult recall was a function of the interaction of encoding and retrieval conditions, and that first- and fifth-grader's recall was influenced by retrieval conditions but not by encoding conditions. The blocked and sort encoding conditions did result in increased clustering relative to random encoding at all three ages, however. It was concluded that encoding conditions influence recall only as they effect the use of retrieval strategies.     

Is logic in the mind or in the world?

The paper presents an outline of a unified answer to five questions concerning logic: (1) Is logic in the mind or in the world? (2) Does logic need a foundation? What is the main obstacle to a foundation for logic? Can it be overcome? (3) How does logic work? What does logical form represent? Are logical constants referential? (4) Is there a criterion of logicality? (5) What is the relation between logic and mathematics?     

Positional information in short-term memory: Relative or absolute?

Evidence suggests that short-term memory for serial order includes information about the positions of items in a sequence. This information is necessary to explain why substitution errors between sequences tend to maintain their position within a sequence. Previous demonstrations of such errors, however, have always used sequences of equal length. With sequences of different length, both transpositions between groups (Experiment 1) and intrusions between trials (Experiment 2) are shown to respect position relative to the end as well as to the start of a sequence. These results support models in which position is coded by start and end markers, but not models in which position is coded in temporal or absolute terms. Possible interpretations of an end marker are discussed.     

Developmental differences in judgments of recency and frequency: Quantitative or qualitative?

The basis of young children's performance of judgments of recency and frequency was investigated using a modified version of Huppert and Piercy's [Huppert, F.A., & Piercy, M. (1978). The role of trace strength in recency and frequency judgements by amnesic and control subjects. Quarterly Journal of Experimental Psychology, 30, 347–354] paradigm. Children aged 4 and 6 years viewed pictures of nameable objects presented either once or three times on either of two consecutive days. At test, children judged how recently (“today” versus “yesterday”) or frequently (once versus three times) each picture had been presented. Developmental improvements in performance were observed for judgments of recency and frequency. Evidence for responding based on episode-specific information was found for both age groups, showing that young children do not confuse recency of presentation with frequency of presentation. There was no evidence for a qualitative shift from reliance on trace strength to reliance on episode specific information across this age range.     

Is the learn unit a fundamental measure of pedagogy?

We propose a measure of teaching, the learn unit, that explicitly describes the interaction between teachers and their students. The theoretical, educational research, and applied behavior analysis literatures all converge on the learn unit as a fundamental measure of teaching. The theoretical literature proposes the construct of the interlocking operant and embraces verbal behavior, social interaction, and translations of psychological constructs into complex theoretical respondent-operant interactions and behavior-behavior relations. Research findings in education and applied behavior analysis on engaged academic time, opportunity to respond, active student responding, teacher-student responding, student-teacher responding, tutor-tutee responding, tutee-tutor responding, and verbal episodes between individuals all support a measure of interlocking responses. More recently, research analyzing the components of both the students' and teachers' behavior suggests that the learn unit is the strongest predictor of effective teaching. Finally, we propose applications of the learn unit to other issues in pedagogy not yet researched and the relation of learn units to the verbal behavior of students.     

Developmental changes in conditional reasoning: Linguistic or logical?

This study investigated reasoning with abstract conditional sentences as a function of age. Subjects from third-grade to eleventh-grade were required to evaluate the conclusion of several conditional arguments. The results confirmed the previously established finding that performance improves with age, particularly between 11 and 15 years. This finding could be interpreted to indicate that individuals become more logical as they get older. However, another possible interpretation is that the meaning of a conditional sentence like pthenq for naive Ss may not always be given by the truth function pq true, $\text{p}\text{q}$ false, $\text{p}\text{q}$ true, and $\text{p}\text{q}$ true. Further analysis suggested that at 9 years individuals treat the connective in the sentence, ifpthenq, as if it were either a conjunctive or a biconditional, that the conjunctive meaning disappears with increasing age and after 13 years is gradually superceded by the conditional.     

Developmental dyslexia in different languages: language-specific or universal?

Most of the research on developmental dyslexia comes from English-speaking countries. However, there is accumulating evidence that learning to read English is harder than learning to read other European orthographies (Seymour, Aro, & Erskine, 2003). These findings therefore suggest the need to determine whether the main English findings concerning dyslexia can be generalized to other European orthographies, all of which have less irregular spelling-to-sound correspondences than English. To do this, we conducted a study with German- and English-speaking children (n=149) in which we investigated a number of theoretically important marker effects of the reading process. The results clearly show that the similarities between dyslexic readers using different orthographies are far bigger than their differences. That is, dyslexics in both countries exhibit a reading speed deficit, a nonword reading deficit that is greater than their word reading deficit, and an extremely slow and serial phonological decoding mechanism. These problems were of similar size across orthographies and persisted even with respect to younger readers that were at the same reading level. Both groups showed that they could process larger orthographic units. However, the use of this information to supplement grapheme-phoneme decoding was not fully efficient for the English dyslexics.     

The role of attentional biases in PTSD: is it interference or facilitation?

Although attentional biases have been demonstrated in individuals with posttraumatic stress disorder (PTSD), the cognitive methodologies used have not allowed for disambiguation of two types of attentional biases. It remains unclear if PTSD involves difficulty disengaging attention from threatening stimuli (interference) or facilitated detection. To differentiate between attentional interference and facilitation, 57 male Vietnam-era veterans (30 High PTSD and 27 Low PTSD) completed a visual search task with a lexical decision component. High PTSD veterans who engaged in the interference task first showed increased interference to threat-relevant words relative to Low PTSD veterans. However, no evidence was found for facilitated detection of threatening stimuli in PTSD.     

Increased distractibility in schizotypy: Independent of individual differences in working memory capacity?

Individuals with schizophrenia typically show increased levels of distractibility. This has been attributed to impaired working memory capacity (WMC), since lower WMC is typically associated with higher distractibility, and schizophrenia is typically associated with impoverished WMC. Here, participants performed verbal and spatial serial recall tasks that were accompanied by to-be-ignored speech tokens. For the few trials wherein one speech token was replaced with a different token, impairment was produced to task scores (a deviation effect). Participants subsequently completed a schizotypy questionnaire and a WMC measure. Higher schizotypy scores were associated with lower WMC (as measured with operation span, OSPAN), but WMC and schizotypy scores explained unique variance in relation to the mean magnitude of the deviation effect. These results suggest that schizotypy is associated with heightened domain-general distractibility, but that this is independent of its relationship with WMC.     

Is there semantic interference in delayed naming?

The semantic interference effect in the picture-word interference task is interpreted as an index of lexical competition in prominent speech production models. Janssen, Schirm, Mahon, and Caramazza (2008) challenged this interpretation on the basis of experiments with a novel version of this task, which introduced a task-switching component. Participants either named the picture or read the word, depending on the word's color. Janssen et al. reported semantic interference in picture naming, regardless of whether the word appeared simultaneously with the picture (immediate naming) or 1,000 ms after the picture (delayed naming). Because picture name retrieval is completed in less than 1,000 ms, the finding in delayed naming was taken as evidence against the lexical competition account. In 3 sets of experiments conducted in German and English, we tested for semantic effects in Janssen et al.'s task-switching version and in the standard picture-word interference task. Using identical materials, we obtained sizeable interference effects in the standard task (Experiments 2, 4, and 6) but no effects in the task-switching version (Experiments 1, 3, and 5). When the word reading trials of the task-switching version were replaced with no-go trials (Experiment 7), semantic interference reemerged in immediate naming but was still absent in delayed naming. The experiments question the reliability of Janssen et al.'s critical finding and suggest that theoretical inferences about the origin of semantic effects in the standard picture-word interference task based on results from the task-switching version used by Janssen et al. are difficult to draw.     

Developmental Surface Dysgraphia: What Is the Underlying Cognitive Impairment?

The purpose of this study was to investigate the cognitive causes underlying spelling difficulties in a case of developmental surface dysgraphia, AW. Our results do not support a number of possibilities that could be the cause of AW's poor orthographic lexicon, including difficulties in phonological processing, phonological short-term memory, configurational visual memory, and lexical semantic memory. We have found instead that AW performs poorly in tasks that involve detection of the order of adjacent letters in a word or the order of adjacent units in strings of consonants or symbols. Finally, he performs poorly in tasks that involve reconstructing the order of a series of complex visual characters (Japanese and Hindi characters) especially when these are presented sequentially. We advance the hypothesis that AW's poor spelling and good reading skills stem from an underlying pattern of cognitive abilities where a very good visual configurational memory is coupled with a poor ability to encode serial order. This may have resulted in a holistic word-based reading strategy, which, together with the original problem of encoding order, may have had detrimental effects for the acquisition of spelling.     

Developmental changes in retention: Independent of age?

It is commonly believed that age differences in memory are due primarily to input processes and secondarily, if at all, to retention processes. The present study examined this belief with a test-retest paradigm, varying rehearsal conditions orthogonal to age (first- and second-graders vs. college students). Large age effects were found for both original learning and retention, and these effects were independent of rehearsal conditions. An estimate of the relative magnitude of each suggested that age effects on retention were about half as large as age effects on original learning (e.g., input).