The development of young children's awareness of logical inconsistencies

Research by Markman (1979) suggests that children up to 12 years of age do not spontaneously detect logical inconsistencies. The present study was directed to factors which may limit children's ability to recognize their failures to understand. A task was devised which involved materials that were clearly based on children's experiences, and which involved premises and conclusions which were presented contiguously, rather than being interspersed among other sentences. Ninety-six 5-, 6-, and 7-year-old children were asked to judge the acceptability of eight three-sentence “stories” told by a puppet, and were asked to justify their responses. The stories differed in whether they were consistent or inconsistent, and in whether the principle upon which a story's consistency depended was implicitly or explicitly stated. The results showed developmental differences. By Age 7 years, most children were quite capable of evaluating sentences for their logical consistency. Five-year-olds, however, did not perform as well on the task, especially when the information upon which the logical cohesiveness of the stories rested was implicitly, rather than explicitly, stated. An examination of the justifications provided by these children revealed that they tended to question the empirical validity of individual sentences, rather than integrate the story as a whole and examine its overall logical structure.     

Age,and midcareer crisis: An empirical study of academics

This study develops an empirical basis for examining the midcareer crisis/ transition period of academic staff surveyed by questionnaire in four Australian Universities and Colleges. A total of 672 usable returns were obtained, representing a response rate of 52% of the academic staff. Principal components and factor analysis were used to establish latent social-role variables. Analysis of variance and covariance was applied using the latent social-role variables as dependent variables and occupational attributes such as age, sex, etc., as independent variables. The variable age was isolated from the larger study in this paper to illustrate empirically a midcareer crisis period for the population studied which is consistent with the general literature on midcareer crisis/transition.     

Influence of televised modeling and verbalization on children's delay of gratification

Voluntary delay of gratification in 9-year-old children was assessed 4 weeks prior to, immediately after, and 4 weeks subsequent to exposure to one of four televized films. The modeling group observed an adult female model exemplify high-delay behavior. The persuasion group observed the model verbalize good reasons for waiting. The persuasion-modeling group observed the model exemplify high-delay behavior and verbalize reasons for waiting. Subjects in each of the treatment groups emitted more delay choices on the posttest than control group subjects who observed the model exhibit neutral behavior. The greatest magnitude of change occurred when modeling and persuasive cues were combined. Treatment effects were still in evidence for the modeling and the persuasion-modeling groups after a period of 4 weeks.     

Hemispheric differences in temporal resolution

A review of the relevant clinical and experimental literature gives the conclusion that the cerebral hemispheres differ in temporal resolution of input, with the language-dominant hemisphere showing finer acuity. This conclusion is supported by evidence from performance of patients with unilateral brain damage on tests of temporal resolution, performance of developmental dyslexics on similar tasks, and left-right sensory field differences in temporal acuity in normal human subjects. While it is unlikely that a hemispheric difference in temporal resolution is sufficient to give a complete account of lateralized functions, such attempts to show more primitive physiological differences between the hemispheres are more likely to be fruitful than attempts which differentiate the hemispheres in terms of higher-order psychological functions.     

Interpreting inclusion: A contribution to the study of the child's cognitive and linguistic development

Six experiments are reported which examine the young child's ability to compare included and nonincluded sets. Results indicate that with certain forms of task presentation most 3- to 5-year-old children can compare part with whole. Further, errors which occur in inclusion tasks are similar to errors which occur in tasks involving comparison of nonincluded sets. Thus young children can solve inclusion problems, and their customary failure to do so does not arise because the problem requires comparison of a whole with an included part. Employing a distinction between intended tasks (those which the adult wishes the child to complete) and received tasks (those which the child, in fact, completes) the studies indicate how linguistic and perceptual aspects of the presented information may interact with the child's assumptions about the nature of the task to be completed.     

Examining business students' career preferences: A perceptual space approach

A methodology for examining career preferences is proposed. The method uses perceptual mapping techniques and external preference analysis to assess the attributes individuals believe are important. The results of a study undertaken to test the methodology are reported and it appears that such results can be useful in analyzing reasons for career preferences.     

Individual differences in cognition: Relationship between verbal ability and memory for order

The crucial role of order information in language has led to the suggestion that psychometrically measured verbal ability may be related to memory for order. The literature pertaining to this hypothesis is briefly reviewed and various methodological difficulties discussed. The results of three experiments indicated that (a) order and item information may be retained separately; (b) verbal ability is related to the short-term recall of order; (c) verbal ability is unrelated to memory for order when testing involves recognition rather than recall; and (d) the relationship between verbal ability and memory for order is most pronounced when the originally presented order must be transformed at output (as in the “digits backward” task). An output process in which material is decoded and held in an output buffer until decoding is complete is viewed as the most likely locus of the verbal ability-memory for order relationship.     

Language lateralization and handedness: Estimates based on clinical data

The suggestion that the cerebral representation of language is bilateral in at least some left handers relies on using the proportion of aphasics found in available clinical samples of sufferers of unilateral brain damage as a valid estimate of the probability that aphasia will occur following unilateral brain damage. This results in an overestimate of this probability since the clinical sample includes only cases with both unilateral brain damage and clinical symptoms and excludes cases with unilateral brain damage without clinical symptoms. With adjustment for this overestimate the clinical data are consistent with unilateral cerebral representation of language in left handers.     

A processing division on the recency axis: The selective effects of visual field,match type,and direction of reading on terminal and pre-terminal items in a letter matching task

Four experiments were conducted to evaluate the hypothesis that different processes are involved in decisions about terminal and pre-terminal items in a sequential item recognition task. The impetus for the investigation was previous findings that the matching of terminal and pre-terminal items to simultaneously presented bilateral probes yielded a right visual field (RVF) and left visual field (LVF) advantage respectively.Experiments 1 and 2 demonstrated that the interaction between match type and visual field, generally attributed to hemispheric specialization, is restricted to decisions about terminal items, while the left visual field advantage found for pre-terminal items was dependent on a left-to-right scanning strategy. Experiments 3 and 4 provided further evidence that a serial search through the probe set determined responses to pre-terminal items by showing that the effect was dependent on a varied mapping between stimuli and targets. When target items could be identified without a serial search through the memory set, the left visual field advantage for pre-terminal items was abolished.The results confirm that distinct processing principles are involved in decisions about terminal and pre-terminal items in recognition memory. They suggest that the process responsible for decisions about pre-terminal items involves a habit-controlled scanning mechanism operating serially on spatially distributed information. The process responsible for decisions about terminal items may be based on either: (a) hemispheric principles, or (b) a link between the content of attention and spatially distributed expectations.     

Bases of young children's judgments about more

While the young child's difficulties in correctly comprehending the term less are well known, it appears less widely recognized that young children may also encounter difficulties with the term more. The present study shows that in a task which requires judgments about more to be based on the relative numerosity of sets, 3–4-year-old children may base their judgments on other parameters, such as the extent to which the sets are homogenous with respect to the color of their components. The implications of such findings are briefly considered.     

Visual spatial memory in Australian Aboriginal children of desert regions

Visual spatial memory was investigated in Australian Aboriginal children of desert origin. The investigation arose from an environmental pressures hypothesis relating particular skills to survival requirements in a particular habitat, and follows one of a series of suggestions made by R. B. Lockard (American Psychologist, 1971, 26, 168–179) for research in the related field of comparative psychology. Aboriginal children, from 6 to 17 years, performed at significantly higher levels than white Australian children on the tasks. Item type did not affect scores of Aboriginal children, while for white Australian children familiar items were easier than less familiar, which, if potentially nameable, were easier than items unable to be differentiated by name. These indications of strategy difference between the groups were supported by overt differences in task behavior. Aboriginal children appeared to use visual strategies, while most white Australian children probably attempted verbal strategies. Extent of traditional orientation of their group of origin had little effect on the scores of Aboriginal children, who were superior performers whether they came from traditional or nontraditional backgrounds. The likely effects of differential child-rearing practices and interactions between learning and natural endowment are discussed.     

Reactions to receiving expected and unexpected help from a person who violates or does not violate a norm

Different factors may affect reciprocity and attraction to an aid-giver. Sixty white South African high school students participated in a “record contest”. Hints provided by the quizmaster enabled them to win a prize. His help was expected or unexpected and, in providing this help, the quizmaster either did or did not violate a specific norm against doing so. It was predicted that recipients of unexpected help would display more reciprocity than recipients of expected help, but that the aid-giver would be derogated only when he behaved in both an unexpected and counternormative way and that, in general, attraction and reciprocity would be unrelated. These hypotheses were supported. They suggest that reciprocity is normally not mediated by attraction and that neither expectancy violation nor counternormative behavior will be itself produce derogation of an aid-giver. They further suggest recipients of unexpected help probably feel more obliged to repay an aid-giver than do recipients of expected help.     

Differential effects of personality on access to various long-term memory codes

Arousal, as indexed by personality measures, has been related to memory encoding, organization, and retrieval. In an attempt to investigate one of the component information-processing mechanisms underlying both encoding and retrieval, the effects of introversion-extraversion on performance in a simultaneous matching task was investigated. As predicted from earlier research, personality did not influence performance on a physical identity matching task but extraverts were faster than introverts in making taxonomic category matches (a semantic task). Somewhat unexpectedly, extraverts were also faster at making “homophone” identity matches. Arousal, then, appears to influence access to long-term memory codes of any type—a characteristic that may be reflected in tests of both encoding and retrieval.     

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.     

Concepts of present self,expected self,and ideal self in vocational preferences and expectations

This study investigated the hypotheses that similarity of ideal self and occupational stereotypes are important in determining the vocational preferences of adolescents, while similarity between expected self and occupational stereotypes is important in determining their occupational expectations. Subjects were 97 male and 88 female high school students. Findings were consistent with the view that ideal self played an important role in determining vocational preferences for males and females. However, contrary to expectations, ideal self was more strongly associated than expected self with vocational expectations for females, though not for males.     

The roles of event contingencies and reinforcement in human autoshaping and omission responding

Four experiments were conducted to test those features deemed to play an important role in the acquisition and/or maintenance of autoshaping and omission responding with human subjects, viz., event contingencies, reinforcement, stimulus generalization, the type of CS employed, conditioned reinforcement, and response topography. One important aspect of these studies is that the boundary conditions were made to resemble those pertaining to the majority of nonhuman animal studies, i.e., magazine training followed by paired CS-US presentations. The results demonstrated the importance of CS-UR or, alternatively, CS-US contiguity together with generalization and a response-reinforcer contingency for autoshaped response initiation and maintenance, respectively. The conditioned reinforcing effect of CS offset appears to play a part in generating and maintaining some responding during omission training, especially during a response-terminated CS procedure. Similar response topography was observed when the form of the UR was compared to that of the CR or autoshaped response. Taken as a whole the results of these experiments with humans are directly comparable to results previously reported using a wide variety of nonhuman animals.     

The effects of Familial Sinistrality and preferred hand on dichaptic and dichotic tasks

Processing asymmetries for tactile-spatial and auditory-verbal processing were investigated in two studies using the S. F. Witelson (1974, Cortex, 10, 3–17) dichaptic procedure. Experiment 1 used eight right-handed males in a free recall procedure. More shapes were correctly detected by the left hand but only with a right hand response. In Experiment 2, right and left handers with no Familial Sinistrality (FS) were compared with left handers with various types of FS, looking at pre- and postcued order of report and precuing the response hand. No group showed hand asymmetry with pre- or postcuing for either responding hand. Right handers showed no difference with order of report; however, left handers made fewer correct detections for items to be reported second. There were differences between the Parental FS and the Sibling FS groups both on the dichotic listening and the haptic tasks.     

A category theory approach to cognitive development

The category theory concept of a commutative diagram is used to construct a model of the way in which symbolic processes are applied to problem solving. The model provides for a relationship between symbolic processes and the problem which depends on structural isomorphism and consistency, but is independent of similarity between symbol elements and problem elements. It is then shown that several different levels of thought can be distinguished within the basic model. More information is needed to assign symbolic processes to a problem in a consistent way with higher-level thought processes than with lower-level processes. These information-processing requirements permit the approximate age of mastery of each level to be predicted, thereby offering an alternate theory of cognitive developmental stages. Two experiments designed to test the theory are reported.