Three aspects of cognitive development

An attempt was made to characterize and explain developmental differences in children's thinking, specifically in their understanding of balance scale problems. Such differences were sought in three domains: existing knowledge about the problems, ability to acquire new information about them, and process-level differences underlying developmental changes in the first two areas. In Experiment 1, four models of rules that might govern children's performance on balance scale problems were proposed. The rules proved to accurately describe individual performance and also to accurately predict developmental trends on different types of balance scale problems. Experiment 2 examined responsiveness to experience; it was found that older and younger children, equated for initial performance on balance scale problems, derived different benefits from identical experience. Experiment 3 examined a potential cause of this discrepancy, that younger children might be less able than older ones to benefit from experience because their encoding of stimuli was less adequate. Independent assessment procedures revealed that the predicted differences in older and younger children's encoding were present; it was also found that these differences were not artifactual and that reducing them also reduced the previously observed differences in responsiveness to experience. It was concluded, therefore, that the encoding hypothesis explained a large part of the developmental difference in ability to acquire new information.     

Extended mind and cognitive enhancement: moral aspects of cognitive artifacts

This article connects philosophical debates about cognitive enhancement and situated cognition. It does so by focusing on moral aspects of enhancing our cognitive abilities with the aid of external artifacts. Such artifacts have important moral dimensions that are addressed neither by the cognitive enhancement debate nor situated cognition theory. In order to fill this gap in the literature, three moral aspects of cognitive artifacts are singled out: their consequences for brains, cognition, and culture; their moral status; and their relation to personal identity.     

Neuropharmacological aspects of cognitive neurorehabilitation in epilepsy

The role of CNS neuromodulators in cognitive neurorehabilitation can be related to two main issues: 1) the negative impact on cognition of drug categories prescribed for different neurologic symptoms, such as spasticity, extrapyramidal symptoms, or epileptic seizures; 2) their possible role in neuroprotection and amelioration of the cognitive status of the patient, especially attention and memory. This paper reviews different pharmacological aspects of cognitive neurorehabilitation in epilepsy.     

The functional and developmental organization of cognitive developmental sequences

This study examines the organization and development of 5 domains of reasoning (categorical, quantitative, spatial, causal, and propositional) and the construct validity of a test designed to measure development from early adolescence to early adulthood. The theory underlying the test is first summarized and the conceptual design of the test is then illustrated. Each domain was addressed by tasks tapping abilities known to be acquired in this age period. The test was administered to 629 adolescents ranging in age from 12 to 18 years. Confirmatory factor analysis validated the 5 domains of reasoning and revealed a common factor underlying all domains. The Rasch model was used to scale the items and specify the reliability of the test across the whole sample and within different groups of participants (female, male, students of gymnasium, and students of lyceum). This model showed that the test is highly reliable and invariant across groups. Cluster analysis and the saltus model were applied to uncover successive developmental stage‐like levels of difficulty and showed the presence of five such levels. The procedural and representational characteristics of these levels were also specified and their implications for developmental and cognitive theory were discussed.     

Interactional Complexity and Communication

This paper draws attention to an oversimplification that we believe has been frequently made in the analysis of interpersonal communication. This happens when one uses interpersonal communication models that do not match the interactional complexity of the system under observation. The aim of the paper is to present some conceptual parameters (Territoriality, Temporality, Duality) of an N-adic model of communication in the effort to match the interactional complexity of the N-person games. In other words, if we accept the so-called "systems" approach, we need communication models that allow us to observe different levels of interactional complexity. The observer (the therapist) may decide on which level to take up his or her stance with reference to the particular case at hand and the goals in studying it.     

Some aspects of the motor organization of the oculomotor system

Oculomotor responses in looking to visual targets were examined for motor coordination parallel to that found in manual pointing. ocular responses did not show any evidence that speed-accuracy tradeoff when the correlation of latency (reaction time) and accuracy was assessed. The oculomotor system did show a range effect, hidden under a general undershoot of target position and present only when no visual feedback about target position was available to allow correction during the movement. Cues to allow predictive timing of the response seemed very important for oculomotor reaction time. processing of timing of movement may be handled differently for oculomotor than for manual orienting, and calculation of position in space may be processed in common, leading to both similarities and differences for the two motor systems.     

Interactional treatment of intractable hiccups

This article provides a comprehensive review of the literature regarding nonmedical approaches to the understanding and treatment of intractable hiccups. The author provides a rationale for an interactional view and presents a case in which post-surgical hiccups were successfully treated, using principles developed by the Mental Research Institute. Of particular interest is the manner in which the therapist managed a system that included the victim's wife, a physician, and other medical personnel who were all trying to eliminate the hiccups. Interventions were designed primarily to alter meanings attributed to the hiccups and, thus, to intervene in the system that was maintaining the problem. This article is presented as a response to Weakland's call for research and practice in family somatics.     

Subjective aspects of cognitive control at different stages of processing

Although research on cognitive control has addressed the effects that different forms of cognitive interference have on behavior and the activities of certain brain regions, until recently, the effects of interference on subjective experience have not been addressed. We demonstrate that, at the level of the individual trial, participants can reliably introspect the subjective aspects (e.g., perceptions of difficulty, competition, and control) of responding in interference paradigms. Similar subjective effects were obtained for both expressed and unexpressed (subvocalized) actions. Few participants discerned the source of these effects. These basic findings illuminate aspects of cognitive control and cognitive effort. In addition, these data have implications for the study of response interference in affect and self-control, and they begin to address theories regarding the function of consciousness.     

Some cognitive aspects of figurative language: Association and metaphor

This study was designed to explore the relationship between some predictions generated by a cognitive-feature model of association and metaphor understanding. Several kinds of data were collected from University of Tennessee undergraduates on the two key nouns in each of 28 randomly selected metaphors—both in and out of metaphor context—as well as judged goodness and ease of writing interpretations for the metaphors themselves. Interword similarity, free association variability, and characteristics of common property distributions for key-noun pairs were highly intercorrelated (as predicted by the associative model) and also related to metaphor goodness and difficulty of metaphor interpretation (canonical r=0.78). These results provide indirect support for the associative model and also provide some insight into the cognitive processes underlying metaphor understanding.     

Sex differences in behavioral and cognitive aspects of decision control

Sex differences in three components of decision control were examined in a series of studies utilizing 4-, 9-, and 14-year-old subjects. These components were actual decision control behavior, the cognitive understanding of the masculine or feminine nature of decision control, and the self-perception of decision control skills. At the behavioral level, boys controlled more decision outcomes than girls, especially at the oldest age grouping. In the area of self-perception, girls were less likely to perceive themselves as decision controllers compared to their male counterparts in the oldest age grouping. As far as general attitudes were concerned, neither boys nor girls equated decision control with masculinity. Results are discussed in terms of the socialization of powerlessness in women.     

Facing faces: studies on the cognitive aspects of physiognomy

Physiognomy, the art of reading personality traits from faces, dates back to ancient Greece, and is still very popular. The present studies examine several aspects and consequences of the process of reading traits from faces. Using faces with neutral expressions, it is demonstrated that personality information conveyed in faces changes the interpretation of verbal information. Moreover, it is shown that physiognomic information has a consistent effect on decisions, and creates overconfidence in judgments. It is argued, however, that the process of "reading from faces" is just one side of the coin, the other side of which is "reading into faces." Consistent with the latter, information about personality changes the perception of facial features and, accordingly, the perceived similarity between faces. The implications of both processes and questions regarding their automaticity are discussed.