Communicating headings and preview sentences in text and speech

Two experiments tested the effects of preview sentences and headings on the quality of college students' outlines of informational texts. Experiment 1 found that performance was much better in the preview sentences condition than in a no-signals condition for both printed text and text-to-speech (TTS) audio rendering of the printed text. In contrast, performance in the headings condition was good for the printed text but poor for the auditory presentation because the TTS software failed to communicate nonverbal information carried by the visual headings. Experiment 2 compared outlining performance for five headings conditions during TTS presentation. Using a theoretical framework, "signaling available, relevant, accessible" (SARA) information, to provide an analysis of the information content of headings in the printed text, the manipulation of the headings systematically restored information that was omitted by the TTS application in Experiment 1. The result was that outlining performance improved to levels similar to the visual headings condition of Experiment 1. It is argued that SARA is a useful framework for guiding future development of TTS software for a wide variety of text signaling devices, not just headings. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

When “I like you” indicates disagreement an experimental differentiation of information and affect

It was hypothesized that the independent manipulation of the informational content and the affective meaning of personal evaluations would indicate that both informational judgments and attraction responses are a joint function of the two stimulus components. In a 2 × 2 factorial design, each of 80 subjects was exposed to a videotape message from a stranger which was either affectively positive or negative and informationally positive or negative. Analysis of variance indicated that perceived similarity was influenced only by the informational variable (p < .0001) while attraction was influenced by both information (p < .0001) and affect (p < .002). It was suggested that the most inclusive theories of person perception and attraction will necessarily encompass elements of both cognitive and reinforcement formulations.     

Distraction and facilitation--two faces of the same coin?

Unexpected and task-irrelevant sounds can capture our attention and may cause distraction effects reflected by impaired performance in a primary task unrelated to the perturbing sound. The present auditory-visual oddball study examines the effect of the informational content of a sound on the performance in a visual discrimination task. The informational content was modulated by varying the sound-target interval and the probability of target occurrence. Effects of informational content were examined with two types of distractors: a burst of white noise (deviant) and environmental sounds (novel). Behavioral results reveal the following. (1) Novel and deviant sounds do not necessarily cause behavioral distraction effects when they are uninformative with respect to both time and probability of occurrence of a visual target. (2) Novel, but not deviant, sounds cause an unspecific bias toward facilitation. (3) The informational content of task-irrelevant sounds speeds reaction times, indicating the use of information not directly related to the task for enhancing performance. (4) It is suggested that performance in deviant and novel trials is the sum of the costs of attentional orienting and benefits of information as well as benefits of unspecific activation for novels.     

Ease‐of‐retrieval effects on procedural justice judgements under conditions of informational and personal uncertainty

This study tests whether individuals' reliance on ease‐of‐retrieval processes when forming procedural justice judgements are moderated by informational and personal uncertainty. In Studies 1 and 2 we examined the predicted effects of informational uncertainty. Results indicated that participants in information‐uncertain conditions relied on ease‐of‐retrieval, whereas those in information‐certain conditions relied on content information to make procedural justice judgements. In Study 3 we examined the combined effects of informational uncertainty and personal uncertainty on reliance on ease‐of‐retrieval when forming procedural justice judgements. The findings of Study 3 indicated that personal uncertain participants who were in informational certain conditions based their procedural justice judgements on content information, whereas all other participants based their procedural justice judgements on ease‐of‐retrieval. This is the first paper to demonstrate that the joint effect of informational uncertainty and personal uncertainty on reliance on ease‐of‐retrieval is different from the two uncertainties acting alone.     

Modeling the emergence of informational content by adaptive networks for temporal factorisation and criterial causation

Propagated activation of neurons through their network is an important process in the brain. Another crucial part of neural processing concerns adaptation over time of characteristics of this network such as connection strengths or excitability thresholds. This adaptation can be slow, as in learning from a multiple experiences, or it can be fast, as in memory formation. These adaptive network characteristics can be considered informational criteria for activation of a neuron. This then is viewed as a form of emergent information formation. Activation of neurons is determined by such information via a process termed criterial causation. In the current paper, the relationship of criterial causation with the principle of temporal factorisation for the dynamics of the world in general is explored. Temporal factorisation describes how the world represents information about its past in its present state, which then in turn determines the world’s future. In the paper, it is shown how these processes are analysed in more detail and modeled by (adaptive) network models.     

A duality between Pawlak's knowledge representation systems and bi-consequence systems

A duality between Pawlak's knowledge representation systems and certain information systems of logical type, called bi-consequence systems is established. As an application a first-order characterization of some informational relations is given and a completeness theorem for the corresponding modal logic INF is proved. It is shown that INF possesses finite model property and hence is decidable.     

Testing self-enhancement and self-assessment theories of achievement motivation: A reply to Sohn's critique

Recently, Sohn (1984) published a critique of our research program on self-enhancement and self-assessment in achievement behavior (Trope, 1983; Trope & Brickman, 1975). The critique is mainly concerned with the information subjects receive about the diagnostic value of tasks regarding their ability. Sohn argues that diagnosticity information is extraneous to achievement motivation and that its presence creates an artificial situation that is irrelevant to extant achievement theories. Furthermore, he argues that our research program failed to separate informational value from affective value and that the two cannot be separated. Contrary to Sohn's criticism regarding task diagnosticity, our studies show that (1) the antecedents and consequences of perceived diagnosticity are the very same variables that serve to define the achievement domain in extant achievement theories, and (2) our experimental situations fulfill the assumption of extant achievement theories regarding the arousal of achievement motivation. Sohn's criticism regarding the inseparability of affective value and informational value is most clearly contradicted by research showing that the diagnostic value of failure increases informational value but decreases affective value. It is argued that Sohn's objection to the unconfounding of informational and affective value runs counter to the experimental method of theory testing. Finally, it is shown that Sohn's other, more specific criticisms either ignore or distort past research on self-enhancement and self-assessment.     

“THE GOD WITH CLAY”: THE IDEA OF DEEP INCARNATION AND THE INFORMATIONAL UNIVERSE

This article explores the relations between the idea of deep incarnation and scientific ideas of an informational universe, in which mass, energy, and information belong together. It is argued that the cosmic Christologies developed in the vein of Cappadocian theology (fourth century) and the Franciscan theologian Bonaventure (thirteenth century) can be interpreted as precursors of an informational worldview by consistently blending “formative” and “material” aspects of creativity. Reversely, contemporary sciences of information can enlarge the scope of the contemporary view of deep incarnation. I propose three hypotheses for showing how and why. First, mass, energy, and information have an equal causal importance for explaining reality. Second, just as transformation presupposes communication, so communication presupposes information. Third, contemporary science can elucidate seminal concerns of the idea of deep incarnation, insofar as informational structures pave the way for information capture, communication, and transformation. At the level of organismic life, new features of embodied cognition and emotion come up, important for understanding the organismic depth of the concrete incarnation in Jesus of Nazareth.     

Informational models and their uses

An analysis of the selection and use of informational models in psychological research is undertaken. The axioms of different informational models are presented together with the deductions which have direct empirical application. The models are used to demonstrate many of the inadequacies and inaccuracies involved in the use of information theory in the psychological literature. It is also shown that certain related conceptual ambiguities are understandable in terms of confusions among various models.Most of this article was written while the senior author was summer consultant to the System Development Corporation.     

A Primate Dictionary? Decoding the Function and Meaning of Another Species' Vocalizations

Decoding the function and meaning of a foreign culture's sounds and gestures is a notoriously difficult problem. It is even more challenging when we think about the sounds and gestures of nonhuman animals. This essay provides a review of what is currently known about the informational content and function of primate vocalizations, emphasizing the problems underlying the construction of a primate “dictionary.” In contrast to the Oxford English Dictionary, this dictionary provides entries to emotional expressions as well as potentially referential expressions. It therefore represents a guide to what animals do with their vocalizations, as well as how they are represented by signalers and perceivers. I begin by a discussion of the unit problem, of how an acoustic space is carved up into functionally significant components leading to a species‐specific repertoire or lexicon of sorts. This section shows how little we know about the units of organization within animal vocal repertoires, and how such lack of information constrains our ability to tackle the problem of syntactic structure. In Section III, I review research on the production and perception of vocal signals that appear to be functionally referential. This work shows that several nonhuman primates produce vocalizations that share some of the key properties of reference, but certainly not all; the components that are missing raises questions about their role as precursors to human words. In Section IV, I explore the social uses of vocalizations, assessing whether the signal contains sufficient information for listeners to judge a caller's credibility; ultimately, caller credibility determines how receivers select an appropriate response. Results show that individuals can use calls to assess whether someone is reliable or unreliable, and that such attributes are associated with individuals and particular contexts. I conclude by synthesizing the issues presented and then raise some directions for future conceptual and methodological progress.     

Spatial frequencies in short-term memory for faces: A test of three frequency-dependent hypotheses

Spatial frequency manipulations have been shown to have significant utility in ascertaining the various types of information that might be important in object identification and recognition tasks. This utility suggests that, given some mapping between ranges of spatial frequencies and different types of psychological information, it should be possible to examine the roles of these different types of psychological information by way of spatial frequency manipulations. One potential problem, however, is that there is no well-specified, unambiguous mapping between the distinctions in the frequency domain and the distinctions in the informational domain. Three experiments provide tests of three general hypotheses regarding the ways in which different spatial frequencies might map to different information in facial perception and memory tasks: (1) the low-frequency dominance hypothesis, which proposes that low-frequency information should be superior (to high-frequency information) as a cue to perception and memory; (2) the distinct informational roles hypothesis, which holds that high spatial frequencies should carry featural information while low spatial frequencies should carry information about the configuration of those features; and (3) the task-dependent information hypothesis, which suggests that high-frequency information should be best suited to discrimination tasks while low-frequency information should be best suited for recognition tasks. Results generally contradict the first two of these hypotheses, while providing support for the third. Implications with regard to the various issues related to the mapping between spatial frequencies and the informational content of faces, as well as the need to consider important interactions among perceptual and memory processes, are discussed.     

How much Do People Remember? Some Estimates of the Quantity of Learned Information in Long-term Memory

How much information from experience does a normal adult remember? The “functional information content” of human memory was estimated in several ways. The methods depend on measured rates of input and loss from very long- term memory and on analyses of the informational demands of human memory-based performance. Estimates ranged around 10⁹ bits. It is speculated that the flexible and creative retrieval of facts by humans is a function of a large ratio of “hardware” capacity to functional storage requirements.     

Entropy,information and predictability of evolutionary systems

We investigate first several entropy concepts, from static to dynamic entropy. Dynamic entropy is introduced as a measure of predictability. Then the relation between entropy and information is studied. Following Wiener information is considered as a non‐physical quantity, not matter or energy. Information is understood as a binary relation between a sender and a receiver. We differentiate between bound and free information. Information can be created by selforganization, historically it is connected with the origin of life. The structure and predictability of informational strings is investigated. For example we study symbolic sequences generated by evolution, as e.g. texts. It is shown that several information carriers show criticality connected with the existence of long‐range correlations, long memory in time and historical behaviour (self‐tuned criticality). The higher order Shannon entropies and the conditional entropies (dynamical entropies and there limit) are calculated, characteristic scaling laws are found.     

Inventing the Educational Subject in the ‘Information Age’

This paper asks the question of how we can situate the educational subject in what Luciano Floridi has defined as an ‘informational ontology’ (Floridi in The philosophy of information. Oxford University Press, Oxford, 2011a). It will suggest that Jacques Derrida and Bernard Stiegler offer paths toward rethinking the educational subject that lend themselves to an informational future, as well as speculating on how, with this knowledge, we can educate to best equip ourselves and others for our increasingly digital world. Jacques Derrida thought the concept of the subject was ‘indispensable’ (Derrida in The structuralist controversy: the languages of criticism and the sciences of man. Johns Hopkins Press, Baltimore, 1970, 272) as a function but did not subscribe to or accept any particular theory of how a subject could be defined or developed because it was always situated in and as a context. Following Derrida, Bernard Stiegler explains in Technics and Time: 1 that ‘the relation binding the “who” and the “what” is invention’ (Stiegler in Technics and time 1: the fault of epimetheus. Stanford University Press, Stanford, 1998, 134). As such, the separation between self and world can be seen as artificial, including if this world is perceived wholly or partly as technological, digital or informational. If this is the case, a responsibility is placed on the educator and their part in ‘inventing’ this distinction (or its absence) for future generations. How this invention of the educational subject is negotiated is therefore one the many philosophical tasks for digital pedagogy.     

How Disadvantaged Group Members Cope With Discrimination When They Perceive That Social Support Is Available1

This experiment examined how disadvantaged group members cope with discrimination when they perceive that social support is available. Women reacted to a failing test grade after ambiguous information about the probability for discrimination. With no social support, women minimized discrimination and attributed their failure to the quality of their answers. Participants were less inclined to minimize discrimination when social support was available. When they perceived that either emotional or informational support was available, women were equally likely to blame their failure on discrimination as on the quality of their answers. The results revealed less minimization of personal discrimination when both emotional and informational support were available, in which case participants blamed their failure more on discrimination and less on themselves.     

The spatial intersection of minds

Spatial formats of information are ubiquitous in the cognitive and neural sciences. There are neural uses of space in the topographic maps found throughout cortex. There are metaphorical uses of space in cognitive linguistics, physical uses of space in ecological psychology, and mathematical uses of space in dynamical systems theory. These varied informational uses of space each provide a single contiguous medium through which cognitive processes can be shared across subsystems. As we further develop our understanding of how the human mind processes information in real time, the continuous sharing and cascading of information patterns between brain areas can be extended to a sharing and cascading of information between multiple brains and bodies to produce coordinated behavior. Essentially, the way you and the people around you negotiate your shared space affects the way you think, because space is a fundamental part of how you think. It is via space that the mental processes of one mind can form an intersection with the mental processes of another mind.     

Competitive conflict regulation and informational dependence in peer learning

The present set of studies investigates the role of competitive conflict regulation and informational dependence in peer learning. Previous studies have shown that peer work on identical information produces not only confrontation of viewpoints but also competitive conflict regulation, the latter of which is detrimental for learning. Conversely, working on complementary information produces positive interactions but also informational dependence, and good quality information transmission is needed to foster learning. The present research shows that discussion aids (note‐taking and access to the study materials during discussion), a variable related to the quality of informational input, moderated the relationship between information interdependence and learning. This moderation was mediated by competitive conflict regulation: Students who worked on identical information with discussion aids reported more competitive conflict regulation than those without discussion aids, which in turn reduced learning, a pattern that did not appear for students working on complementary information. Moreover, when students worked on complementary information, the good quality of information transmission elicited by discussion aids led to high levels of learning for all students. Contributions to research on resource interdependence, socio‐cognitive conflict, and peer learning are discussed. Copyright © 2009 John Wiley & Sons, Ltd.