Knowledge and the permissibility of action

Synthese - I argue in favor of a certain connection between knowledge and the permissibility of action. On this approach, we do not think of the relation between those notions as reflecting a...     

Object- and feature-based priming in visual search

Two contrasting accounts for priming in visual search have been proposed. The main difference between the two is the level of perceptual processing at which the priming effects are assumed to occur, whether priming is assumed to operate through the selective facilitation of features or at the level of selection of objects for response. The aim of the experiments here was to contrast these accounts. In the first two experiments, observers performed a search for the odd diamond in the midst of two distractor diamonds. Each diamond had two colors, but the configurations of the colors within the diamonds were different for the two experiments in ways previously shown to lend themselves differently well to object formation. The results show that priming can be both feature- and object-based, depending on the topological properties of the stimuli. This was confirmed in a third experiment, in which a quite dissimilar stimulus set was used to address the same question, once again yielding similar results. We thus show that priming operates at various levels of perceptual processing, a result consistent with new findings from neuroimaging and neuropsychology.     

A comparative analysis of animals' understanding of the human pointing gesture

We review studies demonstrating the ability of some animals to understand the human pointing gesture. We present a 3-step analysis of the topic. (1) We compare and evaluate current experimental methods (2) We compare available experimental results on performance of different species and investigate the interaction of species differences and other independent variables (3) We evaluate how our present understanding of pointing comprehension answers questions about function, evolution and mechanisms. Recently, a number of different hypotheses have been put forward to account for the presence of this ability in some species and for the lack of such comprehension in others. In our view, there is no convincing evidence for the assumption that the competitive lifestyles of apes would inhibit the utilization of this human gesture. Similarly, domestication as a special evolutionary factor in the case of some species falls short in explaining high levels of pointing comprehension in some non-domestic species. We also disagree with the simplistic view of describing the phenomenon as a simple form of conditioning. We suggest that a more systematic comparative research is needed to understand the emerging communicative representational abilities in animals that provide the background for comprehending the human pointing gesture.     

An examination of the predictive criterion-related validity of professional certification tests

This study examines the predictive criterion-related validity of a series of professional certification tests for water and wastewater management operators. Certification test data were obtained on 164 operators holding one of three jobs in water or wastewater management facilities. The certification test scores were broken down into four component scores and a total score. Criterion data consisted of performance evaluations obtained from the operator's supervisor, a self-rating from the operator, or both. Test scores were correlated with the job performance evaluations. The results indicated that scores on the certification tests were not related to rated job performance by job type, job level, source of performance evaluation, or component of job performance. The findings are discussed in the context of establishing an appropriate criterion against which to validate certification tests, and the practical problems of doing so in an applied setting.     

Traits,processes, and the purpose of templates

The template method proposed by D. J. Bem and D. C. Funder 1978, Psychological Review, 85, 485–501) can have two separate purposes. First, template-behavior pairs can be used as a type of explanation in which situational influences are incorporated within a trait theory. Second, template matching can be used as a method for evaluating process theories. Recent discussion (D. J. Bem, 1983; Psychological Review, 90, 390–393; D. C. Funder, 1983; Psychological Review, 90, 283–289; W. Mischel & P. K. Peake, 1982, Psychological Review, 89, 730–755) confuses these two purposes. If used as a type of explanation, then templates can be criticized on the grounds of blunt empiricism; but if templates are used as a method for evaluating process theories, then process theorists should welcome this new technique.     

Positive social-comparative feedback enhances motor learning in children

ObjectivesThe present study investigated the influence of social-comparative feedback on the learning of a throwing task in 10-year-old children.DesignTwo-group experimental design, including a practice phase and retention test.MethodBoth groups of participants, a positive social-comparative feedback and a control group, received veridical feedback about their performance (accuracy score) after each practice trial. In addition, after each block of 10 trials, the positive feedback group was given bogus feedback suggesting that their own performance was better than that of a peer group's on that block. One day after the practice phase, a retention test without (veridical or social-comparative) feedback was performed to assess learning effects as a function of feedback.ResultsThe positive feedback group demonstrated greater throwing accuracy than the control group on the retention test. In addition, questionnaire results indicated that this group scored higher in terms of perceived competence than the control group.ConclusionsThese findings demonstrate that feedback can have an important motivational function that affects the learning of motor skills in children.     

What gaze adds to arrows: Changes in attentional response to gaze versus arrows in childhood and adolescence

From early ages, gaze acts as a cue to infer the interests, behaviours, thoughts and emotions of social partners. Despite sharing attentional properties with other non-social directional stimuli, such as arrows, gaze produces unique effects. A spatial interference task revealed this dissociation. The direction of arrows was identified faster on congruent than on incongruent direction-location trials. Conversely, gaze produced a reversed congruency effect (RCE), with faster identifications on incongruent than congruent trials. To determine the emergence of these gaze-specific attentional mechanisms, 214 Spanish children (4–17 years) divided into 6 age groups, performed the aforementioned task across three experiments. Results showed stimulus-specific developmental trajectories. Whereas the standard effect of arrows was unaffected by age, gaze shifted from an arrow-like effect at age 4 to a gaze-specific RCE at age 12. The orienting mechanisms shared by gaze and arrows are already present in 4-year olds and, throughout childhood, gaze becomes a special social cue with additional attentional properties. Besides orienting attention to a direction, as arrows would do, gaze might orient attention towards a specific object that would be attentionally selected. Such additional components may not fully develop until adolescence. Understanding gaze-specific attentional mechanisms may be crucial for children with atypical socio-cognitive development.