Developmental amnesia

The concept of developmental amnesia is proposed to describe the impairment of normal memories during a person's school age life. One hundred psychotherapy patients were interviewed and the age of earliest memories ranged from 1–12 years, with a mode of 5 years. Memory was continuous for 53% of patients by 1st grade, while 18% reported life memory was still episodic at age 18 or later. Parental alcohol problems were associated with delay of continuous memories.     

The effects of variation of intertrial interval on exploration of elevatd and enclosed mazes

The interval between exploratory trials was varied in experiments using simple elevated or enclosed mazes. Activity on the second trial was depressed for short intertrial intervals but had recovered after about 10 min.; the degree of recovery was different in the two types of maze. A second decrease in second trial activity was found with inter-trial intervals of more than 20 min., but a further experiment suggested this was due to the effects of delay itself, rather than to previous experience of the environment.     

Behavioral inference in young children

Three experiments are reported on behavioral inference in children of 3 to 5 years of age. In each experiment the children learned two separate sequences of behavior which they were required to put together in the final test stage in order to obtain a reward. In the first experiment moderate levels of behavioral inference were obtained, although a relatively high proportion of children failed to respond in the test phase. In the second experiment different instructions were used in the test phase, the number of nonresponders was greatly reduced and a much higher proportion of children showed behavioral inference. The third experiment obtained similar results under conditions which excluded the possibility of mediation during a memory test, which was included in the previous experiments. It was concluded that behavioral inference is found, under suitable conditions, in children as young as 3-years-old, and that reports by other investigators of failure to find such inference up to the age of about 8 were due to problems with apparatus and instructions.     

Reason,Education and Liberalism: Family Resemblance within an Overlapping Consensus

This paper focuses on recent debates over the nature ofliberalism and its central feature of reason, both inside and outside ofeducational philosophy. Central ideas from Jonathan and Hirst contributeas do those from Rawls, Gadamer, Wittgenstein, Taylor, and Ackermantoward a less traditional contextualized and contingent view.     

Contrast effects or loss aversion? Comment on Usher and McClelland (2004)

M. Usher and J. L. McClelland (2004) recently proposed a new connectionist type of model to explain context effects on preferential choice including the similarity, attraction, and compromise effects. They compared their model with an earlier connectionist type model for these same effects proposed by R. Roe, J. R. Busemeyer, and J. T. Townsend (2001) and raised several new issues. The authors address these issues and point out the main theoretical differences between the 2 explanations for context effects.     

A further test of sequential-sampling models that account for payoff effects on response bias in perceptual decision tasks

Recently, Diederich and Busemeyer (2006) evaluated three hypotheses formulated as particular versions of a sequential-sampling model to account for the effects of payoffs in a perceptual decision task with time constraints. The bound-change hypothesis states that payoffs affect the distance of the starting position of the decision process to each decision bound. The drift-rate-change hypothesis states that payoffs affect the drift rate of the decision process. The two-stage-processing hypothesis assumes two processes, one for processing payoffs and another for processing stimulus information, and that on a given trial, attention switches from one process to the other. The latter hypothesis gave the best account of their data. The present study investigated two questions: (1) Does the experimental setting influence decisions, and consequently affect the fits of the hypotheses? A task was conducted in two experimental settings--either the time limit or the payoff matrix was held constant within a given block of trials, using three different payoff matrices and four different time limits--in order to answer this question. (2) Could it be that participants neglect payoffs on some trials and stimulus information on others? To investigate this idea, a further hypothesis was considered, the mixture-of-processes hypothesis. Like the two-stage-processing hypothesis, it postulates two processes, one for payoffs and another for stimulus information. However, it differs from the previous hypothesis in assuming that on a given trial exactly one of the processes operates, never both. The present design had no effect on choice probability but may have affected choice response times (RTs). Overall, the two-stage-processing hypothesis gave the best account, with respect both to choice probabilities and to observed mean RTs and mean RT patterns within a choice pair.     

Perceived characteristics of “competent” people

The purpose of this research was to determine the specific behaviors and cues which 104 assessors perceived as indicating the presence of psychological variables shown to be related to competent job behavior. The cue systems utilized were found to be reminiscent of theory Y conceptions of effective job behavior. Implications of the lack of correlation of cue utilization with assessor characteristics are discussed.