Comparing Data Sets: Implicit Summaries of the Statistical Properties of Number Sets

Comparing datasets, that is, sets of numbers in context, is a critical skill in higher order cognition. Although much is known about how people compare single numbers, little is known about how number sets are represented and compared. We investigated how subjects compared datasets that varied in their statistical properties, including ratio of means, coefficient of variation, and number of observations, by measuring eye fixations, accuracy, and confidence when assessing differences between number sets. Results indicated that participants implicitly create and compare approximate summary values that include information about mean and variance, with no evidence of explicit calculation. Accuracy and confidence increased, while the number of fixations decreased as sets became more distinct (i.e., as mean ratios increase and variance decreases), demonstrating that the statistical properties of datasets were highly related to comparisons. The discussion includes a model proposing how reasoners summarize and compare datasets within the architecture for approximate number representation.     

Looking Philosophical: Stuff,Stereotypes, and Self‐Presentation

Self‐presentation is a complex phenomenon through which individuals present themselves in performance of social roles. The success of such performances rests not just on how well a performer fulfills expectations regarding the role she would play, but on whether observers find her convincing. I focus on how self‐presentation entails making use of material environment and objects: One may “dress for the part” and employ props that suit a desired role. However, regardless of dress or props, one can nonetheless fail to “look the part” owing to expectations informed by biases patterned along commonplace social stereotypes. Using the social role of philosopher as my example, I analyze how the stereotype attached to this role carries implications for how demographically under‐represented philosophers may self‐present, specifically with regard to dress and decoration. I look, in particular, to the alienation from one's material environment that may follow on the frustration of self‐presentation through bias. One pernicious effect of bias, I argue, is the power it has to deform and distort its target's relation to her physical setting and objects. Where comfort and ease in one's material environment can be a significant ethico‐aesthetic good, bias can inhibit access to, and enjoyment of, this good.     

Can we fight stigma with science? The effect of aetiological framing on attitudes towards anorexia nervosa and the impact on volitional stigma

The present study experimentally investigated the way in which exposure to various aetiological explanations of anorexia nervosa (AN) differentially affected stigmatisation and behavioural intention outcomes. University students (N = 161) were randomly assigned to read one of four aetiological vignettes presenting the causes of AN as biological/genetic, socio‐cultural, environmental, or multifactorial. Results indicate that those who received a socio‐cultural explanation made stronger socio‐cultural causal attributions, fewer biological/genetic causal attributions, and were significantly less willing to sign a health insurance petition for AN. Unexpectedly, the multifactorial group considered individuals with AN as more responsible and blameworthy for their condition. Overall, findings were comparative with previous research and partially support the propositions of attribution theory. Results also suggest that by conceptualising the aetiology of AN as biological or genetic, or at least increasing one's knowledge of these contributing factors, it may be possible to decrease the level of blame‐based stigma associated with AN.     

Childhood multiple sclerosis: a review

Multiple sclerosis (MS) is an autoimmune demyelinating disorder of the central nervous system (CNS) that is increasingly recognized as a disease that affects children. Similar to adult-onset MS, children present with visual and sensory complaints, as well as weakness, spasticity, and ataxia. A lumbar puncture can be helpful in diagnosing MS when CSF immunoglobulins and oligoclonal bands are present. White matter demyelinating lesions on MRI are required for the diagnosis; however, children typically have fewer lesions than adults. Many criteria have been proposed to diagnose MS that have been applied to children, mostly above 10 years of age. The recent revisions to the McDonald criteria allow for earlier diagnosis, such as after a clinically isolated event. However, children are more likely than adults to have monosymptomatic illnesses. None of the approved disease-modifying therapies used in adult-onset MS have been approved for pediatrics; however, a few studies have verified their safety and tolerability in children. Although children and adults with MS have similar neurological symptoms, laboratory (cerebrospinal fluid) data, and neuroimaging findings, the clinical course, pathogenesis, and treatment of childhood onset MS require further investigation.     

Heterogeneity in verbal memory: a marker of preclinical Alzheimer's disease?

Demonstrations of memory changes in those at risk for Alzheimer's disease by the presence of the APOE e4 allele have been inconsistent to date. The present study went beyond traditional analyses of central tendency (i.e., group differences on mean test scores) and also conducted distribution analyses to search for subtle cognitive differences in subgroups of normal-functioning elderly persons with the APOE e4 genotype. The results of the study revealed that (a) the e4 and non-e4 groups failed to differ in terms of their mean scores on tests of memory and verbal skills; and (b) relative to the non-e4 group, the e4 subjects had significantly greater heterogeneity of variance on the memory measures but not on fundamental verbal skills. Logistic regression analyses indicated that the discrepancy in scores on the memory measures was a significant predictor of genotype group membership (82% correct classification rate). Implications of these findings for the detection of a preclinical phase of AD are discussed.     

Attentional fixation in panic disorder

According to Beck's (1988) clinical observations, patients with panic disorder describe a fixation on their distressing physical and psychological symptoms and an inability to access corrective information during panic attacks. The present study sought to evaluate empirically the notion that attentional fixation is characteristic of these patients. A subset of panic patients participating in 3 cognitive therapy clinical trials completed the Attentional Fixation Questionnaire (AFQ) at intake, during treatment and at termination. The AFQ had adequate internal consistency at all time intervals, and it correlated positively with measures of depression, anxiety and distorted cognitive content. At termination, the AFQ total score and nearly all single items decreased significantly, and patients who continued to meet diagnostic criteria for panic disorder scored higher on most items than patients who no longer met diagnostic criteria for panic disorder. These preliminary data suggest that attentional fixation is an important dimension of cognition relevant to panic disorder.     

Specific phonological impairments in dyslexia revealed by eyetracking

Phonological deficits in dyslexia are typically assessed using metalinguistic tasks vulnerable to extraneous factors such as attention and memory. The present work takes the novel approach of measuring phonology using eyetracking. Eye movements of dyslexic children were monitored during an auditory word recognition task in which target items in a display (e.g., candle) were accompanied by distractors sharing a cohort (candy) or rhyme (sandal). Like controls, dyslexics showed slower recognition times when a cohort distractor was present than in a baseline condition with only phonologically unrelated distractors. However, unlike controls, dyslexic children did not show slowed recognition of targets with a rhyme distractor, suggesting they had not encoded rhyme relationships. This was further explored in an overt phonological awareness test of cohort and rhyme. Surprisingly, dyslexics showed normal rhyme performance but poorer judgment of initial sounds on these overt tests. The results implicate impaired knowledge of rhyme information in dyslexia; however they also indicate that testing methodology plays a critical role in how such problems are identified.     

Infants' use of category knowledge and object attributes when segregating objects at 8.5 months of age

The current research investigates infants' perception of a novel object from a category that is familiar to young infants: key rings. We ask whether experiences obtained outside the lab would allow young infants to parse the visible portions of a partly occluded key ring display into one single unit, presumably as a result of having categorized it as a key ring. This categorization was marked by infants' perception of the keys and ring as a single unit that should move together, despite their attribute differences. We showed infants a novel key ring display in which the keys and ring moved together as one rigid unit (Move-together event) or the ring moved but the keys remained stationary throughout the event (Move-apart event). Our results showed that 8.5-month-old infants perceived the keys and ring as connected despite their attribute differences, and that their perception of object unity was eliminated as the distinctive attributes of the key ring were removed. When all of the distinctive attributes of the key ring were removed, the 8.5-month-old infants perceived the display as two separate units, which is how younger infants (7-month-old) perceived the key ring display with all its distinctive attributes unaltered. These results suggest that on the basis of extensive experience with an object category, infants come to identify novel members of that category and expect them to possess the attributes typical of that category.     

Emotional reminiscing and the development of an autobiographical self

According to autobiographical memory theorists, past event conversations provide children with a framework for evaluating and connecting past events into a coherent autobiography (R. Fivush, 1994; K. Nelson, 1993; M. K. Welch-Ross, 1995). Two studies were conducted to empirically examine the association between past event conversation style and an independent measure of children's self-concept consistency. In Study 1, 50 New Zealand mothers discussed everyday past events with their children at 51 and 65 months of age. In Study 2, 51 New Zealand parents discussed 1 positive and 3 negative past events with their 5- and 6-year-old children. The consistency of children's self-views was assessed in both studies using the Children's Self-View Questionnaire (R. Eder, 1990). Children's self-concept consistency was moderately associated with greater explanation of the causes and consequences of children's negative emotions, resolution through social contact, and evaluation of positive events but not with simple attributions of emotion. These findings implicate parent-child conversations as a medium through which children can begin to understand the personal meaning of past experiences.