The Role of Defense Mechanisms in Borderline and Antisocial Personalities

Fifty-eight adult male felons were given the Minnesota Multiphasic Personality Inventory (MMPI), the Buss-Durkee Hostility Inventory (BDHI), and the Draw-a-Person Test (DAP) to test the relative sensitivity of subtlety or obviousness of items to response Sets. The inmates were randomly assigned to three response set groups: a fake-aggressive group, a fake-nonaggressive group, and a standard-instruction control group. The MMPIs were scored for five obvious and five subtle aggression or hostility research scales. The BDHI is a totally obvious test, whereas the DAP is a very subtle measure. A paradoxical relationship between response set and subtlety of the scales was hypothesized, such that the obvious scales could be successfully faked, hut the subtle scales would show scores in the opposite from the intended direction. It was found that the inmates did correctly manipulate the obvious scales, but the subtle scales did not consistently show the hypothesized trend. Possible reasons for this are discussed, including the nature of the scales used and characteristics of the population.     

Visual attention and coactivation of response decisions for features from different dimensions

The role of visual attention in task performance has been extensively debated. On the basis of the dimensional-action model, we hypothesized that a major role of attention is to transfer response decisions from targets on which it is focused to high-level centers dealing with response execution. This hypothesis predicts that response decisions for two targets will interact only when attention is focused on both targets, and only when the response to the targets is defined by different dimensions. Three experiments, using the redundancy-gain paradigm, tested and confirmed this prediction. Experiment 1 showed that coactivation of two cross-dimensional targets occurred only when the targets were positioned in the same location, not when they were in separate locations. Experiment 2 manipulated the focus of attention and showed that coactivation can occur even for targets positioned in different locations if they are both within the attentional focus. Experiment 3 showed that this attention-induced coactivation does not occur for targets from the same dimensional module. These results suggest that a major role of attention is postperceptual and involves gating of selected responses to executive functions.     

Prima facie obligation

This paper presents a nonmonotonic deontic logic based on commonsense entailment. It establishes criteria a successful account of obligation should satisfy, and develops a theory that satisfies them. The theory includes two conditional notions of prima facie obligation. One is constitutive; the other is epistemic, and follows nonmonotonically from the constitutive notion. The paper defines unconditional notions of prima facie obligation in terms of the conditional notions.     

Children’s Perspectives and Evaluations of Safety in Diverse Settings and Their Subjective Well-Being: A Multi-National Approach

There is a need to explore variations in children’s safety perceptions for different settings (home, school and neighbourhood) and their relationship with subjective well-being (this including satisfaction with safety and satisfaction with life as whole) by comparing a variety of cultural contexts. A further objective is to explore to what extent gender, age group (10 and 12-year-olds) and level of SWB (measured using the SLSS -Student’s Life Satisfaction Scale- and the BMSLSS -Brief Multidimensional Student’s Life Satisfaction Scale) play a role in this prediction. Results obtained through binary logistic models with samples from Spain (n = 2,724), Algeria (n = 2432), South Africa (n = 2192) and Israel (n = 1914), show that children’s perceptions of safety are predicted by their different perceptions and evaluations of school, home and the nearby area. Perceptions of safety in the nearby area and satisfaction with safety (O.R. = 1.080) contribute to predicting higher levels of satisfaction with life as a whole to a greater extent than scores on the SLSS (O.R. = 1.036) and the BMSLSS (O.R. = 1.050) scales. The country participants live in (especially when combined with satisfaction with safety) and, to a lesser extent gender, also make important contributions. The age group they belong to plays a significant role in predicting higher perceptions of safety at home, in the area nearby, at school, and in predicting higher satisfaction with safety. Results open the door to the introduction of specific interventions (e.g. improving parent-child communication, enhancing public spaces for children to play and promoting children’s participation at school), aimed at promoting higher satisfaction with safety and also indirectly at higher satisfaction with life as a whole, on the basis of achieving positive changes of those factors which make the highest contribution.

     

The effects of syntactic structure on letter detection in adjacent function words

In the present study, we examined letter detection in very frequent function-word sequences. It has been claimed that such sequences are processed in a unitized manner, thus preempting access to their constituent letters. In contrast, we showed that letter detection in the words for and the (1) was no more difficult when the words appeared in adjacent locations in a sentence (familiar) than when they appeared apart (less familiar sequence) and (2) was contingent upon the words' syntactic roles within the phrase. Thus, letter detection in for was easier when the sequence was separated by a clause boundary than when the words were part of the same clause. The advantage derived from clause separation was strongest when a comma divided clauses. These results challenge the unitization account of the "missing-letter" effect in common phrases and support a position where this phenomenon is seen to reflect the extraction of phrase structure during reading.     

Encoding information for future action: Memory for to-be-performed tasks versus memory for to-be-recalled tasks

What is the nature of the representation underlying memory for future tasks such as calling the doctor or buying milk? If this representation consists of a verbal instruction that is translated into action at the time of retrieval, then memory should be better when tested via verbatim recall of the instruction than when tested via actual performance. Three experiments rejected this possibility, indicating better memory for a perform mode of report than for a recall mode of report. This was true in Experiment 1 in which subjects saw a series of verbal instructions (e.g., “move the eraser,” “lift the cup,” “touch the ashtray”), with advance information regarding the mode of report required during testing. In Experiment 2, the advance cue was valid only in 75% of the trials. Memory depended more heavily on the expected mode of report thanon the actual mode ofreport, suggesting that the perform superiority is due to processes that occur during encoding. In Experiment 3, subjects learned 20 phrases depicting minitasks were remembered by subjects tested via performance than by subjects tested via verbatim recall. A second part of Experiment 3 also indicated superior memory when a perform test was expected, regardless of which mode of report was actually required. The results were compared with the finding that subject-performed tasks are better remembered thanare their verbal instructions, which suggeststhat the representation underlying memory for future assignments-may-take advantage of the imaginal-enactive properties ofthe envisagedacts. Other possible differences between memory for to-be-recalled tasks and memory for to-be-performed tasks are discussed.     

The role of cross-modal associations in statistical learning

Our environment is richly structured, with objects producing correlated information within and across sensory modalities. A prominent challenge faced by our perceptual system is to learn such regularities. Here, we examined statistical learning and addressed learners’ ability to track transitional probabilities between elements in the auditory and visual modalities. Specifically, we investigated whether cross-modal information affects statistical learning within a single modality. Participants were familiarized with a statistically structured modality (e.g., either audition or vision) accompanied by different types of cues in a second modality (e.g., vision or audition). The results revealed that statistical learning within either modality is affected by cross-modal information, with learning being enhanced or reduced according to the type of cue provided in the second modality.     

When confidence in a choice is independent of which choice is made

For forced-choice two-alternative general-information questions, confidence in the correctness of the answer differed reliably for different questions, regardless of which answer was chosen. Results suggested that this choice-independent confidence is mediated by the domain familiarity of the question and by its tendency to bring to mind either few or many thoughts and considerations. Ratings of the questions on familiarity and accessibility yielded strong correlations with participants’ confidence in whichever of two answers they had chosen, and with estimates of the percentage of participants who were likely to have chosen either of the answers in a previous experiment. The results were interpreted in terms of confirmation bias: Because items differ in the extent to which they bring to mind few or many pertinent thoughts, selective focusing on supportive evidence should yield a positive correlation between mean confidence in one answer and mean confidence in the alternative answer, as if there is no competition between them.     

The role of Gestalt grouping principles in visual statistical learning

A major issue in visual scene recognition involves the extraction of recurring chunks from a sequence of complex scenes. Previous studies have suggested that this kind of learning is accomplished according to Bayesian principles that constrain the types of extracted chunks. Here we show that perceptual grouping cues are also incorporated in this Bayesian model, providing additional evidence for the possible span of chunks. Experiment 1 replicates previous results showing that observers can learn three-element chunks without learning smaller, two-element chunks embedded within them. Experiment 2 shows that the very same embedded chunks are learned if they are grouped by perceptual cues, suggesting that perceptual grouping cues play an important role in chunk extraction from complex scenes.