Why is word recognition impaired by disorientation while the identification of single letters is not?

Past research has shown that speed of identifying single letters or digits is largely indifferent to orientation, whereas the recognition of single words or connected text is markedly disrupted by disorientation. In a series of four experiments, we attempted to reconcile these findings. The results suggest that disorientation does not impair the identification of the characters but disrupts the perception of their spatial arrangement. When spatial order information is critical for distinguishing between different stimuli, disorientation is disruptive because some rectification process is required to restore order information. Utilizing the similarity between the letter B and the number 13, we found strong effects of orientation when a stimulus was interpreted as the two-digit number 13 but not when interpreted as the single letter B. This, however, occurred only when the set of numbers to be classified included permutations of the same digits (Experiments 1 and 2). Odd-even decisions on single-digit and two-digit numbers (Experiment 3) yielded strong effects of stimulus orientation for order-dependent numbers (e.g., 32), weaker effects for order-independent numbers (e.g., 24), and none for repeated-digit (e.g., 22) or single-digit numbers. Classification time for two-letter Hebrew words evidenced strong effects of orientation for words that differed only in letter order but much weaker effects for words that had no letters in common, even when these were embedded within some words that did (Experiment 4).     

I’m Not Feeling It: Momentary Experiential Avoidance and Social Anxiety Among Individuals With Social Anxiety Disorder

Previous studies have found that social anxiety and experiential avoidance (EA) are significantly associated, but the directionality of this relationship has not been firmly established. The present study examined momentary EA and social anxiety using repeated measurements during an opposite-sex interaction. Participants were 164 individuals (50% female): 42 were diagnosed with social anxiety disorder (SAD) and the remaining 122 were non-socially-anxious individuals (NSAs). Participants formed 42 experimental dyads including 1 individual with SAD and 1 NSA individual, and 40 control dyads including 2 NSA individuals. Lower-level mediational modeling indicated that for individuals with SAD, a reciprocal relationship was observed in which changes in both EA and social anxiety mediated changes in each other. However, changes in EA explained approximately 89% of changes in social anxiety whereas changes in social anxiety explained approximately 52% of changes in EA throughout the interaction. For NSA individuals, only social anxiety predicted EA. These findings point to a deleterious cycle driven mostly by EA among individuals with SAD, but not NSA individuals. Findings are discussed within the context of previous empirical findings as well as acceptance and commitment therapy (ACT) and cognitive-behavioral models of psychopathology.     

Loneliness and peer relations in childhood

Although loneliness is a normative experience, there is reason to be concerned about children who are chronically lonely in school. Research indicates that children have a fundamental understanding of what it means to be lonely, and that loneliness can be reliably measured in children. Most of the research on loneliness in children has focused on the contributions of children's peer relations to their feelings of well-being at school. Loneliness in children is influenced by how well accepted they are by peers, whether they are overtly victimized, whether they have friends, and the durability and quality of their best friendships. Findings from this emerging area of research provide a differentiated picture of how children's peer experiences come to influence their emotional well-being.     

Review of the book: Psychosocial Well-being of Children and Adolescents in Latin America: Evidence-based Interventions. Jorge Castellá Sarriera & Lívia Maria Bedin (Eds.) (2017) Children´s Well-Being: Indicators and Research

Applied Research in Quality of Life -     

The Cultural Adaptation of a Community‐Based Child Maltreatment Prevention Initiative

A unique primary prevention effort, Strong Communities for Children (Strong Communities), focuses on changing attitudes and expectations regarding communities' collective responsibilities for the safety of children. Findings from a 6‐year pilot of the initiative in South Carolina have shown promise in reducing child maltreatment, but efforts to adapt the initiative to different cultural contexts have been lacking. No models exist for adapting an initiative that takes a community‐level approach to ensuring children's safety. Thus, this article addresses the gap by providing an overview of the original initiative, how the initiative was adapted to the Israeli context, and lessons learned from the experience. Building on conceptualizations of cultural adaptation by Castro et al. (Prevention Science, 5, 2004, 41) and Resnicow et al. (Ethnicity and Disease, 9, 1999, 11), sources of nonfit (i.e., sociodemographic traits, political conflict, government services, and the presence and role of community organizations) were identified and deep and surface structure modifications were made to the content and delivery. Ultimately, this article describes the adaption and dissemination of a community‐based child maltreatment prevention initiative in Tel Aviv, Israel, and addresses researchers' calls for more publications describing the adaptation of interventions and the procedures that need to be implemented to achieve cultural relevance.     

Message Exchange Games in Strategic Contexts

When two people engage in a conversation, knowingly or unknowingly, they are playing a game. Players of such games have diverse objectives, or winning conditions: an applicant trying to convince her potential employer of her eligibility over that of a competitor, a prosecutor trying to convict a defendant, a politician trying to convince an electorate in a political debate, and so on. We argue that infinitary games offer a natural model for many structural characteristics of such conversations. We call such games message exchange games, and we compare them to existing game theoretic frameworks used in linguistics—for example, signaling games—and show that message exchange games are needed to handle non-cooperative conversation. In this paper, we concentrate on conversational games where players’ interests are opposed. We provide a taxonomy of conversations based on their winning conditions, and we investigate some essential features of winning conditions like consistency and what we call rhetorical cooperativity. We show that these features make our games decomposition sensitive, a property we define formally in the paper. We show that this property has far-reaching implications for the existence of winning strategies and their complexity. There is a class of winning conditions (decomposition invariant winning conditions) for which message exchange games are equivalent to Banach- Mazur games, which have been extensively studied and enjoy nice topological results. But decomposition sensitive goals are much more the norm and much more interesting linguistically and philosophically.     

The memorizing effort heuristic in judgments of learning: A developmental perspective

Recent work on adult metacognition indicates that although metacognitive monitoring often guides control operations, sometimes it follows control operations and is based on the feedback from them. Consistent with this view, in self-paced learning, judgments of learning (JOLs) made at the end of each study trial decreased with the amount of time spent studying the item, suggesting that JOLs are based on the memorizing effort heuristic that easily learned items are more likely to be remembered. Study 1 extended investigation to primary school children. Whereas for third to sixth graders (9- to 12-year-olds) JOLs decreased with increasing study time (ST), no such relationship was found for first and second graders (7- and 8-year-olds). For both age groups, however, recall decreased with ST, supporting the validity of the memorizing effort heuristic. Self-reports (Study 2) disclosed the belief that recall should tend to increase with ST. The results bring to the fore the importance of mnemonic cues that shape metacognitive feelings even among primary school children. These cues lie in the very feedback that learners gain on-line from task performance rather than in metacognitive knowledge, and their use may also contribute to increased monitoring accuracy with age.     

Conceiving existence: on Hume’s argument against the distinctness of the idea of existence

There are two questions concerning Hume’s doctrine of existence which have not yet found any persuasive answer: (a) What is his argument in favour of the thesis that there is no distinct idea of existence? (b) What are the semantic and metaphysical consequences of this thesis within his philosophical framework? This paper mainly aims to answer question (a). In order to do that, I will first explain why some reconstructions suggested by interpreters such as Cummins and Bricke are problematic. One of them relies on exegetically dubious presumptions; the other departs too much from Hume’s text. Then, I will offer my own reconstruction that makes maximal use of some principles which are very familiar to Hume’s readers, including the principle stating the similarity between perceptions and their images. After that, I will discuss a potential objection to my reconstruction and make a brief remark on question (b), arguing that, as opposed to numerous interpreters’ concerns, Hume’s thesis that there is no distinct idea of existence does not by itself prevent him from being able to conceive negative existential propositions.