Testing a predicational model of cognition: Cueing predicate meanings in sentences and word triplets

Predication is a logical process in which meaning is extended from a broader context to a narrower, targeted referent independently of syntax and the passage of time. Since predicates lend meaning to their targets in cognitive processing, it follows that when unrecalled sentences are cued with their predicate-word meanings there should be greater retrieval than when these unrecalled sentences are cued with subject words. Three experiments (combinedN=164) tested this hypothesis and found data in its support (p — levels ranging from .05 to .001). A fourth experiment (N=48) removed syntax from consideration by employing triplets in which one word out of three sharing a common topic was the broadest in meaning, and hence was the expected predicate for cueing triplets when they were not initially recalled. As predicted, it was found that when the expected predicate of unrecalled triplets was used as a cue there were twice as many retrievals occurring as when the less broadly meaningful words were used as cues (p<.001). The findings are discussed in terms of logical learning theory's claim that ongoing cognition involves the continual taking of a position within a sea of opposite possibilities.     

Object identification: The mental representation of physical and conceptual attributes

In two experiments, subjects indicated whether two pictures of familiar objects were equivalent. The picture pairs were identical, showed the same object in various perspectives and states, or showed different objects with varying degrees of conceptual relatedness. In Experiment 1, the equivalence criterion for judging the picture pairs was varied between subjects (identity of pictures; conceptual equivalence of objects at subordinate, basic, or superordinate level). The reaction times of the four subject groups suggest that a pictorial stimulus is not always mentally represented in the same way, and that the instructions given determine which attributes of the stimulus are represented. In Experiment 2, the visual similarity of the picture pairs was varied. The results indicate, at least with a basic-level equivalence instruction, that not only perceptual, but also non-perceptual, functional attributes are represented—namely, those that, according to Rosch et al. (1976), are common to the members of a superordinate category.     

Positive life events and social support and the relationship between life stress and psychological disorder

Conclusion In conclusion, the present research demonstrated the deleterious effects of negative life events. Number of negative events was a significant predictor of psychological disorder even when initial disorder was statistically controlled. The cross-sectional regression findings provided some support for the stress-buffering effects of positive life events, but these effects were nonsignificant when initial disorder was statistically controlled. The cross-sectional and prospective regression findings suggest that received social support, as measured by the ISSB, does not have a direct or stress-buffering effect on psychological disorder. These analyses, however, demonstrated the direct and stress-buffering effects of perceived social support, as measured by the ISEL, and the data suggest that the ISEL is a promising measure of this construct.The authors thank Sheldon Cohen who provided helpful comments on an earlier version of this article.     

Effects of academic instruction on spatial visualization

The hypothesis that spatial ability can be improved through experience afforded but relevant college courses was supported for a group of 142 male and female college students. Two spatial visualization tests were administered before and after two years of college study. Students majoring in the humanities and the social sciences improved less than those majoring in mathematics and the physical sciences. Female physical science majors improved more than male physical science majors. A significant correlation between improvement in tested spatial ability and number of mathematics courses taken was obtained.     

Analytical competence and language impairment in aphasia

Matched groups of Broca's and Wernicke's aphasics, brain-damaged patients without aphasia and chronic schizophrenics were tested in a nonverbal matching task where the subject had to indicate which of two pictures was more closely linked to a clue picture. Eight additional verbal and nonverbal reference tasks were administered. Both aphasic groups performed worse than brain-damaged controls when the identification of individual attributes or actions shared by clue and referent was required, but were unimpaired when the two had a set of referential-situational associations in common. Factor analyses resulted for both groups in two factors, one of which represents general Language Impairment. For the Broca's aphasics this factor was closely related to general organic deficit as measured by the Trail Making Test; for the Wernicke's aphasics it was associated with tasks which might be considered illustrative of analytical competence in isolating and comparing individual features of objects or concepts.     

Streaks in skilled performance

Experiments in golf putting and darts demonstrated that skilled performance is streaky. The tendency for outcome sequences to form streaks was greatest when the task difficulty was such that about half the trials were successful. Mixtures of the two activities were also streaky, even when periodic interruption made the individual components resemble a random Bernoulli process. Formal models of sequence structure revealed that waves in hit rate are associated with the appearance of streaks.     

Trust and the collection,selection, analysis and interpretation of data: A scientist’s view

Trust is a critical component of research: trust in the work of co-workers and colleagues within the scientific community; trust in the work of research scientists by the non-research community. A wide range of factors, including internally and externally generated pressures and practical and personal limitations, affect the research process. The extent to which these factors are understood and appreciated influence the development of trust in scientific research findings.