In Mediis Rebus

For Quine all talk is in mediis rebus, is itself a physical phenomenon. To grasp what a sentence is, its relation to a language, and what it is for a sentence to be true is to be invited to see that notions of shared meaning across languages, of truth, even of knowledge, are far from what they are ordinarily taken to be. To read Quine reflectively is to plunge with him into the midst of things, shunning the vain support of purported transcendental certainties or Archimedean points, and spurning claims of the intuitive clarity of meaning, thought, and belief, for in the midst of things they themselves are what are most lacking in clarity.     

Past midnight: Semantic processing in an implicit learning task

Four experiments are reported which examine the nature of representations underlying an implicit learning task. When shown a series of clock faces, each bearing a time between 6 and 12 o'clock, subjects subsequently show a selection preference for novel clock faces between these times. Furthermore, they show no signs of being aware of the underlying rule governing this preference. This effect is also present when the representation of time of day is changed from analogue to digital between learning and test. In the final experiment subjects show no preference for seen over unseen clocks between these critical times. These data suggest that, for this particular task, implicit learning involves abstract representations.     

Aging preserves the ability to perceive 3D object shape from static but not deforming boundary contours

A single experiment investigated how younger (aged 18-32 years) and older (aged 62-82 years) observers perceive 3D object shape from deforming and static boundary contours. On any given trial, observers were shown two smoothly-curved objects, similar to water-smoothed granite rocks, and were required to judge whether they possessed the "same" or "different" shape. The objects presented during the "different" trials produced differently-shaped boundary contours. The objects presented during the "same" trials also produced different boundary contours, because one of the objects was always rotated in depth relative to the other by 5, 25, or 45 degrees. Each observer participated in 12 experimental conditions formed by the combination of 2 motion types (deforming vs. static boundary contours), 2 surface types (objects depicted as silhouettes or with texture and Lambertian shading), and 3 angular offsets (5, 25, and 45 degrees). When there was no motion (static silhouettes or stationary objects presented with shading and texture), the older observers performed as well as the younger observers. In the moving object conditions with shading and texture, the older observers' performance was facilitated by the motion, but the amount of this facilitation was reduced relative to that exhibited by the younger observers. In contrast, the older observers obtained no benefit in performance at all from the deforming (i.e., moving) silhouettes. The reduced ability of older observers to perceive 3D shape from motion is probably due to a low-level deterioration in the ability to detect and discriminate motion itself.     

Successful Child Psychotherapy of Attention Deficit/Hyperactive Disorder: An Agitated Depression Explanation

Science tries to explain phenomena in ways that are demonstrable and replicable to develop logical, coherent, parsimonious, and predictive theoretical systems. Yet hyperactive children are given stimulants to "calm" them down, despite the fact that science would predict stimulants would increase hyperactivity. Bradley (1937, 1950) observed that half of the behavior-problem children to whom he administered a stimulant for one week became subdued. He called this finding paradoxical, speculating that inhibitory centers of the central nervous system were stimulated. While Bradley's assertion of a paradoxical reverse effect in children may be an empirical observation, it is not an explanation. The Attention Deficit/Hyperactive Disorder (ADHD) is inferred to exist from hyperactive behavior, which in turn, is inferred to be neurological in origin, a circular argument. An inevitable consequence of the belief in the hypothetical neurological etiology of ADHD is that children are typically given stimulants. Using the case of a seven-year old child, described as experiencing ADHD, who was treated successfully without medication as an illustration, the author provides an alternative, more parsimonious explanation of the etiology, suggesting that ADHD is related to agitated depression.     

Implicit and explicit memory for affective passages in temporal lobectomy patients

Eighteen temporal lobectomy patients (9 left, LTL; 9 right, RTL) were administered four verbal tasks, an Affective Implicit Task, a Neutral Implicit Task, an Affective Explicit Task, and a Neutral Explicit Task. For the Affective and Neutral Implicit Tasks, participants were timed while reading aloud passages with affective or neutral content, respectively, as quickly as possible, but not so quickly that they did not understand. A target verbal passage was repeated three times; this target passage was alternated with other previously unread passages, and all passages had the same number of words. The Explicit Affective and Neutral Tasks were administered at the end of testing, and consisted of multiple choice questions regarding passage content. Verbal priming effects in terms of improved reading speed with repetition for the target but not non-target passages were found for patients with both left and right temporal lobectomies. As in the Burton, Rabin et al. [Burton, L., Rabin, L., Vardy, S.B., Frohlich, J., Wyatt, G., Dimitri, D., Constante, S., Guterman, E. (2004). Gender differences in implicit and explicit memory for affective passages. Brain and Cognition, 54(3), 218-224] normative study, there were no interactions between this priming effect and affective/neutral content. For the explicit tasks, items from the repeated passages were remembered better than the unrepeated passages, and there was a trend for information from the affective passages to be remembered better than the neutral passages, similar to the normative pattern. The RTL group did not show the normative pattern of slower reading speed for affective compared to neutral passages that the LTL group showed. Thus, the present findings support the idea that intact right medial temporal structures are important for affective content to influence some aspects of verbal processing.     

A path-analytic strategy to analyze psychoanalytic treatment effects

This paper introduces a path-analytic strategy to analyze psychoanalytic treatment effects. A simple causal model is used to analyze a well-known case study by Charles Brenner. Application of even this simple model to the case study sharpens causal inferences that may be validly made, highlights important aspects of the psychoanalytic process and builds a foundation for further model development.     

Quality of life research: a case for combining photo-elicitation with interpretative phenomenological analysis

In this article, we provide practical and theoretical discussion of the use of two complementary research methods to explore quality of life. We present a case example of the use of photo-elicitation alongside interpretative phenomenological analysis and use examples from our research with people living with paraplegia and chronic pain to demonstrate how these methods can be combined to provide a participant-led understanding of quality of life. This discussion includes consideration of practical and ethical issues relevant to others wishing to combine these research methods. Furthermore, we highlight some of the potential practical and therapeutic opportunities provided by the approach through an illustration of how photographs work to enhance self-reflection and promote hermeneutic sense making.     

Event-related potentials reveal the development of stable face representations from natural variability

Natural variability between instances of unfamiliar faces can make it difficult to reconcile two images as the same person. Yet for familiar faces, effortless recognition occurs even with considerable variability between images. To explore how stable face representations develop, we employed incidental learning in the form of a face sorting task. In each trial, multiple images of two facial identities were sorted into two corresponding piles. Following the sort, participants showed evidence of having learnt the faces performing more accurately on a matching task with seen than with unseen identities. Furthermore, ventral temporal event-related potentials were more negative in the N250 time range for previously seen than for previously unseen identities. These effects appear to demonstrate some degree of abstraction, rather than simple picture learning, as the neurophysiological and behavioural effects were observed with novel images of the previously seen identities. The results provide evidence of the development of facial representations, allowing a window onto natural mechanisms of face learning.