Observation and physical practice: coding of simple motor sequences

An experiment was conducted to determine the coordinate system used in the development of movement codes during observation and utilized on later physical practice performance of a simple spatial-temporal movement sequence. The task was to reproduce a 1.3-s spatial-temporal pattern of elbow flexions and extensions. An intermanual transfer paradigm with a retention test and two transfer tests was used: a mirror transfer test where the same pattern of muscle activation and limb joint angles was required and a nonmirror transfer test where the visual-spatial pattern of the sequence was reinstated on the transfer test. The results indicated a strong advantage for participants in the physical practice condition when transferred to the mirror condition in which the motor coordinates (e.g., pattern of muscle activation and joint angles) were reinstated relative to transfer performance when the visual-spatial coordinates were reinstated (visual and spatial location of the target waveform). The observation group, however, demonstrated an advantage when the visual-spatial coordinates were reinstated. These results demonstrate that codes based in motor coordinates can be developed relatively quickly for simple rapid movement sequences when participants are provided physical practice, but observational practice limits the system to the development of codes based in visual-spatial coordinates. Performances of control participants, who were not permitted to practise or observe the task, were quite poor on all tests.     

Thick slice and thin slice teaching evaluations

Student-based teaching evaluations are an integral component to institutions of higher education. Previous work on student-based teaching evaluations suggest that evaluations of instructors based upon “thin slice” 30-s video clips of them in the classroom correlate strongly with their end of the term “thick slice” student evaluations. This study’s results support previous findings, but also find that thick slice student evaluations are better than thin slice evaluations. The findings are interpreted to suggest that thick slice evaluations capture course content variables not reflected in thin slice evaluations.     

Understanding and solving arithmetic word problems: A computer simulation

In this paper, I describe a computer program, WORDPRO, which simulates the psychological processes involved when third-grade children understand and solve simple arithmetic word problems. Both the implementation of the program and its performance on a set of sample problems are presented. WORDPRO is a useful research tool in that it demonstrates the sufficiency of the theory upon which it is based, assists in communicating that theory to other researchers, and provides a sources of empirical predictions for experimental tests of the theory.     

Interactive braille output for blind computer users

Blind readers were tested using two methods of reading text displayed by an Apple microcomputer. The first method employed an Optacon system, a device that displays tactile representations of single characters, and the second used an interactive single electronic braille cell that displayed grade 1 braille characters. The results demonstrated no difference in accuracy or reading speed between these two methods. Thus, the serial presentation of braille characters at a single position appears to be a viable method of information transfer between computers and braille readers.     

Children's affective,behavioral, and cognitive responses to social comparison

Relative outcomes in social commerce with peers are potent determinants of cognitions and behavior in young children. Although there has been considerable attention given to the behavioral consequences of social comparisons following the receipt of rewards, there has been less concern with cognitive or affective consequences. Additionally, little is known about the accrued effects of multiple social comparison experiences that may be consistent or inconsistent with one another. In the present study, young children received a constant level of reward but the amount they saw a peer receive was varied. There were two sequences of reward distribution, and in a given sequence children received either the same number of rewards as the peer (=), more (+), or fewer (?). In a 3 × 3 factorial design all possible combinations occurred. A negative inequality in reward distribution, no matter where it fell in a sequence, made children sad and inclined children to distribute fewer rewards to peers. When a sequence contained an initial experience of positive inequality, children decreased subsequent levels of self-reward. Experiencing a comparison that revealed a negative inequality in reward distribution also disrupted children's accuracy in appraising the overall distribution of rewards: even when an initial negative inequality was completely offset by an equivalent experience of positive inequality, children inaccurately concluded that they had received fewer rewards than their peers.     

Neuropsychological evaluation in the assessment of personal injury

Neuropsychological evaluation offers unique potentials in the assessment of personal injury claims. Strengths and limitations of major approaches to testing are reviewed, and special attention is given to applications in the particular forensic areas of head injury, toxic environments, physical disease, and malpractice. The varieties of cognitive, emotional, and interpersonal damages which may occur with brain injury are described. Suggestions are provided for forensically appropriate neuropsychological assessment, as well as guidelines offered for discerning inappropriate practices. Issues of neurological malingering, credentialing of the expert, and forensic roles of the neuropsychologist in rehabilitation are discussed.     

Analytical Buddhism: The Two-Tiered Illusion of Self

In the contemporary debate on the nature of autonomy, it is generally taken for granted that autonomy is to be understood as rule by the self, with the debate centring on how that self is to be identified. Garnett [2013b Garnett, Michael 2013b. The Autonomous Life: A Pure Social View, Australasian Journal of Philosophy 91/4. [Google Scholar]] has recently proposed a theory that rejects the dominant understanding of autonomy as rule by the self and views it instead as resistance to rule by others. According to that theory, an autonomous agent is one whose various ‘autonomy traits’ render her sufficiently resistant to subjection to foreign wills. I argue that Garnett has not given us good reason to abandon the understanding of autonomy as rule by the self. His account is plausible only if it is understood to require for autonomy the possession of at least one trait with which the agent can be identified. And the best explanation of the necessity of some such trait(s) is offered, not by Garnett's, but by the dominant understanding of autonomy he rejects.     

Implicit learning in rule induction and problem solving

Using the Chinese Ring Puzzle (Kotovsky & Simon, ; P. J. Reber & Kotovsky, ), we studied the effect on rule discovery of having to plan actions or not in order to reach a goal state. This was done by asking participants to predict legal moves as in implicit learning tasks (Experiment 1) and by asking participants to make legal moves as in problem-solving tasks (Experiment 2). Our hypothesis was that having a specific goal state to reach has a dual effect on rule discovery. The first effect is positive and related to feedback from moves done in order to attain the goal: generalising the results of action and associating them to the conditions in which they were obtained allows discovery of the rule and learning it. The second effect is negative. In attempting to reach a specific goal, participants first tend to reduce the distance that separates the current state from the goal state (hill climbing) and so neglect the kind of exploration that facilitates rule and procedure discovery because this would seem to be a detour from the goal. Results show that having to plan actions improved performance in implicit learning tasks (Experiment 1), yet it impaired performance in problem-solving tasks (Experiment 2). Although implicit learning and problem solving are based on rule discovery, and entail noticing regularities in the material, in both cases, rule discovery processes appear to be task-dependent.     

Conflicting worlds of meaning: Juvenile delinquency in 19th century Manchester

Until recently historians and sociologists tended to view juvenile delinquency within the context of subcultural theory. This was often supported by evidence taken from contemporary sources. A closer and more skillful reading of the evidence suggests that juveniles fluctuated between normative values and those of the sub‐culture of delinquency (as stated by Matza). Also they were seen by adults within a conflicting paradigm as objects of contempt on one hand and young innocents in need of care and protection on the other.