Forward blocking in human learning sometimes reflects the failure to encode a cue-outcome relationship

In two “allergist” causal judgement experiments, participants were trained with a blocking design (A + |AB+). The procedure allowed different food cues to be paired with different fictitious allergic reactions. On test, participants were asked to rate the causal efficacy of the target cues and to recall the particular allergic reaction (outcome) that had followed each cue during training. Forward blocking was observed on the causal judgement measure and on the outcome recall measure in both Experiment 1 and Experiment 2. A backward blocking contingency was also trained in Experiment 2 (AB + |A+). Backward blocking was not observed either on the causal judgement or on the outcome recall measure. The evidence from the recall measure suggests that forward blocking in this task results from a failure to encode the B-outcome relationship during training. Associative and nonassociative mechanisms of forward blocking are discussed.     

Narcissism and belief in the paranormal

The present study was designed to assess whether the relationship between narcissistic personality and paranormal belief identified by Tobacyk and Mitchell earlier could be replicated with a general population and to see whether the effect could be found with a narrower definition of paranormal beliefs that focuses only on belief in psychic phenomena. 75 participants completed the Narcissistic Personality Inventory and two measures of paranormal belief, the Paranormal Belief Scale and the Australian Sheep-Goat Scale. There was no correlation between narcissism and Paranormal Belief Scale scores, but narcissism and Australian Sheep-Goat Scale scores were significantly positively correlated. Of the three subscales to the Australian Sheep-Goat measure, scores for narcissism correlated with belief in ESP and PK but not in Life after death. These relationships were interpreted in terms of need for control.     

The role of procedural memory in grammar and numeracy skills

The objective of this study was to examine the contribution of procedural memory to grammar and numeracy skills, which both involve the manipulation of abstract patterns. Seventy-six typically developing children between 5 and 7 years of age were assessed on grammar with a past tense production task and a sentence comprehension task, on numeracy with a counting task and a calculation task, and on procedural memory with a serial reaction time task. Moderate correlations were found between the measures of grammar and numeracy. Moreover, 4 hierarchical linear regressions indicated that procedural memory was associated with calculation but not with counting or grammar skills when age and working memory were taken into account. These novel findings suggest that procedural memory may have a role to play in the development of some numeracy skills. Several possible explanations for the absence of contribution to grammar are considered.     

WHAT CAN PIAGET OFFER LONERGAN'S PHILOSOPHY OF BIOLOGY?

In Insight, Bernard Lonergan provides, albeit schematically, a unique philosophy of biology which he takes as having “profound differences” with the world view presented by Darwin. These turn on Lonergan's idea of “schemes of recurrence” and of organisms as “solutions to the problem of living in an environment.” His lapidary prose requires some deciphering. I present the broad lines of his philosophy of biology and argue that Jean Piaget's structuralism can shed light on Lonergan's intentions in virtue of his use of cybernetics and the isomorphism between biology and knowledge. In turn, Piaget draws on Waddington's restatement of epigenesis and I suggest that the result, “process structuralism,” is a viable alternative to the modern Darwinian synthesis.