Interaction with a high-versus low-competence influence source in inductive reasoning

Literature on inductive reasoning shows that when testing hypotheses, people are biased toward the use of confirmatory strategies (P. C. Wason, 1960). In the present article, the authors presented 2 studies showing how people use confirmation and disconfirmation strategies during actual interaction in problem solving. Study 1 showed that participants were able to learn to use disconfirmation when confronted with a low-competence, nonthreatening partner. When the partner was high in competence (thereby threatening the participant's competence), participants used confirmation, even when the partner used disconfirmation. In Study 2, the authors aimed at generalizing the aforementioned results by exploring the hypothesis that disconfirmation stems from the possibility of diverging from norms. Participants who were confronted with the violation of a conversational norm used a high proportion of disconfirmation, whatever the source of influence. When there was no violation but there was a low-competence partner, the proportion of disconfirmation was high; when there was no violation but there was a high-competence partner, the proportion of disconfirmation was low. The authors discussed the interpersonal functions of confirmation and disconfirmation.     

A multitasking general executive for compound continuous tasks

As cognitive architectures move to account for increasingly complex real-world tasks, one of the most pressing challenges involves understanding and modeling human multitasking. Although a number of existing models now perform multitasking in real-world scenarios, these models typically employ customized executives that schedule tasks for the particular domain but do not generalize easily to other domains. This article outlines a general executive for the Adaptive Control of Thought–Rational (ACT–R) cognitive architecture that, given independent models of individual tasks, schedules and interleaves the models' behavior into integrated multitasking behavior. To demonstrate the power of the proposed approach, the article describes an application to the domain of driving, showing how the general executive can interleave component subtasks of the driving task (namely, control and monitoring) and interleave driving with in-vehicle secondary tasks (radio tuning and phone dialing).     

A two-point visual control model of steering

When steering down a winding road, drivers have been shown to use both near and far regions of the road for guidance during steering. We propose a model of steering that explicitly embodies this idea, using both a 'near point' to maintain a central lane position and a 'far point' to account for the upcoming roadway. Unlike control models that integrate near and far information to compute curvature or more complex features, our model relies solely on one perceptually plausible feature of the near and far points, namely the visual direction to each point. The resulting parsimonious model can be run in simulation within a realistic highway environment to facilitate direct comparison between model and human behavior. Using such simulations, we demonstrate that the proposed two-point model is able to account for four interesting aspects of steering behavior: curve negotiation with occluded visual regions, corrective steering after a lateral drift, lane changing, and individual differences.     

Which processes are involved in cognitive procedural learning?

Procedural memory is characterised by a relative resistance to pathology, making its assessment of the utmost importance. However, few studies have looked at the cognitive processes involved in cognitive procedural learning. In an initial experiment, we studied the role of different cognitive functions in massed cognitive procedural learning. Our results confirmed the existence of three separate learning phases and, for the first time, demonstrated the involvement of episodic memory and executive functions in the first learning phase. In a second experiment, we studied the effect of distributed learning conditions on the dynamics of procedural learning. This second study confirmed our results but showed that these conditions slow down the process of cognitive procedural learning. Our overall findings call into question the status of functionally autonomous memory system that is currently allotted to procedural memory, and suggest that the role of nonprocedural cognitive components should be taken into account in patient rehabilitation.     

5-HT1a receptor antagonists block perforant path-dentate LTP induced in novel, but not familiar, environments

Numerous studies suggest roles for monoamines in modulating long-term potentiation (LTP). Previously, we reported that both induction and maintenance of perforant path-dentate gyrus LTP is enhanced when induced while animals explore novel environments. Here we investigate the contribution of serotonin and 5-HT1a receptors to the novelty-mediated enhancement of LTP. In freely moving animals, systemic administration of the selective 5-HT1a antagonist WAY-100635 (WAY) attenuated LTP in a dose-dependent manner when LTP was induced while animals explored novel cages. In contrast, LTP was completely unaffected by WAY when induced in familiar environments. LTP was also blocked in anesthetized animals by direct application of WAY to the dentate gyrus, but not to the median raphe nucleus (MRN), suggesting the effect of systemic WAY is mediated by a block of dentate 5-HT1a receptors. Paradoxically, systemic administration of the 5-HT1a agonist 8-OH-DPAT also attenuated LTP. This attenuation was mimicked in anesthetized animals following application of 8-OH-DPAT to the MRN, but not the dentate gyrus. In addition, application of a 5-HT1a agonist to the dentate gyrus reduced somatic GABAergic inhibition. Because serotonergic projections from the MRN terminate on dentate inhibitory interneurons, these data suggest 5-HT1a receptors contribute to LTP induction via inhibition of GABAergic interneurons. Moreover, activation of raphe 5-HT1a autoreceptors, which inhibits serotonin release, attenuated LTP induction even in familiar environments. This suggests that serotonin normally contributes to dentate LTP induction in a variety of behavioral states. Together, these data suggest that serotonin and dentate 5-HT1a receptors play a permissive role in dentate LTP induction, particularly in novel conditions, and presumably, during the encoding of novel, hippocampus-relevant information.     

Maternal attitudes and attachment styles in mothers of obese children

This study evaluated categories of attachment style and the maternal attitude toward educational role in a sample of 30 mothers of obese children and a control group of 80 mothers of children of normal weight. All mothers completed the 1994 Attachment Style Questionnaire and the 1958 Parental Attitude Research Instrument. 30 mothers (M age 37.4 yr., range 31 to 54 years; M yr. of education 11.6, range 5 to 18 years) of obese children (range 30 to 60% above normal weight) and a control group of 80 mothers (M age 37.1 yr., range 29 to 52 years; M yr. of schooling 11.4, range 5 to 18 years) of children with normal weight were contacted at the primary school attended by their children and joined the project voluntarily. Age and number of years of education were not significantly different between the two groups of women. There was a significant prevalence of the Insecure Attachment Style in the group of mothers with obese children (66.6%) as compared to the control group of mothers of children of normal weight (38.5%) and significantly higher scores on 6 subscales of the Parental Attitude Research Instrument of Obese compared to Nonobese children. These data indicate that obese children's mothers tend to make the family their exclusive centre of interest. They also tend to dedicate themselves to their children with possessiveness and hyperprotection. They seem to have an insistent requirement of idealisation of their own role as parent and reward expectations that confirm the efficiency of the care they provide their children. Consequently, these findings suggest that in addition to dietetic treatment, it may be important to include a psychological intervention, which involves the mother and aims to modify the relational dynamics between the mother and her obese child.     

Child Assent and Parental Permission in Pediatric Research

Since children are considered incapable ofgiving informed consent to participate inresearch, regulations require that bothparental permission and the assent of thepotential child subject be obtained. Assent andpermission are uniquely bound together, eachserving a different purpose. Parentalpermission protects the child from assumingunreasonable risks. Assent demonstrates respectfor the child and his developing autonomy. Inorder to give meaningful assent, the child mustunderstand that procedures will be performed,voluntarily choose to undergo the procedures,and communicate this choice. Understanding theelements of informed consent has been theparadigm for assessing capacity to give assent.This method leaves the youngest, leastcognitively mature children vulnerable towaiver of assent and forced researchparticipation. Voluntariness can also becompromised by the influence of authorityfigures who can exert undue influence andcoerce children to participate in research. This paper discusses factors that may influencethe decision to give assent/permission,potential parent-child conflict in theassent/permission process and how it isresolved, and potential parental undueinfluence on research participation. Theseissues are illustrated with quotations drawnfrom a larger qualitative study of parentalpermission and child assent (data notpresented). We suggest a developmentalapproach, viewing assent as a continuum rangingfrom mere affirmation in the youngest childrento the equivalent of the informed consentprocess in the mature adolescent.     

Do not put the blame on me: Asymmetric responses to service outcome with autonomous vehicles versus human agents

The present study aims to examine customer responses to negative (vs. positive) service outcome with an autonomous vehicle (AV) vis-à-vis human agent. In the first study we manipulate the outcome of the service (negative vs. positive) and the type of service agent (AV vs. human) to evaluate customers' satisfaction with the service. Based on the results of the first study, in the second study we focus only on the negative outcome scenario and we examine how the perceived blame of the AV (vs. human agent) affects customers' satisfaction. Finally, in the third study we introduce another mediator, namely perceived competence, which explains why people attribute less blame to the AV (vs. human agent). Customers' satisfaction is higher for the AV only in the case of a negative service outcome, while no differences emerge when the service had a positive outcome. Additionally, AVs (vs. human agent) are perceived as less competent and blameworthy, leading to a higher customer satisfaction with the service in case of a negative outcome. These results show a customer under-reaction to negative service outcome with AVs. This has relevance for the design and policy implications related to AVs. Our results also provide insights into the psychological underpinnings of acceptance of AVs replacing human agents. This study extends previous literature by showing circumstances in which customers are more (or less) satisfied with an AVs (vs. human agents) and the psychological drivers of these asymmetrical responses.     

'Pure' constructional apraxia - a cognitive analysis of a single case

We report on a patient affected by selective drawing disabilities. The patient could correctly reproduce and draw simple geometric figures on request, but when he tried to reproduce more complex drawings or to draw common objects he performed very poorly. To identify the cognitive impairment in this patient, we adopted two test batteries based on recent information-processing models of drawing. Results showed that the patient's drawing disabilities were independent of visuo-perceptual and executive impairments. These findings support recent cognitive models of drawing abilities: some intermediate stages of drawing exist at which information is processed to prepare and guide motor output, and which may be selectively disrupted after discrete cerebral lesions.     

Risk Factors for Infant Abuse and Neglect in Group-Living Rhesus Monkeys

This study investigated maternal abuse and neglect of offspring in a large population of rhesus monkeys over a period of 29 years. Abuse and neglect did not occur together and were associated with different risk factors. Infant abuse was concentrated in 8 of 57 families and among closely related females. Abuse was also repeated with successive offspring. In contrast, infant neglect was not affected by genealogical factors, was not repeated with successive offspring, and was displayed mostly by primiparous mothers. These results suggest that abuse and neglect may be different phenomena and that infant abuse in group-living monkeys could represent a good animal model for investigating the mechanisms underlying the intergenerational transmission of child maltreatment.