Imagery of errors in typing

Using a typing task we investigated whether insufficient imagination of errors and error corrections is related to duration differences between execution and imagination. In Experiment 1 spontaneous error imagination was investigated, whereas in Experiment 2 participants were specifically instructed to imagine errors. Further, in Experiment 2 we manipulated correction instructions (whether or not to correct errors) and controlled for visual feedback in executed typing (letters appearing on the screen or not). Participants executed and imagined typing proverbs of different lengths. Errors and error corrections explained a significant amount of variance of execution minus imagination differences in Experiment 1, and in Experiment 2 when participants were instructed to correct errors, but not when participants were instructed not to correct errors. In Experiment 2 participants corrected and reported more errors with than without visual feedback. However, the relation between execution − imagination duration differences and errors and error corrections was unaffected by visual feedback. The types of errors reported less often in imagination than in execution were related to processes in typing execution. We conclude that errors and error corrections are not spontaneously imagined during motor imagery, and that even when attention is drawn to their occurrence only some are imagined. This may be due to forward models not predicting all aspects of an action, imprecise forward models, or a neglect of monitoring error signals during motor imagery.     

Visual spatial skill: a consequence of learning to read?

Does learning to read influence one’s visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers scored significantly higher on the visual task than did less good readers. In Study 2, we followed 215 Hong Kong Chinese kindergartners across 1 year, with word reading and visual skills tested twice. In this study, word reading at Time 1 by itself predicted 13% of unique variance in visual skill at Time 2. Together, these results underscore the potential importance of the process of learning to read for shaping one’s visual spatial skill development.     

The traumatic roots of containment: the evolution of Bion's metapsychology

W. R. Bion wrote repeatedly about his World War I experiences as a tank officer, thus engaging in historicizing a traumatic emotional experience. A close reading of the many layers in these writings suggests that the war experiences influenced the metapsychology he created. The author argues that haunting questions regarding the ability of the mind to survive trauma led Bion to elaborate on the process of containing emotional experience, and hence to address the lack of an intricate theory of thinking in psychoanalytic metapsychology and to offer a vision of a mind struggling to survive, culminating in the growth of a postmodern consciousness.     

Sociality,Expression, and This Thing called Language

Davidson’s well-known language skepticism—the claim that there is no such a thing as a language—has recognizably Gricean underpinnings, some of which also underlie his continuity skepticism—the claim that there can be no philosophically illuminating account of the emergence of language and thought. My first aim in this paper is to highlight aspects of the complicated relationship between central Davidsonian and Gricean ideas concerning language. After a brief review of Davidson’s two skeptical claims and their Gricean underpinnings, I provide my own take on how Davidson’s continuity skepticism can be resisted consistently with his rejection of the Gricean priority claim, yet without giving up some of Grice’s own insights regarding the origins of meaning.     

Deflationism,Meaning and Truth-Conditions

Philosophical Studies -     

Action selection and action awareness

Human actions are often classified as either internally generated, or externally specified in response to environmental cues. These two modes of action selection have distinct neural bases, but few studies investigated how the mode of action selection affects the subjective experience of action. We measured the experience of action using the subjective compression of the interval between actions and their effects, known as ‘temporal binding’. Participants performed either a left or a right key press, either in response to a specific cue, or as they freely chose. Moreover, the time of each keypress could either be explicitly cued to occur in one of two designated time intervals, or participants freely chose in which interval to act. Each action was followed by a specific tone. Participants judged the time of their actions or the time of the tone. Temporal binding was found for both internally generated and for stimulus-based actions. However, the amount of binding depended on whether or not both the choice and the timing of action were selected in the same way. Stronger binding was observed when both action choice and action timing were internally generated or externally specified, compared to conditions where the two parameters were selected by different routes. Our result suggests that temporal action–effect binding depends on how actions are selected. Binding is strongest when actions result from a single mode of selection.

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Instruction-induced feature binding

In order to test whether or not instructions specifying the stimulus-response (S-R) mappings for a new task suffice to create bindings between specified stimulus and response features, we developed a dual task paradigm of the ABBA type in which participants saw new S-R instructions for the A-task in the beginning of each trial. Immediately after the A-task instructions, participants had to perform a logically independent B-task. The imperative stimulus for the A-task was presented after the B-task had been executed. The present data show that the instructed S-R mappings influence performance on the embedded B-task, even when they (1) have never been practiced, and (2) are irrelevant with respect to the B-task. These results imply that instructions can induce bindings between S- and R-features without prior execution of the task at hand.     

Cross-Validation of the Reactions to Faculty Incivility Measurement through a Multidimensional Scaling Approach

Incivility in the academic arena elicits a wide range of reactions: it interferes with learning, increases stress, feelings of disrespect and helplessness. Although reactions to incivility were mainly tested in workplaces, an extensive, robust framework to explain and measure responses to faculty incivility (FI) is yet to be offered. This study used Facet theory (FT) approach with a multidimensional scaling method of smallest space analysis (SSA), and confirmatory factor analysis (CFA) to confirm the theoretical structure of reactions to FI. A mapping sentence was constructed expressing the composite of three individual facets based on the theoretical framework: Facet A including four types of reactions (1)Exit (2) Voice (3) Loyalty and (4) Neglect (EVLN); Facet B reflecting the destructiveness – constructiveness dimension, and Facet C illustrating a dimension ranging from passive to active responses. Data were gathered by a scale measuring students’ reactions to FI. According to the findings, the CFA result presented four relatively interpretable factors (EVLN) while the SSA showed these factors as well as additional facets (B and C).