The time course of implicit and explicit concept learning

The present experiment investigated the development of implicit and explicit knowledge during concept learning. According to Cleeremans and Jiménez (2002), the content of a representation can be conscious only when the representation is of a sufficiently good quality; on this theory, increasing explicit and decreasing implicit knowledge might be expected with training. The view that implicit knowledge arises from compilation of explicit knowledge makes the opposite prediction. The present research tested these possibilities using subjective measures based on confidence ratings. One group of participants was presented with blocks of category exemplars that activated prior knowledge, whereas another group was presented with blocks of categories that did not elicit any useful prior knowledge. The results showed that, irrespective of the knowledge group participants were allocated to, explicit knowledge increased over the course of learning, whereas implicit knowledge either stayed the same or decreased, consistent with Cleeremans and Jiménez's prediction.     

Bayesian modeling of the microscopic traffic characteristics of overtaking in two-lane highways

Bayesian networks are employed to model the uncertainty hindering in the overtaking behavior of young drivers in two-lane highways and reveal the traffic related microscopic characteristics that may influence the decision to overtake. Results using data from an experiment conducted on driving simulator show that male drivers, on average, accept smaller gaps for overtaking than female drivers. For both male and female drivers, the spacing with the lead and the opposing vehicle is more influential to the probability to overtake compared to vehicle speed. Moreover, a thorough look at the relationships between the microscopic traffic characteristics and the probability to overtake reveals differences between male and female drivers regarding the road traffic scene appraisal mechanism on the emergence of an opportunity to overtake.     

The Relationship of Drug Use to Suicide Ideation and Attempts Among African American,Hispanic, and White Non-Hispanic Male Adolescents

This study presents self-report cross-sectional and longitudinal data on associations between drug use, suicide ideation, and attempts in a multiethnic sample of seventh- and eighth-grade male adolescents attending school in the greater Miami, Florida, area. African Americans had the highest prevalence of 6-month ideation (20.5%), and Haitians had the highest attempts (11.4%). For the total sample, tranquilizers had the highest odds ratio for ideation (3.4), and PCP for attempts (6.2). Psychoactive drug-use was consistently related to attempts among Hispanics, white non-Hispanics, and African Americans. Acculturation strains interacted with cocaine and crack to predict suicide attempts among Hispanic respondents.     

Beyond Single-Mindedness: A Figure-Ground Reversal for the Cognitive Sciences

A fundamental fact about human minds is that they are never truly alone: all minds are steeped in situated interaction. That social interaction matters is recognized by any experimentalist who seeks to exclude its influence by studying individuals in isolation. On this view, interaction complicates cognition. Here, we explore the more radical stance that interaction co-constitutes cognition: that we benefit from looking beyond single minds toward cognition as a process involving interacting minds. All around the cognitive sciences, there are approaches that put interaction center stage. Their diverse and pluralistic origins may obscure the fact that collectively, they harbor insights and methods that can respecify foundational assumptions and fuel novel interdisciplinary work. What might the cognitive sciences gain from stronger interactional foundations? This represents, we believe, one of the key questions for the future. Writing as a transdisciplinary collective assembled from across the classic cognitive science hexagon and beyond, we highlight the opportunity for a figure-ground reversal that puts interaction at the heart of cognition. The interactive stance is a way of seeing that deserves to be a key part of the conceptual toolkit of cognitive scientists.     

Emotional and behavioural problems in children dealing with maternal breast cancer: a literature review

ABSTRACT

A significant number of breast cancer survivors are living with their minor children. In this review we investigated the impact of maternal breast cancer on children. A literature search conducted through PubMed, Scopus, Cochrane Library and CINAHL yielded 26 relevant studies, which documented a variety of effects. Evidence has been presented that dealing with maternal breast cancer can cause uncertainty, anxiety and depression in children, but may also lead to enhanced social and academic performance. The risk of problems in these children is reported to be associated with both low parental affective responsiveness and excessive parental involvement. Internalising child problems were shown to be linked with maternal depression and family dysfunction, and externalising problems with family dysfunction and communication problems. Some of these problems may be modified by interventions for supporting these families, which should be designed to include both parents and children, and also the healthcare personnel.