The role of the native language in auditory and visual context effect modalities

Facilitation of memory for target stimuli due to similar context in the learning and testing phases is known as “context effect” (CE). The present study aimed to investigate the interaction between CE as elicited by the consistency of the language of presentation (Hebrew vs. English) with the native language (Hebrew vs. English) in both auditory and visual modalities. Overall, 120 individuals participated in the experiment. As predicted, CE was evident when the language of presentation remained consistent between study and test. Contrary to our prediction, Hebrew speakers remembered more English words, and vice versa. A possible explanation is that this difference is due to the cognitive effort invested when processing a less dominant language, thus resulting in better recognition. This study has several practical implications, including a recommendation that academic institutions test students in the language in which the material was presented in order to measure the students' knowledge more accurately.     

10 years of illusions

A decade ago, S. Aglioti, J. F. X. DeSouza, and M. A. Goodale (1995) published an experiment that has had a big influence on the way that visual information is thought to control human behavior. Their findings have often been simplified as suggesting that action is immune to perceptual illusions. The current authors critically analyze the 4 steps involved in this simplification and argue that research during the last 10 years has shown that the validity of 3 of the 4 steps is doubtful. They conclude that this experiment cannot be regarded as firm support for the 2-visual-systems hypothesis (i.e., that the ventral stream is for perception and the dorsal stream is for visually guided actions).     

Does self-love lead to love for others? A story of narcissistic game playing

Five studies investigated the links among narcissism, self-esteem, and love. Across all studies, narcissism was associated primarily with a game-playing love style. This link was found in reports of general love styles (Study 1a) and of love in ongoing romantic relationships (Studies 1b-3, 5). Narcissists' game-playing love style was the result of a need for power and autonomy (Study 2) and was linked with greater relationship alternatives and lesser commitment (Study 3). Finally, narcissists' self-reports of game playing were confirmed by their partners in past and current relationships (Studies 4, 5). In contrast, self-esteem was negatively linked to manic love and positively linked to passionate love across studies. Implications for the understanding of narcissism in relationships are discussed.     

Impaired skill learning in patients with severe closed-head injury as demonstrated by the serial reaction time (SRT) task

A group of 20 patients who sustained closed-head injury (CHI) and a matched control group of 20 individuals were tested on the serial reaction time (SRT) task. Three different sequence-learning measures were generated from the task: two implicit and one explicit. The two implicit sequence-learning measures include: (1) the learning rate on the first five blocks of the repeated sequence, assumed to reflect primarily general reaction time learning, and (2) the difference between the fifth block of the repeated sequence and the sixth block, a random sequence that reflects implicit sequence-specific learning. In addition, an explicit measure of sequence learning was generated. The results indicate that the CHI group was impaired on the explicit measure of sequence learning. The groups did not differ on general reaction time learning, one of the implicit measures of sequence learning. However, the control group was superior to the CHI group in learning the specific sequence repeated in the SRT task. This pattern of results is unique to the CHI group, corresponding with neither that of amnesic patients nor with that of patients with dysfunction of the basal ganglia (i.e., Parkinson's diseases).     

Introduction to symposium on Philosophy and the art of writing by Richard Shusterman

This introductory piece provides context for this symposium on Richard Shusterman's new book, Philosophy and the Art of Writing. The piece reflects on the symposium genre from Plato's classic dialogue to its form today. It claims that Shusterman's work asks us to take this kind of philosophical writing more seriously, and for that reason the symposium itself has taken on a different structure. The piece discusses how each of the contributors responding to the book (with Shusterman leading the way), Eli Kramer, Randall Auxier, and Charles Johnson, have engaged in practicing, nurturing, and supporting broad modes of philosophical writing, and in turn why they have chosen to do so in this context.     

Let's pretend: The role of motoric imagery in memory for sentences and words

A number of theories suggest that for young children, concepts should have an important motoric (or sensory-motor) component. A levels-of-processing theory is proposed which predicts that processing on motoric imagery should facilitate memory for both isolated words and for sentences. Experiment 1 examined the effects of motoric enactment (viz., pretend play) of sentences on memory for the sentences. Motoric imagery facilitated memory for both children (5 to 7 years of age) and adults, though, contrary to expectations, the effects were weaker for the children than for the adults. Further, it was found that motoric imagery affected the initial acquisition, but was not important as a retreival cue. Experiment 2 examined the effects of motoric imagery on free recall of lists of unrelated words. Under these conditions, motoric imagery facilitated memory for both children (7 to 9 years of age) and adults equally; in contrast, visual imagery instructions had no effect on memory. These results indicate that motoric imagery may facilitate memory under conditions in which visual imagery has no effect. Theoretical implications are explored for previous experiments on pretend play which suggest that training for pretent enactment can facilitate cognitive development.     

Psychometric functions and a correlation model of binaural detection

Sets of psychometric functions for the detection of tone in noise are reexamined for several interaural listening conditions. Best-fit sets of functions are determined for a “correlation” model of binaural masking level differences (MLDs). Based on only three parameters, this model predicts both the forms and relative positions of all such functions. The finding that MLDs are relatively independent of the detection level chosen for their determination is predicted by the model, and the sets of theoretical functions describe the data nearly as well as a previously determined empirical relation which requires M + 1 parameters for M curves.     

Book reviews

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