The referential communication skills of children with imaginary companions

The present study investigated the referential communication skills of children with imaginary companions (ICs). Twenty-two children with ICs aged between 4 and 6 years were compared to 22 children without ICs (NICs). The children were matched for age, gender, birth order, number of siblings, and parental education. All children completed the Test of Referential Communication (Camaioni, Ercolani & Lloyd, 1995). The results showed that the children with ICs performed better than the children without ICs on the speaker component of the task. In particular, the IC children were better able to identify a specific referent to their interlocutor than were the NIC children. Furthermore, the IC children described less redundant features of the target picture than did the NIC children. The children did not differ in the listening comprehension component of the task. Overall, the results suggest that the IC children had a better understanding of their interlocutor's information requirements in conversation. The role of pretend play in the development of communicative competence is discussed in light of these results.     

Interactive computation is interaction with what?: A reply to Clark

In this response essay, we argue that Andy Clark’s assessment of our position on cyborgs is rooted in a misconception of the notion of “interaction” that we advance.     

Monkeys match and tally quantities across senses

We report here that monkeys can actively match the number of sounds they hear to the number of shapes they see and present the first evidence that monkeys sum over sounds and sights. In Experiment 1, two monkeys were trained to choose a simultaneous array of 1-9 squares that numerically matched a sample sequence of shapes or sounds. Monkeys numerically matched across (audio-visual) and within (visual-visual) modalities with equal accuracy and transferred to novel numerical values. In Experiment 2, monkeys presented with sample sequences of randomly ordered shapes or tones were able to choose an array of 2-9 squares that was the numerical sum of the shapes and sounds in the sample sequence. In both experiments, accuracy and reaction time depended on the ratio between the correct numerical match and incorrect choice. These findings suggest monkeys and humans share an abstract numerical code that can be divorced from the modality in which stimuli are first experienced.     

Learning (not) to talk about race: when older children underperform in social categorization

The present research identifies an anomaly in sociocognitive development, whereby younger children (8 and 9 years) outperform their older counterparts (10 and 11 years) in a basic categorization task in which the acknowledgment of racial difference facilitates performance. Though older children exhibit superior performance on a race-neutral version of the task, their tendency to avoid acknowledging race hinders objective success when race is a relevant category. That these findings emerge in late childhood, in a pattern counter to the normal developmental trajectory of increased cognitive expertise in categorization, suggests that this anomaly indicates the onset of a critical transition in human social development.     

On interactional expertise: Pragmatic and ontological considerations

This paper is a critical examination of Harry Collins's investigation into a third form of knowledge, “interactional expertise.” We argue that although Collins makes a genuine contribution to the phenomenological literature on expertise, his account requires further critical evaluation and response due to pragmatic and ontological considerations. We contend that by refining (in some questionable ways) the category of interactional expertise so as to create epistemological equivalence between activists, sociologists, critics, journalists, and some science administrators, Collins potentially undermines the value that a more rigorously construed concept of interactional expertise might have. We further show that Collins misunderstands the nature of embodiment in a way that is exacerbated by the sociological perspective that he adopts.     

Children's use of gesture to resolve lexical ambiguity

We report on a study investigating 3–5‐year‐old children's use of gesture to resolve lexical ambiguity. Children were told three short stories that contained two homonym senses; for example, bat (flying mammal) and bat (sports equipment). They were then asked to re‐tell these stories to a second experimenter. The data were coded for the means that children used during attempts at disambiguation: speech, gesture, or a combination of the two. The results indicated that the 3‐year‐old children rarely disambiguated the two senses, mainly using deictic pointing gestures during attempts at disambiguation. In contrast, the 4‐year‐old children attempted to disambiguate the two senses more often, using a larger proportion of iconic gestures than the other children. The 5‐year‐old children used less iconic gestures than the 4‐year‐olds, but unlike the 3‐year‐olds, were able to disambiguate the senses through the verbal channel. The results highlight the value of gesture to the development of children's language and communication skills.     

A model for predicting the outcomes of basketball games

We investigated the task of predicting the outcomes of sporting events, in particular, basketball games. In two experiments, college students predicted the outcomes of a series of National Basketball Association (NBA) games. Following each prediction, the subject received feedback in the form of the actual outcome of the NBA game. After a period of initial learning about the relative strengths of the teams, the subjects were surprisingly successful in their predictions. We examined expert–novice differences by comparing the published predictions of professional oddsmakers to the predictions of the experimental subjects. The average predictions by the subjects were approximately as accurate as the predictions of experts. Finally, we applied a mathematical model, developed originally as an account of simpler learning experiments, to the subjects' responses. We found that the course of the subjects' learning about the teams was well-described by this model.     

An acoustical analysis of stutterer''s speech prior to and at the termination of speech therapy

The speech of nine adult stutterers was analyzed acoustically prior to and at the termination of a modified Van Riperian procedure to determine if therapy produced discernable changes in their post-therapy fluent speech. The findings indicate that stuttering frequency decreased significantly and reading rate decreased by a statistically insignificant amount during the course of therapy. Vowel duration and the occurrence of voicing during the stop consonant production increased significantly. These findings support the hypothesis that stuttering therapy can affect more than the fluency and rate characteristics of the stutterer's posttherapy speech.