Belief-desire reasoning in the explanation of behavior: do actions speak louder than words?

The mechanisms underwriting our commonsense psychology, or 'theory of mind', have been extensively investigated via reasoning tasks that require participants to predict the action of agents based on information about beliefs and desires. However, relatively few studies have investigated the processes contributing to a central component of 'theory of mind' - our ability to explain the action of agents in terms of underlying beliefs and desires. In two studies, we demonstrate a novel phenomenon in adult belief-desire reasoning, capturing the folk notion that 'actions speak louder than words'. When story characters were described as searching in the wrong place for a target object, adult subjects often endorsed mental state explanations referencing a distracter object, but only when that object was approached. We discuss how this phenomenon, alongside other reasoning "errors" (e.g., hindsight bias; the curse of knowledge) can be used to illuminate the architecture of domain specific belief-desire reasoning processes.     

Eye movements as direct tests of the GO model for the missing-letter effect

When asked to detect target letters while reading a text, participants miss more letters in frequently occurring function words than in less frequent content words. To account for this pattern of results, known as the missing-letter effect, Greenberg, Healy, Koriat, and Kreiner proposed the guidance-organization (GO) model, which integrates the two leading models of the missing-letter effect while incorporating innovative assumptions based on the literature on eye movements during reading. The GO model was evaluated by monitoring the eye movements of participants while they searched for a target letter in a continuous text display. Results revealed the usual missing-letter effect, and many empirical benchmark effects in eye movement literature were observed. However, contrary to the predictions of the GO model, response latencies were longer for function words than for content words. Alternative models are discussed that can accommodate both error and response latency data for the missing-letter effect.     

The roles of the medial prefrontal cortex and hippocampus in a spatial paired-association task

Although the roles of both the hippocampus and the medial prefrontal cortex (mPFC) have been suggested in a spatial paired-associate memory task, both areas were investigated separately in prior studies. The current study investigated the relative contributions of the hippocampus and mPFC to spatial paired-associate learning within a single behavioral paradigm. In a novel behavioral task, a pair of different objects appeared repeatedly across trials, but in different arms in a radial maze, and different rules were associated with those arms for reward. Specifically, in an "object-in-place" arm, the rat was required to choose a particular object associated with the arm. In a "location-in-place" arm, the animal was required to choose a certain within-arm location (ignoring the object occupying the location). Compared to normal animals, rats with ibotenic acid-based lesions in the hippocampus showed an irrecoverable impairment in performance in both object-in-place and location-in-place arms. When the mPFC was inactivated by muscimol (GABA(A) receptor agonist) in the normal animals with intact hippocampi, they showed the same severe impairment as seen in the hippocampal lesioned rats only in object-in-place arms. The results confirm that the hippocampus is necessary for a biconditional paired-associate task when space is a critical component. The mPFC, however, is more selectively involved in the object-place paired-associate task than in the location-place paired-associate task. The current task powerfully demonstrates an experimental situation in which both the hippocampus and mPFC are required and may serve as a useful paradigm for investigating the neural mechanisms of object-place association.     

A Plumber's friend in need is a Plumber's friend indeed

In response to the critique of Gaes, Quigley-Fernandez, and Tedeschi (Journal of Research in Personality, 1978, 12, 189–192) it was acknowledged that the cell Ns were incorrect as originally reported, and the weakness of a postexperimental division of subjects was reaffirmed. Emphasis was placed on the comparability of a simple rating scale and an elaborate bogus pipeline in measuring attraction. The need for determining the way in which the bogus pipeline functions prior to its uncritical adoption in any given experimental situation was stressed as a point of agreement.     

School psychology in the USA: Reminiscences of its origin

As an example of the development of school psychology programs in the cities of the U.S., the early history of the Chicago Bureau of Child Study is described on the basis of personal involvement and prior records and literature. Program and services, requirements, and training are discussed. The early years of the Division of School Psychology of APA are covered in the reminiscences of a founding member and its 7th president, with memories of the outstanding women and men who headed school psychology programs in the cities of the nation in the 40s and who were leaders in Division 16. Theories and practices in general educational administration, especially decentralization, are shown to affect school psychology. Program differences in psychological services between cities, possibly greater in the early days than now, reflect the backgrounds and interests of their leaders. In international psychology, the dangers of exporting western techniques and concepts in ways that may do more harm than good are discussed, along with the too often overlooked values of importing ideas from overseas. Current issues are seen against the historical development of school psychology, with a plea for thorough historiographic research to amplify, document, and correct these and other personal memoirs.     

Patterns of hemispheric perceptual asymmetries: left hemispatial biases predict changes in anxiety and positive affect in undergraduate women

Consistent with the tripartite model of anxiety and depression, hemispheric asymmetries may be differentially associated with depressive and anxious symptoms. Indeed, research has demonstrated that asymmetries do exist when examining hemispatial biases in both anxious and depressed individuals; however, the magnitude and direction of these asymmetries has been variable. The Chimeric Faces Task was used here to measure these asymmetries, along with measures for current and future levels of anxiety and depression. Results indicated that (a) increased left hemispatial biases at Time 1 predict increased anxiety (i.e., physiological hyperarousal) at Time 2 among female undergraduate students and (b) decreased left hemispatial biases at Time 1 predict decreased positive affectivity at Time 2 among the same participants. The possibility that hemispatial biases represent a vulnerability to future anxiety and depression is discussed.     

When a Skeptical Hypothesis Is Live

I’m going to argue for a set of restricted skeptical results: roughly put, we don’t know that fire engines are red, we don’t know that we sometimes have pains in our lower backs, we don’t know that John Rawls was kind, and we don’t even know that we believe any of those truths. However, people unfamiliar with philosophy and cognitive science do know all those things. The skeptical argument is traditional in form: here's a skeptical hypothesis; you can’t epistemically neutralize it, you have to be able to neutralize it to know P; so you don’t know P. But the skeptical hypotheses I plug into it are “real, live” scientific‐philosophical hypotheses often thought to be actually true, unlike any of the outrageous traditional skeptical hypotheses (e.g., ‘You’re a brain in a vat’). So I call the resulting skepticism Live Skepticism. Notably, the Live Skeptic's argument goes through even if we adopt the clever anti‐skeptical fixes thought up in recent years such as reliabilism, relevant alternatives theory, contextualism, and the rejection of epistemic closure. Furthermore, the scope of Live Skepticism is bizarre: although we don’t know the simple facts noted above, many of us do know that there are black holes and other amazing facts.     

Discriminant validity of the MMPI for borderline personality disorder

This study explores the discriminant validity of the MMPI in relationship to the DSM-III and the Diagnostic Interview for Borderlines (DIB) constructs of Borderline Personality Disorder (BPD). A two-way analysis of variance model assessed differences between inpatients (n = 42) and outpatients (n = 42) and between BPD and nonBPD patients. We compare the best discriminant model for the current samples with previous BPD discriminant functions. The present study assesses a wider range of psychopathology in which the MMPI appears to be relatively insensitive to the BPD construct while retaining the high specificity reported in previous studies. Implications for the use of the MMPI as a diagnostic instrument are discussed.     

Are mothers of stutterers different? An investigation of social-communicative integration

Many speech-language pathologists assume that parent-child communicative interactions are critical precipitating or maintaining factors in the onset and development of stuttering. Although parents are frequently counseled to alter their attitudes or behaviors, no studies have pinpointed specific parental behaviors as increasing children's disfluency. The purpose of this study was to analyze differences between 12 mothers of stutterers and 12 mothers of nonstutterers in their social-communicative interactions with their own child, an unfamiliar stutterer, and an unfamiliar nonstutterer. Ten minutes of free-play interaction between each mother and child were video recorded from behind a one-way mirror. Results indicate that the two groups of mothers differed significantly only in their use of routine statements. Other findings indicate that stuttering children used significantly more positive and imperative statements than nonstuttering children. All children asked significantly more questions of their own mothers than of unfamiliar mothers.     

Examining Parents’ Preferences for Group Parent Training for ADHD When Individual Parent Training is Unavailable

Parent training programs are considered well-established interventions for attention deficit hyperactivity disorder in children as they reduce behavioral impairment, but limited parent engagement decreases service effectiveness. We used a discrete choice experiment to examine how parent preferences for group vs. individual format might influence their participation in Parent training. Parents (N?=?260) seeking mental health services for children with elevated symptoms of attention deficit hyperactivity disorder in Ontario, Canada were participants. They preferred Individual parent training in another study and completed a discrete choice experiment composed of 30 choice tasks measuring Parent training format preference. In this paper, parents’ preferences for alternatives to Individual Parent training, specifically Group Parent training and Minimal Information options, were estimated. Specifically, this study asked “if first choice is unavailable, what is the second choice?” This question is important as many clinics may not be able to offer both group and individual therapy given state funding cuts for youth mental health services. Simulations predicted that 85.8?% of parents who initially preferred Individual Parent training would switch to Group Parent training that included step-by-step solutions to children’s emotional and behavior problems, and the possibility of feeling informed and confident. The remaining 14.2?% of parents preferred Minimal Information; these parents preferred internet services offered conveniently and timely. Findings highlight consideration of less appealing factors that families might trade for more desirable service elements in a cost-restrictive environment.