Connectionist semantic systematicity

Fodor and Pylyshyn [Fodor, J. A., & Pylyshyn, Z. W. (1988). Connectionism and cognitive architecture: A critical analysis. Cognition, 28, 3–71] argue that connectionist models are not able to display systematicity other than by implementing a classical symbol system. This claim entails that connectionism cannot compete with the classical approach as an alternative architectural framework for human cognition. We present a connectionist model of sentence comprehension that does not implement a symbol system yet behaves systematically. It consists in a recurrent neural network that maps sentences describing situations in a microworld, onto representations of these situations. After being trained on particular sentence–situation pairs, the model can comprehend new sentences, even if these describe new situations. We argue that this systematicity arises robustly and in a psychologically plausible manner because it depends on structure inherent in the world.     

Developmental Links Between Trajectories of Physical Violence,Vandalism, Theft,and Alcohol-Drug Use from Childhood to Adolescence

Differences in developmental trajectories of physical violence, vandalism, theft, and alcohol-drug use from ages 10 to 15 were studied. For females and for males, three trajectories of theft and of alcohol-drug use increased from 10 years to 15 years, while only the high trajectory of vandalism increased from ten to 14. All trajectories of physical violence decreased. Children who engaged in the high trajectories of vandalism, theft, and alcohol-drug use had a high probability of also being high in physical violence. Compared to males, females were less likely to be on the high trajectory of physical violence, and their trajectories of other antisocial behaviors were less strongly associated with high levels of physical violence. The results suggest that physical violence during pre-adolescence and adolescence has a different developmental pattern than other forms of antisocial behavior, and that its relation to these other forms of antisocial behavior differs by sex.     

Constitutive Rules, Language, and Ontology

It is a commonplace within philosophy that the ontology of institutions can be captured in terms of constitutive rules. What exactly such rules are, however, is not well understood. They are usually contrasted to regulative rules: constitutive rules (such as the rules of chess) make institutional actions possible, whereas regulative rules (such as the rules of etiquette) pertain to actions that can be performed independently of such rules. Some, however, maintain that the distinction between regulative and constitutive rules is merely a linguistic one. In this paper I present the status account of constitutive rules in order to address this criticism. According to the status account constitutive rules pertain to institutional statuses and statuses are to be understood in terms of status rules. Status rules concern the enabling and constraining roles of institutions, and constitutive rules specify the preconditions that have to be met in order for them to play these roles. Even though I end up endorsing the claim that the distinction mentioned is a linguistic one, I go on to argue that there is an underlying reality that constitutive rules serve to make apparent.

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Construal level mind-sets moderate self- and social stereotyping

Construal level theory suggests that events and objects can be represented at either a higher, more abstract level involving consideration of superordinate goals, desirability, global processing, and broad categorizations or a lower, more concrete level involving consideration of subordinate goals, feasibility, local processing, and narrow categorizations. Analogously, social targets (including the self) can be represented more broadly, as members of a group, or more narrowly, as individuals. Because abstract construals induce a similarity focus, they were predicted to increase the perceived fit between social targets and a salient social category. Accordingly, placing individuals into a more abstract construal mind-set via an unrelated task increased the activation and use of stereotypes of salient social groups, stereotype-consistent trait ratings of the self, group identification, and stereotype-consistent performance relative to more concrete construal mind-sets. Thus, nonsocial contextual influences (construal level mind-sets) affect stereotyping of self and others.     

Causal structure learning over time: observations and interventions

Seven studies examined how people learn causal relationships in scenarios when the variables are temporally dependent - the states of variables are stable over time. When people intervene on X, and Y subsequently changes state compared to before the intervention, people infer that X influences Y. This strategy allows people to learn causal structures quickly and reliably when variables are temporally stable (Experiments 1 and 2). People use this strategy even when the cover story suggests that the trials are independent (Experiment 3). When observing variables over time, people believe that when a cause changes state, its effects likely change state, but an effect may change state due to an exogenous influence in which case its observed cause may not change state at the same time. People used this strategy to learn the direction of causal relations and a wide variety of causal structures (Experiments 4-6). Finally, considering exogenous influences responsible for the observed changes facilitates learning causal directionality (Experiment 7). Temporal reasoning may be the norm rather than the exception for causal learning and may reflect the way most events are experienced naturalistically.     

Hand aperture patterns in prehension

Although variations in the standard prehensile pattern can be found in the literature, these alternative patterns have never been studied systematically. This was the goal of the current paper. Ten participants picked up objects with a pincer grip. Objects (3, 5, or 7cm in diameter) were placed at 30, 60, 90, or 120cm from the hands' starting location. Usually the hand was opened gradually to a maximum immediately followed by hand closing, called the standard hand opening pattern. In the alternative opening patterns the hand opening was bumpy, or the hand aperture stayed at a plateau before closing started. Two participants in particular delayed the start of grasping with respect to start of reaching, with the delay time increasing with object distance. For larger object distances and smaller object sizes, the bumpy and plateau hand opening patterns were used more often. We tentatively concluded that the alternative hand opening patterns extended the hand opening phase, to arrive at the appropriate hand aperture at the appropriate time to close the hand for grasping the object. Variations in hand opening patterns deserve attention because this might lead to new insights into the coordination of reaching and grasping.     

Interactions between frontal cortex and basal ganglia in working memory: a computational model

The frontal cortex and the basal ganglia interact via a relatively well understood and elaborate system of interconnections. In the context of motor function, these interconnections can be understood as disinhibiting, or “releasing the brakes,” on frontal motor action plans: The basal ganglia detect appropriate contexts for performing motor actions and enable the frontal cortex to execute such actions at the appropriate time. We build on this idea in the domain of working memory through the use of computational neural network models of this circuit. In our model, the frontal cortex exhibits robust active maintenance, whereas the basal ganglia contribute a selective, dynamic gating function that enables frontal memory representations to be rapidly updated in a task-relevant manner. We apply the model to a novel version of the continuous performance task that requires subroutine-like selective working memory updating and compare and contrast our model with other existing models and theories of frontal-cortex-basal-ganglia interactions.     

Teaching Buddhism in the Postmodern University: Understanding,Critique, Evaluation

A contemporary liberal education in the humanities and social sciences should introduce students to the serious exploration of various kinds of worlds that human beings articulate and within which they live. Teachers in Buddhist studies can make a significant contribution by offering courses that focus attention on distinctively Buddhist worlds that are directly relevant to postmodern interests and concerns. These courses should also be designed to empower students with the kind of interpretive skills that are needed in a postmodern environment to generate viable modes of sympathetic understanding, convincing forms of critical analysis, and the capacity to formulate and defend responsible personal and social judgments. This article is a revised version of the keynote lecture given at a McGill University conference on “Teaching Buddhism: The State of the Art,” October 8–10, 1999.     

A Cognitive-behavioral Approach to Reconstructing Intergenerational Family Schemas

This article suggests the use of cognitive-behavioral techniques, namely cognitive restructuring combined with family-of-origin sessions, for reconstructing intergenerational family schemas. A case example portrays the use of the techniques as an effective intervention for addressing ingrained schemas, such as in the case of spousal abuse.Portions of this article were drawn from a lecture provided to the University of London’s Institute of Psychiatry at the Maudsley Hospital, UK in August of 2005. The author wishes to acknowledge Mr. Eric Frey and Ms. Katherine Adams for their assistance with the literature search.