Further validation of the Penny Beliefs Scale - Weapons

The Penny Beliefs Scale - Weapons (PBS-W) comprises of 36 items that measure young people’s beliefs about carrying and using weapons. It was designed to facilitate our understanding of weapons carrying and use. The PBS-W has excellent internal reliability (Cronbach’s alpha of .92), extremely good test-retest consistency (ICC = .83) and is significantly positively correlated with self-reported delinquency. In order to further demonstrate the utility of the PBS-W it was compared with other measures that would be expected to be associated with weapons carrying and use. The PBS-W, the Eysenck Personality Questionnaire (EPQ-R-SV), the Maudsley Violence Questionnaire (MVQ), the Barratt Impulsiveness Scale (BIS-11), and the Brief Measure of Sensation Seeking (SS2) were administered to 189 school pupils in South Wales, aged between 16 and 18 years. Results demonstrated that the PBS-W is significantly positively correlated with EPQ Psychoticism (P), violent cognitions, impulsivity, and sensation seeking. Multiple regressions, controlling for gender and impression management (EPQ-Lie), showed that violent cognitions predicted beliefs about carrying and using weapons above and beyond P, sensation seeking and impulsivity. These findings suggest that violent cognitions are the single most powerful predictors of positive beliefs about carrying and using weapons.     

Time-course analysis of temporal preparation on central processes

Participants usually respond faster to a response signal (RS) when this signal is preceded by a warning stimulus than when it is not. A question of theoretical importance is the locus of this facilitating effect within the information processing stream. Recently, Los and Schut (Cogn Psychol 57:20–55, 2008) suggested that temporal preparation acts on central processes while perception of the RS is under way. The present study provides a stochastic model (central preparation model, CPM) based on this hypothesis and presents three experiments testing this model. To track the complete time-course of temporal preparation, the warning signal could either precede or follow the RS. The data show some systematic deviation from the model’s predictions, questioning CPM’s assumption that temporal preparation acts only on central processes. An alternative mechanism of temporal preparation based on the parallel grains model [Miller and Ulrich (Cogn Psychol 46:101–151, 2003)] is discussed.     

Early Understanding of Normativity and Freedom to Act in Turkish Toddlers

Two studies investigated young 2- and 3-year-old Turkish children's developing understanding of normativity and freedom to act in games. As expected, children, especially 3-year-olds, protested more when there was a norm violation than when there was none. Surprisingly, however, no decrease in normative protest was observed even when the actor violated the norms due to a physical constraint, and not due to unwillingness. The increase in helping responses in this case lends support to the idea that at these ages, children could not yet incorporate an actor's freedom to act in line with his will as they respond to norm transgressions. The results of the two studies are discussed in the light of two general research issues: a) the importance of cross-cultural research, and b) the interaction of the cognitive system with the emotional-empathic system in development.     

New life for Carnap’s <Emphasis Type="Italic">Aufbau</Emphasis>?

This is a personal, incomplete, and very informal take on the role of logic in general philosophy of science, which is aimed at a broader audience. We defend and advertise the application of logical methods in philosophy of science, starting with the beginnings in the Vienna Circle and ending with some more recent logical developments.     

Fusion prevents the redundant signals effect: evidence from stereoscopically presented stimuli

In a simple reaction time (RT) experiment, visual stimuli were stereoscopically presented either to one eye (single stimulation) or to both eyes (redundant stimulation), with brightness matched for single and redundant stimulations. Redundant stimulation resulted in two separate percepts when noncorresponding retinal areas were stimulated, whereas it resulted in a single fused percept when corresponding areas were stimulated. With stimulation of noncorresponding areas, mean RT was shorter to redundant than to single stimulation, replicating the redundant signals effect (RSE) commonly found with visual stimuli. With stimulation of corresponding areas, however, no RSE was observed. This suggests that the RSE is driven by the number of percepts rather than by the number of stimulated receptors or sensory organs. These results are consistent with previous findings in the auditory modality and have implications for models of the RSE.     

God − Moore = Ramsey (A Reply to Chalmers and Hájek)

Famously, Frank P. Ramsey suggested a test for the acceptability of conditionals. Recently, David Chalmers and Alan Hájek (2007) have criticized a qualitative variant of the Ramsey test for indicative conditionals. In this paper we argue for the following three claims: (i) Chalmers and Hájek are right that the variant of the Ramsey test that they attack is not the correct way of spelling out an acceptability test for indicative conditionals. But there is a suppositional variant of the Ramsey test which is still stated in purely qualitative terms, which avoids the problems, and which looks correct. (ii) While the variant of the Ramsey test that Chalmers and Hájek criticize is not correct, it is still a good approximation of a correct formulation of the Ramsey test which may be usefully employed in various contexts. (iii) The variant of the Ramsey test that Chalmers and Hájek suggest as a substitute for the deficient version of the Ramsey test is itself subject to worries similar to those raised by Chalmers and Hájek, if it is given a non-suppositional interpretation.     

Establishing the next generation at work: leader generativity as a moderator of the relationships between leader age, leader-member exchange, and leadership success

In this study, the authors investigated leader generativity as a moderator of the relationships between leader age, leader-member exchange, and three criteria of leadership success (follower perceptions of leader effectiveness, follower satisfaction with leader, and follower extra effort). Data came from 128 university professors paired with one research assistant each. Results showed positive relationships between leader age and leader generativity, and negative relationships between leader age and follower perceptions of leader effectiveness and follower extra effort. Consistent with expectations based on leadership categorization theory, leader generativity moderated the relationships between leader age and all three criteria of leadership success, such that leaders high in generativity were better able to maintain high levels of leadership success at higher ages than leaders low in generativity. Finally, results of mediated moderation analyses showed that leader-member exchange quality mediated these moderating effects. The findings suggest that, in combination, leader age and the age-related construct of generativity importantly influence leadership processes and outcomes.     

Probability for the Revision Theory of Truth

Journal of Philosophical Logic - We investigate how to assign probabilities to sentences that contain a type-free truth predicate. These probability values track how often a sentence is satisfied...     

Normativity and context in young children's pretend play

In two studies 3-year-olds’ understanding of the context-specificity of normative rules was investigated through games of pretend play. In the first study, children protested against a character who joined a pretend game but treated the target object according to its real function. However, they did not protest when she performed the same action without having first joined the game. In the second study, children protested when the character mixed up an object's pretend identities between two different pretend games. However, they did not protest when she performed the same pretend action in its correct game context. Thus, the studies show that young children see the pretence–reality distinction, and the distinction between different pretence identities, as normative. More generally, the results of these studies demonstrate young children's ability to enforce normative rules in their pretence and to do so context-specifically.