An experimental approach to the design of cartographic symbols

Graphic designers and an experimental psychologist worked together to improve the design of two map symbols which are frequently confused: the symbols for cuttings and embankments on topographic maps. The problem was analysed in terms of the function of the symbols and their likely cognitive representations. Tests were developed to evaluate alternative designs, including an intervisibility task which requirred users to visualize the landform from the symbols viewed in the context of a map. Tests were given to schoolchildren and to experienced map users in order to compare the standard symbols with five alternative designs. Children's performance was strongly affected by the symbols they used, but experienced users were much less affected. After some refinement of the symbols a further experiment demonstrated the superiority of a number of alternative designs over the existing symbols on a range of test: scores were almost double on the intervisibility task. The paper makes recommendations to cartographers and argues for greater consideration of the inexperienced map user in the design process.     

The recency effect: Implicit learning with explicit retrieval?

The recency effect in free recall features prominently in 1960s' theorizing about short-term memory, but has since been largely ignored. We argue that this stems from a preoccupation with the role of recency in the concept of primary memory and the neglect of its role in a broader working-memory framework. It is suggested that the recency effect reflects the application of an explicit retrieval strategy to the residue of implicit learning within a range of cognitive systems. When retrieved implicitly, the same residue is assumed to form the basis of priming effects. The various criteria for implicit learning described by Tulving and Schacter (1990) are successfully applied to the recency effect, and a retrieval process is outlined that can account for both long- and short-term recency effects. It is suggested that a framework combining recency, priming, and implicit learning provides a basis for understanding one of the most important features of cognition and memory, namely, that of maintaining orientation in time and place.     

A motor timing experiment implemented using a musical instrument digital interface (MIDI) approach

The musical instrument digital interface (MIDI) offers a way for perception and behavior researchers to implement high-quality experiments using inexpensive, commercially available hardware and software. We describe the MIDI and illustrate its applicability to research using a replication of the oscillator signature finding reported recently by Collyer, Broadbent, and Church (1992, 1994).     

Inconsistent Models of Arithmetic Part I: Finite Models

The paper concerns interpretations of the paraconsistent logic LP which model theories properly containing all the sentences of first order arithmetic. The paper demonstrates the existence of such models and provides a complete taxonomy of the finite ones.     

On a Paradox of Hilbert and Bernays

The paper is a discussion of a result of Hilbert and Bernays in their Grundlagen der Mathematik. Their interpretation of the result is similar to the standard intepretation of Tarskis Theorem. This and other interpretations are discussed and shown to be inadequate. Instead, it is argued, the result refutes certain versions of Meinongianism. In addition, it poses new problems for classical logic that are solved by dialetheism.     

REFLECTIONS ON AFFIRMATIVE ACTION GOALS IN PSYCHOLOGY ADMISSIONS

Four goals of affirmative action in higher education are described as they relate to psychology admissions. Broadly conceived, these goals are compensating for past injustice, correcting present inequity, promoting intellectual diversity, and enhancing the presence of role models. It is argued that the four goats differ in their underlying assumptions about the purposes of affirmative action and that these differences can result in disparate admission decisions. Data from three experiments on decision making in graduate psychology admissions are presented to illustrate the analysis. In these studies, academic psychologists rated the admissibility of hypothetical graduate student applicants who varied on a number of characteristics (e g., ethnicity, social class, interest in minority research) pertinent to affirmative action. A consistent pattern of ethnic group differences in admissibility ratings was documented, illustrating that compensation for past injustice can be interpreted as a salient affirmative action goal in graduate admissions decisions. Implications of the analysis for clarifying admissions decisions guided by affirmative action goals are discussed.