Centre-embedded structures are a by-product of associative learning and working memory constraints: evidence from baboons (Papio Papio)

Influential theories have claimed that the ability for recursion forms the computational core of human language faculty distinguishing our communication system from that of other animals (Hauser, Chomsky, & Fitch, 2002). In the present study, we consider an alternative view on recursion by studying the contribution of associative and working memory processes. After an intensive paired-associate training with visual shapes, we observed that baboons spontaneously ordered their responses in keeping with a recursive, centre-embedded structure. This result suggests that the human ability for recursion might partly if not entirely originate from fundamental processing constraints already present in nonhuman primates and that the critical distinction between animal communication and human language should more likely be found in working memory capacities than in an ability to produce recursive structures per se.     

Mapas «usted está aquí»: importancia de la alineación con el ambiente y puntos de correspondencia mapa-medio

Resumen

Este estudio se centra en la influencia de la alineación mapa/medio y del número de puntos de correspondencia mapa/medio sobre la interpretación de los mapas «Usted está aquí». Se llevó a cabo en el Campus Universitario de Santiago de Compostela, utilizándose un diseño factorial 2 x 2. Cada sujeto tenía que localizar un objeto en un mapa y desplazarse hacia él. Se utilizaron cuatro versiones diferentes de mapas y, como variables dependientes, una amplia gama de índices (tiempo de observación del mapa, tiempo invertido en llegar al punto-meta, éxito o fracaso en la tarea, diversas medidas del trayecto, legibilidad percibida del mapa, seguridad y grado de dificultad subjetiva de la tarea).

Los resultados indcaron que los sujetos tardan menos tiempo en interpretar y localizar un objetivo en un mapa cuando está alineado con el ambiente, lo perciben como más legible que uno no alienado, y seleccionan un trayecto más adecuado hacia el punto-meta.     

The unbearable articulatory nature of naming: on the reliability of word naming responses at the item level

Single-word naming is one of the most widely used experimental paradigms for studying how we read words. Following the seminal study by Spieler and Balota (Psychological Science 8:411–416, 1997), accounting for variance in item-level naming databases has become a major challenge for computational models of word reading. Using a new large-scale database of naming responses, we first provided a precise estimate of the amount of reproducible variance that models should try to account for with such databases. Second, by using an item-level measure of delayed naming, we showed that it captures not only the variance usually explained by onset phonetic properties, but also an additional part of the variance related to output processes. Finally, by comparing the item means from this new database with the ones reported in a previous study, we found that the two sets of item response times were highly reliable (r = .94) when the variance related to onset phonetic properties and voice-key sensitivity was factored out. Overall, the present results provide new guidelines for testing computational models of word naming with item-level databases.     

Book Reviews

Abstract

Wilson, D.G. & Rosenfeld, R. (1990). Managing organizations: text, readings and cases. London: McGraw Hill Book Company. Pp. 494. ISBN 0-07-707232-4. £16.95 (paperback).

Argyle, M. (1991). Cooperation: The basis of sociability. London: Routledge. Pp. 234. ISBN 0-41503-546-5. £10.99 (paperback).

Rasmussen, J., Brehmer, B., & LePlat, J. (Eds.). (1991). Distributed decision making: Cognitive models for cooperative work. Chichester: Wiley & Sons. Pp. 416. ISBN 0-471-92828-3. £49.95.     

The Effects of Video-Taped Feedback on Form,Accuracy, and Latency in an Open and Closed Environment

40 college women performed a modification of the classical fencing lunge against 2 laterally-arranged targets, under closed and open environmental conditions. Form (rating scale), accuracy (proximity to target center), and response latency were taken to measure the effects of video-taped feedback (VT). Administration of VT with specific instructions to direct S’s attention to parts of the display resulted in closer approximation of the externally-imposed form, higher accuracy, and shorter response latency. Performing the skill in the closed environmental condition resulted in less deviation from the imposed form, higher accuracy scores, and longer response latency. No significant correlations were found between imposed form and accuracy.     

Interactive elements for dynamically linked multiple representations in computer simulations

Seventy‐three students learned central concepts about signal detection theory with an introductory text followed by a computer simulation. Each learner was randomly assigned to one of the three treatment groups: text boxes, scrollbars or drag and drop opportunities to modify parameters in the simulation. These three interactive elements were used for linking the different multiple representations in the simulation dynamically. Retention and transfer test, evaluation of the instructional material as well as time spent with the simulation were used as dependent measures. Learners who had to use scrollbars or had to modify parameters per drag and drop performed better on transfer, but not on retention, than did learners who had to use text boxes. Learners who had to modify parameters per drag and drop also evaluated the instructional material better than did learners who had to use text boxes. These results are consistent with the split‐attention principle. Copyright © 2009 John Wiley & Sons, Ltd.     

Lipopolysaccharide-induced experimental immune activation does not impair memory functions in humans

Reconsolidation studies have led to the hypothesis that memory, when labile, would be modified in order to incorporate new information. This view has reinstated original propositions suggesting that short-term memory provides the organism with an opportunity to evaluate and rearrange information before storing it, since it is concurrent with the labile state of consolidation. The Chasmagnathus associative memory model is used here to test whether during consolidation it is possible to change some attribute of recently acquired memories. In addition, it is tested whether these changes in behavioral memory features can be explained as modifications on the consolidating memory trace or as a consequence of a new memory trace. We show that short-term memory is, unlike long-term memory, not context specific. During this short period after learning, behavioral memory can be updated in order to incorporate new contextual information. We found that, during this period, the cycloheximide retrograde amnesic effect can be reverted by a single trial in a new context. Finally, by means of memory sensitivity to cycloheximide during consolidation and reconsolidation, we show that the learning of a new context (CS) during this short-term memory period builds up a new memory trace that sustains the behavioral memory update.     

The moderating role of arousal on the seductive detail effect in a multimedia learning setting

Arousal has been found to increase learners' attentional resources. In contrast, seductive details (interesting but learning‐irrelevant information) are considered to distract attention away from relevant information and, thus, hinder learning. However, a possibly moderating role of arousal on the seductive detail effect has not been examined yet. In this study, arousal variations were induced via audio files of false heartbeats. In consequence, 100 participants were randomly assigned to a 2 (with or without seductive details) × 2 (lower vs. higher false heart rates) between‐subjects design. Data on learning performance, cognitive load, motivation, heartbeat frequency, and electro‐dermal activity were collected. Results show learning‐inhibiting effects for seductive details and learning‐enhancing effects for higher false heart rates. Cognitive processes mediate both effects. However, the detrimental effect of seductive details was not present when heart rate was higher. Results indicate that the seductive detail effect is moderated by a learner's state of arousal.