Glymour and Quine on Theoretical Equivalence

Glymour (1970, 1977, 1980) and Quine (1975) propose two different formal criteria for theoretical equivalence. In this paper we examine the relationships between these criteria.     

Increased Stroop interference with better second-language reading skill

Skilled readers demonstrate remarkable efficiency in processing written words, unlike beginning readers for whom reading occurs more serially and places higher demands on visual attention. In the present study, we used the Stroop paradigm to investigate the relationship between reading skill and automaticity, in individuals learning a second language with a different orthographic system. Prior studies using this paradigm have presented a mixed picture, finding a positive, a negative, or no relationship between the size of Stroop interference and reading skills. Our results show that Stroop interference in the second language was positively related to reading skill (when controlled for interference in the first language). Furthermore, interference was positively related to objective but not subjective indices of the amount of exposure to the second language. We suggest that the lack of consistency in the results of earlier studies may be due, at least in part, to these studies looking at Stroop interference in isolation, rather than comparing interference between languages.     

The Lutheran Church and Lutheran Theology in Korea1

Abstract : Lutheranism came to Korea with the American military chaplaincy of The Lutheran Church–Missouri Synod in conjunction with the Korean War. The initial aim of these chaplains was to help the Koreans to improve their living conditions and to further their acquaintance with the Christian message. The main proponent of Lutheranism was Won Yong Ji, who for many years held a dual appointment at Concordia Seminary in St. Louis, Missouri, and at the Luther Seminary in Korea. His brother, Won‐Sang Ji, was the first president of the Lutheran Church in Korea. Though the church has fewer than fifty congregations—most Protestant Christians are Presbyterians—its theological influence is significant.     

The Fechnerian idea

From the principle that subjective dissimilarity between 2 stimuli is determined by their ratio, Fechner derives his logarithmic law in 2 ways. In one derivation, ignored and forgotten in modern accounts of Fechner's theory, he formulates the principle in question as a functional equation and reduces it to one with a known solution. In the other derivation, well known and often criticized, he solves the same functional equation by differentiation. Both derivations are mathematically valid (the much-derided "expedient principle" mentioned by Fechner can be viewed as merely an inept way of pointing at a certain property of the differentiation he uses). Neither derivation uses the notion of just-noticeable differences. But if Weber's law is accepted in addition to the principle in question, then the dissimilarity between 2 stimuli is approximately proportional to the number of just-noticeable differences that fit between these stimuli: The smaller Weber's fraction the better the approximation, and Weber's fraction can always be made arbitrarily small by an appropriate convention. We argue, however, that neither the 2 derivations of Fechner's law nor the relation of this law to thresholds constitutes the essence of Fechner's approach. We see this essence in the idea of additive cumulation of sensitivity values. Fechner's work contains a surprisingly modern definition of sensitivity at a given stimulus: the rate of growth of the probability-of-greater function, with this stimulus serving as a standard. The idea of additive cumulation of sensitivity values lends itself to sweeping generalizations of Fechnerian scaling.     

Matrices with a given number of violations of Regular Minimality

A row (or column) of an n×n matrix complies with Regular Minimality (RM) if it has a unique minimum entry which is also a unique minimum entry in its column (respectively, row). The number of violations of RM in a matrix is defined as the number of rows (equivalently, columns) that do not comply with RM. We derive a formula for the proportion of n×n matrices with a given number of violations of RM among all n×n matrices with no tied entries. The proportion of matrices with no more than a given number of violations can be treated as the p-value of a permutation test whose null hypothesis states that all permutations of the entries of a matrix without ties are equiprobable, and the alternative hypothesis states that RM violations occur with lower probability than predicted by the null hypothesis. A matrix with ties is treated as being represented by all matrices without ties that have the same set of strict inequalities among their entries.     

Personality as a moderator of context effects on academic achievement

We investigated whether personality moderates group influence of classmates on academic achievement and whether these so-called context effects can be attributed to peer pressure. The sample consisted of 2498 students in their first year of Dutch secondary education. The data were analyzed by a two-level (students within classes) analysis, separately for boys (n = 1033, in 92 classes) and girls (n = 1465, in 119 classes). For both sexes, we found a context effect on Dutch language achievement but not on mathematics achievement. Emotional Stability appeared a moderator of this context effect but for girls only. The results suggest further that peer pressure is not a likely mechanism of group influence of classmates on academic achievement.     

What we need is theory of human cooperation (and meta-analysis) to bridge the gap between the lab and the wild

This commentary seeks to clarify the potential discrepancy between lab-based and field data in the use and effectiveness of punishment to promote cooperation by recommending theory that outlines key differences between the lab and field, such as the shadow of the future and degree of information availability. We also discuss a recent meta-analysis (Balliet et al. 2011) that does not support all conclusions outlined in Guala's target article.     

When the rules are reversed: Action-monitoring consequences of reversing stimulus–response mappings

How does switching tasks affect our ability to monitor and adapt our behavior? Largely independent lines of research have examined how individuals monitor their actions and adjust to errors, on the one hand, and how they are able to switch between two or more tasks, on the other. Few studies, however, have explored how these two aspects of cognitive?Cbehavioral flexibility interact. That is, how individuals monitor their actions when task rules are switched remains unknown. The present study sought to address this question by examining the action-monitoring consequences of response switching??a form of task switching that involves switching the response that is associated with a particular stimulus. We recorded event-related brain potentials (ERPs) while participants performed a modified letter flanker task in which the stimulus?Cresponse (S?CR) mappings were reversed between blocks. Specifically, we examined three ERPs??the N2, the error-related negativity (ERN), and the error positivity (Pe)??that have been closely associated with action monitoring. The findings revealed that S?CR reversal blocks were associated with dynamic alterations of action-monitoring brain activity: the N2 and ERN were enhanced, whereas the Pe was reduced. Moreover, participants were less likely to adapt their posterror behavior in S?CR reversal blocks. Taken together, these data suggest that response switching results in early enhancements of effortful control mechanisms (N2 and ERN) at the expense of reductions in later response evaluation processes (Pe). Thus, when rules change, our attempts at control are accompanied by less attention to our actions.     

Age-of-acquisition ratings for 30,000 English words

We present age-of-acquisition (AoA) ratings for 30,121 English content words (nouns, verbs, and adjectives). For data collection, this megastudy used the Web-based crowdsourcing technology offered by the Amazon Mechanical Turk. Our data indicate that the ratings collected in this way are as valid and reliable as those collected in laboratory conditions (the correlation between our ratings and those collected in the lab from U.S. students reached .93 for a subsample of 2,500 monosyllabic words). We also show that our AoA ratings explain a substantial percentage of the variance in the lexical-decision data of the English Lexicon Project, over and above the effects of log frequency, word length, and similarity to other words. This is true not only for the lemmas used in our rating study, but also for their inflected forms. We further discuss the relationships of AoA with other predictors of word recognition and illustrate the utility of AoA ratings for research on vocabulary growth.