On Presuppositional Implicatures

Scalar implicatures arise when a speaker uses a logically weak alternative in a context where a logically stronger alternative was available. Presuppositional implicatures, as I call them, arise when a speaker uses a presuppositionally weak alternative when a presuppositionally stronger alternative was available. My goal is to give a detailed, working theory of presuppositional implicatures, and show that they are a special case of scalar implicatures. In doing so, I carefully contrast presuppositional implicatures with antipresuppositions. These two phenomena have been treated as closely related in the literature, but some differences have not been adequately appreciated. Antipresuppositions are observed when a presuppositionally weak alternative is infelicitously used in a context that satisfies the presupposition of a presuppositionally stronger alternative. Presuppositional implicatures arise when a presuppositionally weak alternative is felicitously used in a context that does not satisfy the presupposition of a presuppositionally stronger alternative, but where that stronger presupposition would have been accommodated. Attention to this difference reveals a shortcoming in Schlenker’s (Nat Lang Semant 20:391–429, 2012) theory of presuppositional implicature. This paper both identifies and remedies that shortcoming.     

Perspectives on the Fairness of Lotteries

When there are equally strong claimants for a scarce good, lotteries are often argued to be a fair method of allocation. This paper reproduces four of the views on the fairness of lotteries that have been presented in the literature: the distributive view; the preference view; the actual consent view; and the expressive view. It argues that these four views cannot offer plausible explanations for the fairness of lotteries. The distributive view is argued to be inadequate because, even though receiving expectations to a good is of value to the participants, this value cannot plausibly make a contribution to the satisfaction of a participant’s claim. Both the preference and actual consent views are argued to be implausible because they lead to accepting procedures as legitimate that fail to correspond with what a claim is. Finally, it is contended that the expressive view identifies a value that is relevant to respecting equal claimants, but that cannot plausibly be related to a procedure’s fairness. The paper concludes by maintaining that an equal treatment view can accept all the valid insights from these four views without needing to accept their untenable implications.     

Anti-Poverty,Development, and the Limits of Progress

In this paper I critically engage with Hennie Lötter’s impressive book, Poverty, Ethics and Justice. I discuss his conception of poverty, and offer an interpretation of his claim that poverty is a uniquely human scourge. I exam the various harms of poverty that Lötter discusses. I consider two reasons that he offers for why we have a moral duty to end poverty, and I argue that the reason based on what we can justify to others if we take their human dignity seriously is most compelling. Finally, I argue that Lötter overemphasizes of the moral importance of aid and downplays in the importance of the justice of institutional and structural change. I close by considering the prospects for social equality given our experience of capitalist development as a means for poverty eradication. I consider the moral importance of limits to the achievement of robust equality.     

State of Multicultural Neuropsychological Assessment in Children: Current Research Issues

Scientific attention to cultural considerations in child neuropsychological assessment has not developed parallel to the focus these issues have received in adult and elderly neuropsychological assessment. There are limited data on the presence, magnitude, etiology, and implications of culture-related differences in cognitive test performance among children. This preliminary report reviews the available empirical literature on the current state of multicultural neuropsychological assessment in children. The review identified articles by searching PubMed and PsycINFO databases, and the tables of contents of Developmental Neuropsychology and Child Neuropsychology from 2003-2008. Of the 1,834 abstracts reviewed, ten papers met inclusion criteria for the review. Five studies were completed in America; four of these compared performance between ethnic groups while the fifth examined neighborhood level poverty indicators exclusively within African-American children. Of the five international studies, all established local normative data and/or were exploratory investigations of neuropsychological functions in specific cultural groups, including Taiwanese infants, South African youth, and bilingual British children. Taken together, the results yield important clinical and research data that begin to inform many of the complex and fascinating mechanisms by which ethnic identity and culture impact cognitive development and the neuropsychological assessment of children. A critique of the existing literature and directions for future research are provided.     

Creating physically accurate visual stimuli for free: Spectral rendering with RADIANCE

Visual psychophysicists, who study object, color, and light perception, have a demand for software that produces complex but, at the same time, physically accurate stimuli for their experiments. The number of computer graphic packages that simulate the physical interaction of light and surfaces is limited, and mostly they require the purchase of a license. RADIANCE (Ward, 1994), however, is freely available and popular in the visual perception community, making it a prime candidate. We have shown previously that RADIANCE's simulation accuracy is greatly improved when color is coded by spectra, rather than by the originally envisaged RGB triplets (Ruppertsberg & Bloj, 2006). Here, we present a method for spectral rendering with RADIANCE to generate hyperspectral images that can be converted to XYZ images (CIE 1931 system) and then to machine-dependent RGB images. Generating XYZ stimuli has the added advantage of making stimulus images independent of display devices and, thereby, facilitating the process of reproducing results across different labs. Materials associated with this article may be downloaded from www.psychonomic.org.     

New and updated tests of print exposure and reading abilities in college students

The relationship between print exposure and measures of reading skill was examined in college students (N = 99, 58 female; mean age = 20.3 years). Print exposure was measured with several new self-reports of reading and writing habits, as well as updated versions of the Author Recognition Test and the Magazine Recognition Test (Stanovich & West, 1989). Participants completed a sentence comprehension task with syntactically complex sentences, and reading times and comprehension accuracy were measured. An additional measure of reading skill was provided by participants' scores on the verbal portions of the ACT, a standardized achievement test. Higher levels of print exposure were associated with higher sentence processing abilities and superior verbal ACT performance. The relative merits of different print exposure assessments are discussed.     

Forgetting is effortful: Evidence from reaction time probes in an item-method directed forgetting task

Reaction time (RT) was measured in response to visual detection probes embedded within an item-method directed forgetting paradigm. In Experiment 1, study words were presented individually followed by an instruction to remember (R) or forget (F). Probes were presented at stimulus onset asynchronies (SOAs) of 1,400, 1,800, or 2,600 msec in relation to the study word or memory instruction. After the study trials, a yes-no recognition task measured retention of R and F words. Experiment 2 added a no-word control condition and no-probe catch trials. In both experiments, post-F probe RTs were longer than post-R probe RTs at early SOAs. Confirming that participants attended to the memory instructions, there was a significant directed forgetting effect, with greater recognition of R than of F words. These findings contradict the view that directed forgetting in the item-method paradigm is due to the passive decay of nonrehearsed F items; instead, they are consistent with the view that intentional forgetting in an item-method paradigm occurs via the operation of an active, potentially inhibitory, cognitive process.     

Teaching Spelling Through Prompting and Review Procedures Using Computer-Based Instruction

Computer-based instruction (CBI) was used to teach 3 sets of 20 spelling words to two 6th graders in a multiple baseline design. The CBI presented a voice recording of each spelling word and prompted the students to type the word. If they spelled the word incorrectly, a training procedure was initiated that included prompt fading and systematic review practice. Results showed that three to ten 15-min training sessions were needed for participants to score 100% on each word set. During a subsequent maintenance phase, one participant received 2 re-training sessions on word Set 2 due to low performance but no other training was provided. Average performance was 93% across all word sets during the final three sessions of the maintenance phase and 79% on a 3-week follow-up test. Kristin H. Mayfield, now at iLearn, Inc., Marietta, GA, USA.