Evaluative conditioning: Overview and further options

Abstract

The demonstration of evaluative conditioning by Baeyens, Eelen, and Van den Bergh confirms our previous findings and extends the evidential basis for conditioning without awareness. The case made against their findings by Shanks and Dickinson is not supported by the methodological claims they advance. We suggest alternative control procedures and argue that evaluative conditioning plays an adaptive role in the formation of preferences.     

The relation between pointing and language development: A meta-analysis

The use of the pointing gesture is one of the first ways to communicate with the world. This gesture emerges before the second year of life and it is assumed to be the first form of intentional communication. This meta-analysis examined the concurrent and longitudinal relation between pointing and the emergence of language. Twenty-five studies were included into the meta-analysis, including 734 children. The role of several moderators was examined: pointing modality, pointing motive, age at which the pointing was measured, the assessment method of the pointing gesture and language development, the modality of language, SES, and country. The results showed both a concurrent (r = .52) and a longitudinal (r = .35) relation between pointing and language development. The relation between pointing and language development became stronger with age, and was found for pointing with a declarative and general motive, but not for pointing with an imperative motive. It is concluded that the pointing gesture is a key joint-attention behavior involved in the acquisition of language.     

Defensive and offensive behaviours in a Kleefstra syndrome mouse model

Animal Cognition - Kleefstra syndrome in humans is characterized by a general delay in development, intellectual disability and autistic features. The mouse model of this disease (Ehmt1±)...     

Visuospatial working memory for locations,colours, and binding in typically developing children and in children with dyslexia and non‐verbal learning disability

This study examined forward and backward recall of locations and colours and the binding of locations and colours, comparing typically developing children – aged between 8 and 10 years – with two different groups of children of the same age with learning disabilities (dyslexia in one group, non‐verbal learning disability [NLD] in the other). Results showed that groups with learning disabilities had different visuospatial working memory problems and that children with NLD had particular difficulties in the backward recall of locations. The differences between the groups disappeared, however, when locations and colours were bound together. It was concluded that specific processes may be involved in children in the binding and backward recall of different types of information, as they are not simply the resultant of combining the single processes needed to recall single features.     

APPROACHING ISLAM: Comparative Ethics through Human Rights

A dialogical approach to understanding Islamic ethics rejects objectivist methods in favor of a conversational model in which participants accept each other as rational moral agents. Hans-Georg Gadamer asserts the importance of agreement upon a subject matter through conversation as a means to gaining insight into other persons and cultures, and Jürgen Habermas stresses the importance of fairness in dialogue. Using human rights as a subject matter for engaging in dialogue with Islamic scholars, Muslim perspectives on issues such as democracy, toleration, and freedom of conscience emerge. A capabilities approach to human rights, such as that developed by Martha Nussbaum, enables the coexistence of multiple religious ethical visions while insisting upon the need to protect and nurture essential human abilities.     

When the physical coldness in the viewer's environment leads to identification with a suffering protagonist

Based on theories of narrative engagement and embodied cognition, we hypothesised that a fit between the psychological state of a protagonist and the physical sensation of the viewer would enhance the subsequent identification with the protagonist, but not para-social relationship with him (seeing the protagonist as a friend). We also hypothesised that identification and a para-social relationship would lead to distinct effects on attitudes related to the narrative. Participants (N = 60) were randomly assigned to either a warmed or cooled room where they watched a movie clip alone in which a suffering protagonist wanted to undergo euthanasia while his close others wanted him to stay alive. Then, the participants answered a questionnaire measuring their identification and para-social relationship with the protagonist and their attitudes toward euthanasia. In accordance with the hypotheses, the results demonstrated that feeling cold enhanced identification with the suffering protagonist. However, the environmental temperature did not affect the development of para-social relationships. Moreover, identification with the suffering protagonist contributed to acceptance of his attitudes, reflected in more positive views of euthanasia. In contrast, having a para-social relationship with the protagonist resulted in negative attitudes toward euthanasia.