A test of the circumvention-of-limits hypothesis in scientific problem solving: the case of geological bedrock mapping

Sources of individual differences in scientific problem solving were investigated. Participants representing a wide range of experience in geology completed tests of visuospatial ability and geological knowledge, and performed a geological bedrock mapping task, in which they attempted to infer the geological structure of an area in the Tobacco Root Mountains of Montana. A Visuospatial Ability × Geological Knowledge interaction was found, such that visuospatial ability positively predicted mapping performance at low, but not high, levels of geological knowledge. This finding suggests that high levels of domain knowledge may sometimes enable circumvention of performance limitations associated with cognitive abilities.     

Visual assessment of camouflaged targets with different background similarities

The study investigated the effectiveness of different camouflage designs using a computational image quality index. Camouflaged human targets were presented on a natural landscape and the targets were designed to be similar to the landscape background with different levels of background similarity as estimated by the image index. The targets were presented in front of the observer (central 0 degrees) or at different angles in the left (-7 degrees, -14 degrees, -21 degrees) or right (+7 degrees, +14 degrees, +21 degrees) visual fields. The observer had to detect the target using peripheral vision if the target appeared in the left and right visual fields. The camouflage effectiveness was assessed by detection hit rates, detection times, and subjective ratings on detection confidence and task difficulty. The study showed that the psychophysical measures correlated well with the image similarity index, suggesting a potentially more efficient camouflage effectiveness assessment tool if the relationship between the psychophysical results and the index can be quantified in the future.     

Reactions to a survey among those who were and were not sexually assaulted while serving in the military

Surveys are among the most common methods for evaluating military sexual assault experiences among members of the U.S. military; however, little research has examined how receiving surveys about such sexual assaults might affect recipients. In the present sample of 530 active duty and veteran military personnel, just 10% reported unexpected upset, 11% reported regretting participation in the survey, and 22% reported benefitting from that participation overall. A minority of respondents with a history of sexual assault while in the military reported unexpected upset, although the prevalence was three times higher than that of participants without such history (24% vs 8%). There were no statistically significant differences in perceived regret and benefit of participation in the survey between those with and without a history of sexual assault while in the military. Although limited in number, male military sexual assault survivors (n = 8) were significantly more likely than female survivors to report being more upset by the survey than they had anticipated. Implications for future research are discussed.     

Anticipatory looks reveal expectations about discourse relations

Previous research provides evidence for expectation-driven processing within sentences at phonological, lexical, and syntactic levels of linguistic structure. Less well-established is whether comprehenders also anticipate pragmatic relationships between sentences. To address this, we evaluate a unit of discourse structure that comprehenders must infer to hold between sentences in order for a discourse to make sense—the intersentential coherence relation. In a novel eyetracking paradigm, we trained participants to associate particular spatial locations with particular coherence relations. Experiment 1 shows that the subset of listeners who successfully acquired the location∼relation mappings during training subsequently looked to these locations during testing in response to a coherence–signaling intersentential connective. Experiment 2 finds that listeners’ looks during sentences containing coherence-biasing verbs reveal expectations about upcoming sentence types. This work extends existing research on prediction beyond sentence-internal structure and provides a new methodology for examining the cues that comprehenders use to establish relationships at the discourse level.     

Loud versus quiet praise: A direct behavioral comparison in secondary classrooms

The purpose of the present study was to compare the effects of teacher public (i.e., loud) and private (i.e., quiet) praise on students' appropriately engaged behavior (AEB) and disruptive behaviors (DB). Employing a combined multiple-baseline withdrawal design, the effects of loud and quiet praise were assessed across two pairs of secondary classrooms. Each classroom's mean percentage of observed intervals of AEB and DB across loud and quiet praise intervention phases was assessed and compared. Overall, visual analysis of the data, multilevel modeling, and effect sizes showed that both loud and quiet praises were more effective than no treatment at increasing AEB and decreasing DB. In addition, there were no statistical or clinically significant differences between the loud and quiet praise interventions. The results are discussed in light of appropriate practices and controversies in the literature.     

Pilgrims sailing the Titanic: Plausibility effects on memory for misinformation

People rely on information they read even when it is inaccurate (Marsh, Meade, & Roediger, Journal of Memory and Language 49:519–536, 2003), but how ubiquitous is this phenomenon? In two experiments, we investigated whether this tendency to encode and rely on inaccuracies from text might be influenced by the plausibility of misinformation. In Experiment 1, we presented stories containing inaccurate plausible statements (e.g., “The Pilgrims’ ship was the Godspeed”), inaccurate implausible statements (e.g., . . . the Titanic), or accurate statements (e.g., . . . the Mayflower). On a subsequent test of general knowledge, participants relied significantly less on implausible than on plausible inaccuracies from the texts but continued to rely on accurate information. In Experiment 2, we replicated these results with the addition of a think-aloud procedure to elicit information about readers’ noticing and evaluative processes for plausible and implausible misinformation. Participants indicated more skepticism and less acceptance of implausible than of plausible inaccuracies. In contrast, they often failed to notice, completely ignored, and at times even explicitly accepted the misinformation provided by plausible lures. These results offer insight into the conditions under which reliance on inaccurate information occurs and suggest potential mechanisms that may underlie reported misinformation effects.     

Global ethics: increasing our positive impact

Global ethics is no ordinary subject. It includes some of the most urgent and momentous issues the world faces, such as extreme poverty and climate change. Given this, any adequate review of that subject should, I suggest, ask some questions about the relation between what those working in that subject do and the real-world phenomena that are the object of their study. The main question I focus on in this essay is this: should academics and others working in the field of global ethics take new measures aimed at having more real-world positive impact on the phenomena they study? Should they take new measures, that is, aimed at bringing about more improvements in those phenomena, improvements such as reductions in extreme poverty and in emissions of greenhouse gases? I defend a positive answer to this question against some objections, and also discuss some of the kinds of measure we might take in an attempt to have more positive impact.     

Keith Lehrer on Compatibilism

Keith Lehrer has been publishing on free will and compatiblism since 1960. Our concern here is to present an account of the development on his work on the subject.