Did Pearson reject the Neyman-Pearson philosophy of statistics?

I document some of the main evidence showing that E. S. Pearson rejected the key features of the behavioral-decision philosophy that became associated with the Neyman-Pearson Theory of statistics (NPT). I argue that NPT principles arose not out of behavioral aims, where the concern is solely with behaving correctly sufficiently often in some long run, but out of the epistemological aim of learning about causes of experimental results (e.g., distinguishing genuine from spurious effects). The view Pearson did hold gives a deeper understanding of NPT tests than their typical formulation as accept-reject routines, against which criticisms of NPT are really directed. The Pearsonian view that emerges suggests how NPT tests may avoid these criticisms while still retaining what is central to these methods: the control of error probabilities.A portion of this research was carried out during tenure of a National Endowment for the Humanities Summer Stipend Fellowship; I gratefully acknowledge that support. A version of this paper was presented at the 1987 meeting of the Society for Exact Philosophy. This paper benefited from discussions and communications with George Barnard and Isaac Levi. I thank Harlan Miller for helpful comments on earlier drafts.     

Revision algebra semantics for conditional logic

The properties of belief revision operators are known to have an informal semantics which relates them to the axioms of conditional logic. The purpose of this paper is to make this connection precise via the model theory of conditional logic. A semantics for conditional logic is presented, which is expressed in terms of algebraic models constructed ultimately out of revision operators. In addition, it is shown that each algebraic model determines both a revision operator and a logic, that are related by virtue of the stable Ramsey test.The author is grateful for a correction and several other valuable suggestions of two anonymous referees. This work was supported by the McDonnell Douglas Independent Research and Development program.     

Partial monotonicity and a new version of the Ramsey test

We introduce two new belief revision axioms: partial monotonicity and consequence correctness. We show that partial monotonicity is consistent with but independent of the full set of axioms for a Gärdenfors belief revision sytem. In contrast to the Gärdenfors inconsistency results for certain monotonicity principles, we use partial monotonicity to inform a consistent formalization of the Ramsey test within a belief revision system extended by a conditional operator. We take this to be a technical dissolution of the well-known Gärdenfors dilemma.In addition, we present the consequential correctness axiom as a new measure of minimal revision in terms of the deductive core of a proposition whose support we wish to excise. We survey several syntactic and semantic belief revision systems and evaluate them according to both the Gärdenfors axioms and our new axioms. Furthermore, our algebraic characterization of semantic revision systems provides a useful technical device for analysis and comparison, which we illustrate with several new proofs.Finally, we have a new inconsistency result, which is dual to the Gärdenfors inconsistency results. Any elementary belief revision system that is consequentially correct must violate the Gärdenfors axiom of strong boundedness (K^*8), which we characterize as yet another monotonicity condition.This work was supported by the McDonnell Douglas Independent Research and Development program.     

Adolescents and computers: attitude, personality and motive for interaction]

This empirical study was undertaken to clarify controversial points emanating from previous theoretical and empirical papers dealing with apparently negative consequences on the personality development of young people who have at least a causal working-acquaintance with computers. We tested 174 persons of both sexes (age: 14-18 years) with a "Computer-Attitude-Questionnaire" and the "Mehrdimensionaler Pers?nlichkeitstest für Jugendliche" (Schmidt, 1981; "Multidimensional-Personality-Test"). A subgroup of 63 persons who have access to and do avail themselves of computers on a regular basis (as leisure-time activity) also answered the "Computer-Motive-Questionnaire". Statistical analyses revealed that the personality test-values of young people with a positive attitude toward computers range within the test-norm. The data for these people describe them as stress resistant, emotionally stable, well-balanced, sociable, achievement-oriented, and less aggressive.     

The representation and integration in memory of spatial and nonspatial information

A series of experiments investigated whether people could integrate nonspatial information about an object with their knowledge of the object's location in space. In Experiments 1 and 3, subjects learned the locations of cities on a fictitious road map; in Experiments 2, 4, and 5, subjects were already familiar with the locations of buildings on a campus. The subjects then learned facts about the cities on the maps or the buildings on the campus. The question of interest was whether or not these nonspatial facts would be integrated in memory with the spatial knowledge. After learning the facts, subjects were given a location-judgment test in which they had to decide whether an object was in one region of the space or another. Knowledge integration was assessed by comparing levels of performance in two conditions: (a) when a city or a building name was primed by a fact about a neighboring city or building, and (b) when a city or a building name was primed by a fact about a distant city or building. Results showed that responses in Condition a were faster or more accurate, or both faster and more accurate, than responses in Condition b. These results indicate that the spatial and nonspatial information were encoded in a common memory representation.     

Context-dependent variation in social stereotyping 1: The effects of intergroup relations as mediated by social change and frame of reference

During the 1990-1991 Persian Gulf conflict an experiment was conducted with Australian university students (N = 200) to investigate whether the social stereotyping of Americans varied with social contextual manipulations related to the hostilities. The study, conducted in two phases at the start and end of the conflict, examined how the assignment of standard stereotypical traits to Americans was affected (a) by the large-scale social change constituted by the war and (b) by variation in the frame of reference provided by relevant comparison groups. The elicited stereotypes were sensitive to both of these contextual variables, demonstrating significant variation and fluidity. Overall, stereotypes of Americans were relatively negative. They were significantly more negative (a) at the end of the war than at the beginning in the restricted frame (when Australia and Britain were comparison groups) and (b) in the first phase of the conflict when the frame was extended to include Iraq as a comparison group. The findings were in line with expectations derived from self-categorization theory (Turner, 1985) that the social categorization of self and other into ingroup and outgroup is inherently variable, comparative and context-dependent. They question the long-held view of stereotypes as fixed, rigid and resistant to change.     

Context-dependent variation in social stereotyping 2: The relationship between frame of reference,self-categorization and accentuation

This paper examines the hypothesis that patterns of stereotypic accentuation reflect the degree to which judged stimuli share the same social category membership as the stereotyper, Following self-categorization theory, the degree of this shared identity is operationalized in terms of the meta-contrast ratio as a function of the positions of (a) stereotyper and (b) stereotyped target relative to (c) the stereotyper's frame of reference. Three experiments are reported which sought to manipulate shared category membership either by extension of subjects' frame of reference or by extremitization of target and subject with respect to that frame. As predicted, greater shared identity was associated with stronger assimilation of the target to subjects' own position and with change in stereotype content. Findings are discussed in relation to theories of personality, social judgement and social cognition. Like the accentuation processes which underpin them, it is proposed that stereotypes are sensitive to comparative context and that they reflect veridically the social self-categorical properties of stimuli.     

A psychophysiological study of the use of partial information in stimulus-response translation.

Ss performed a hybrid go/no-go reaction task in which colored letters were assigned in various ways to 4 finger responses, 2 on each hand. In addition to reaction time, psychophysiological measures were used to assess the duration of stimulus identification and the onset of central and peripheral motor activity. The results suggest that response selection can begin on the basis of 1 stimulus dimension (e.g., color), while the other dimension (e.g., letter form) has not yet been identified. Other results are discussed with regard to "selection for action" (Allport, 1987) and the importance of stimulus-response translation strategies in the use of partial information.     

On the transmission of partial information: inferences from movement-related brain potentials.

Results are reported from a new paradigm that uses movement-related brain potentials to detect response preparation based on partial information. The paradigm uses a hybrid choice-reaction go/nogo procedure in which decisions about response hand and whether to respond are based on separate stimulus attributes. A lateral asymmetry in the movement-related brain potential was found on nogo trials without overt movement. The direction of this asymmetry depended primarily on the signaled response hand rather than on properties of the stimulus. When the asymmetry first appeared was influenced by the time required to select the signaled hand, and when it began to differ on go and nogo trials was influenced by the time to decide whether to respond. These findings indicate that both stimulus attributes were processed in parallel and that the asymmetry reflected preparation of the response hand that began before the go/nogo decision was completed.     

Effects of protein malnutrition and the administration of cortisol on the reflexologic development in rats.

The use of neurological tests in various states of undernutrition has confirmed the presence of delays in reflex ontogeny. Glucocorticoid administration in conditions of normal nutrition produces diminished growth and alterations in brain development similar to those observed in malnutrition, but there is not enough evidence about its effect on reflex development. In addition, some facts lead us to think that the use of permissive doses of these hormones during gestation could alleviate some of the effects of protein malnutrition on the development of pups. In the present study the ages at which certain reflexes appeared in the offspring of Wistar rats (Rattus norvegicus) fed a 20% (N) or 10% (M) protein diet from a week before conception to the end of lactation were observed. Each dietary group was subdivided into two: mothers receiving a daily injection during gestation either of a 0.9% NaCl (S) solution or of a 0.5 mg/100 g weight hydrocortisone acetate (C) solution. Results showed that the NS group of pups generally presented earlier ages of appearance of the variables under study than the remaining groups. Pups of the NC group presented delays in the age of appearance of reflexes. Finally, protein malnutrition delayed the appearance of reflexes and this effect seemed to be attenuated by treatment with hydrocortisone. Thus, hydrocortisone administration in protein malnutrition conditions seems to be beneficial although the results are harmful when administered under normal nutritional conditions.