Rowlands,Rawlsian Justice and Animal Experimentation

Mark Rowlands argues that, contrary to the dominant view, a Rawlsian theory of justice can legitimately be applied to animals. One of the implications of doing so, Rowlands argues, is an end to animal experimentation. I will argue, contrary to Rowlands, that under a Rawlsian theory there may be some circumstances where it is justifiable to use animals as experimental test subjects (where the individual animals are benefited by the experiments).     

Adult but not juvenile Barbary macaques spontaneously recognize group members from pictures

For group-living animals, it is crucial to distinguish one’s own group members from those of other groups. Studies applying operant conditioning revealed that monkeys living in relatively small groups are able to recognize their own group members when tested with photographs of group members and other conspecifics. Employing a simple looking time paradigm, we here show that Barbary macaques living in two social groups comprising 46 and 57 individuals, respectively, at the enclosure ‘La Forêt des Singes’ at Rocamadour are able to spontaneously distinguish photographs of members of their own group from those depicting animals that belong to another group. This ability appears to develop with age, as juveniles did not discriminate between members of their own group and another group, although they showed generally more interest in the pictures than did adults. Juveniles frequently displayed picture directed behaviours such as lip-smacking, touching and sniffing in both conditions, indicating that the stimuli were highly salient to them. In conclusion, it appears that at least adult monkeys are able to memorize the faces of a large number of individuals. Whether the difference in behaviour is based on individual recognition of one’s own group members or simply the discrimination based on familiarity remains unresolved. However, both mechanisms would be sufficient for group membership identification.     

Implicit influence of affective postures on the perception of others: you can't show me how I feel

This study examined how one's own posture influences the perception of another's posture in a task with implicit affective information. In 2 experiments, participants assumed or viewed a body posture and then compared that posture with a viewed posture. They were not told that postures varied in affective valence: positive, negative, neutral-abstract, or neutral-meaningful. Posture affect influenced both accuracy and response time measures of posture discrimination. Participants were slower and less accurate for targets that matched an assumed posture, but only for affective postures. This pattern did not hold for matching affectively neutral postures (meaningful or not), nonmatching postures, or for purely visual comparisons. These results are consistent with both cognitive embodiment theories postulating that personal body posture influences the perception of other's postures and emotional embodiment theories postulating sensorimotor and emotional simulation processes that create correspondences between one's own and another's emotional postures. Nonetheless, these findings differ from studies finding facilitation for explicit emotional judgments of affective congruence. People use different information depending on task requirements. The assumption of an affective posture may activate simulations of personal emotional experiences that may, in turn, serve to differentiate personal posture perception from ostensibly the same posture in another person.     

Empower my decisions: The effects of power gestures on confirmatory information processing

Recent research has shown that social power systematically influences information processing in many ways, and can be induced simply via powerful gestures or postures. The current studies investigated the impact of embodied power on confirmatory information processing after decision making. Based upon previous social power research, we hypothesized that individuals who posed in powerful ways (making a clenched fist or sitting in an open, expansive posture) would systematically prefer decision-consistent over decision-inconsistent information; an effect known as selective exposure, or biased assimilation. Four studies consistently indicated that bodily positioning associated with high levels of power induced greater confirmatory tendencies in the evaluation and search stages of a subsequent, decision-relevant information task (Studies 1–4). This tendency is unlikely to be due to mere physical strain (Study 4), and was mediated by differences in experienced decision certainty (Studies 3 and 4); indicating that the embodiment of high power makes people more confident regarding the validity of their decisions. Consequently, high-power posers systematically prefer information that is consistent with their decision preference.     

The development of early literacy in Steiner‐ and standard‐educated children

Background. There is evidence that children who are taught to read later in childhood (age 6–7) make faster progress in early literacy than those who are taught at a younger age (4–5 years), as is current practice in the UK. Aims. Steiner‐educated children begin learning how to read at age 7, and have better reading‐related skills at the onset of instruction. Therefore, it is hypothesized that older Steiner‐educated children will make faster progress in early literacy than younger standard‐educated controls. Samples. A total of 30 Steiner‐educated children (age 7–9) were compared to a matched group of 31 standard‐educated controls (age 4–6). Method. Children were tested for reading, spelling, phonological awareness, and letter knowledge at three time points during their first year of formal reading instruction and again at the end of the second year. Results. There were no significant differences between groups in word reading at the end of the first and second year or reading comprehension at the end of the second year; however, the standard group outperformed the Steiner group on spelling at the end of both years. The Steiner group maintained an overall lead in phonological skills while letter knowledge was similar in both groups. Conclusions. The younger children showed similar, and in some cases, better progress in literacy than the older children; this was attributed to more consistent and high‐quality synthetic phonics instruction as is administered in standard schools. Consequently, concerns that 4‐ to 5‐year‐olds are ‘too young’ to begin formal reading instruction may be unfounded.     

Disentangling the prospective relations between maladaptive cognitions and depressive symptoms

In a four-wave, cohort-longitudinal design with a community sample of 515 children and adolescents (grades 2 through 9), this study examined the longitudinal structure of and prospective interrelations between maladaptive cognitions and depressive symptoms. Multigroup structural equation modeling generated four major findings. First, the longitudinal structures of maladaptive cognitions and depressive symptoms consist of a single time-invariant factor and a series of time-varying factors. Second, evidence supported a model in which depressive symptoms predicted negative cognitions but not the reverse. Third, the time-invariant components of cognition and depression were highly correlated. Fourth, the strength of the depression-to-cognition relation increased with age. Implications regarding the mechanisms underlying clinical interventions with depressed children are discussed.     

How are depression and autobiographical memory retrieval related to culture?

This study investigated how culture influences the association between autobiographical memory retrieval and depression. Thirty clinically depressed patients and 30 controls, 15 each from Britain and Taiwan, completed the English and Chinese versions of the Autobiographical Memory Cueing Task (AMT). Overall, the depressed individuals from both cultural groups retrieved significantly fewer specific and more categoric autobiographical memories than their matched, nondepressed controls. Within the control groups, the British participants retrieved significantly more specific autobiographical memories and fewer categoric memories than their Taiwanese counterparts. These results suggest that difficulty in retrieving specific autobiographical memories typical of depression may be a cognitive bias that occurs across cultures.     

Between the imaginary and the real: photographic portraits of mourning and of melancholia in Argentina

During Argentina's 'Dirty War' (1976-83), the military regime attempted to erase an entire population; today the photographs of the dead/missing stand in defiance, contradicting that attempted erasure of the desaparecidos. In this essay, I explain the connection between photography and loss, and how photography fits within Lacan's understanding of the Imaginary, the Symbolic, the Real, and the 'gaze'. I discuss complicated mourning (circumstances which inhibit/delay mourning) and the difficulties created by political disappearances: as long as the family members maintain the belief that their loved one(s) might still be alive, they cannot begin the process of mourning the permanently lost object. Beginning with the Madres de Plaza de Mayo and, using the web-based art exhibits of Marcelo Brodsky and Inés Ulanovsky, I analyze the role of the photograph in Argentina, how it serves as a linking object, how it is used to symbolize the dead/missing, and how it can function to facilitate mourning, or to serve as proof of pathological melancholia. I argue that such artistic representations of loss function to reinscribe healthy mourning rituals within the Argentine society.     

Children's moral evaluations of reporting the transgressions of peers: age differences in evaluations of tattling

The way children evaluate the reporting of peers' transgressions to authority figures was investigated. Participants, ages 6-11 years (N = 60), were presented with a series of vignettes, each of which depicted a child who committed either a minor transgression (such as not finishing the vegetables at lunch) or a more serious transgression (such as stealing from a classmate). Participants were asked to evaluate the decision of a child observer who either did or did not report the transgression to a teacher. Younger children considered reporting to be appropriate for both types of transgressions, but older children considered reporting to be appropriate for major transgressions only. Results are interpreted with reference to (a) a changing peer culture in which the social cost of reporting transgressions increases and (b) a developmental change in children's cognitive capabilities.     

Working memory in the oldest-old: evidence from output serial position curves

In the present study, we examined adult age differences in short-term and working memory performance in middle-aged (45–64 years), young–old (65–74 years), old–old (75–89 years), and oldest–old adults (90 years and over) in the Louisiana Healthy Aging Study. Previous research suggests that measures of working memory are more sensitive to age effects than are simple tests of short-term memory Bopp and Verhaeghen (Journal of Gerontology: Psychological Sciences 60:223–233, 2005), Myerson, Emery, White, and Hale, (Aging, Neuropsychology, and Cognition 10:20–27, 2003). To test this hypothesis, we examined output serial position curves of recall data from three span tasks: forward and backward digit span and size judgment span. Participants’ recall patterns in the size judgment span task revealed that the two oldest groups of adults showed the largest decreases in recall performance across output serial positions, but did not differ significantly from each other. Correlation analyses indicated the strongest negative correlation with age occurred with the size judgment span task. Implications of these findings for understanding strategic processing abilities in late life are discussed.