Objects, parts, and categories

Concepts may be organized into taxonomies varying in inclusiveness or abstraction, such as furniture, table, card table or animal, bird, robin. For taxonomies of common objects and organisms, the basic level, the level of table and bird, has been determined to be most informative (Rosch, Mervis, Gray, Johnson, & Boyes-Braem, 1976). Psychology, linguistics, and anthropology have produced a variety of measures of perception, behavior, and communication that converge on the basic level. Here, we present data showing that the basic level differs qualitatively from other levels in taxonomies of objects and of living things and present an explanation for why so many measures converge at that level. We have found that part terms proliferate in subjects' listings of attributes characterizing category members at the basic level, but are rarely listed at a general level. At a more specific level, fewer parts are listed, though more are judged to be true. Basic level objects are distinguished from one another by parts, but members of subordinate categories share parts and differ from one another on other attributes. Informants agree on the parts of objects, and also on relative "goodness" of the various parts. Perceptual salience and functional significance both appear to contribute to perceived part goodness. Names of parts frequently enjoy a duality not evident in names of other attributes; they refer at once to a particular appearance and to a particular function. We propose that part configuration underlies the various empirical operations of perception, behavior, and communication that converge at the basic level. Part configuration underlies the perceptual measures because it determines the shapes of objects to a large degree. Parts underlie the behavioral tasks because most of our behaviors is indirect toward parts of objects. Labeling appears to follow the natural breaks of perception and behavior; consequently, part configuration also underlies communication measures. Because elements of more abstract taxonomies, such as scenes and events, can also be decomposed into parts, this analysis provides a bridge to organization in other domains of knowledge. Knowledge organization by parts (partonomy) is contrasted to organization by kinds (taxonomy). Taxonomies serve to organize numerous classes of entities and to allow inference from larger sets to sets included in them. Partonomies serve to separate entities into their structural components and to organize knowledge of function by components of structure. The informativeness of the basic level may originate from the availability of inference from structure to function at that level.     

Integrating pictorial information across eye movements

Six experiments are reported dealing with the types of information integrated across eye movements in picture perception. A line drawing of an object was presented in peripheral vision, and subjects made an eye movement to it. During the saccade, the initially presented picture was replaced by another picture that the subject was instructed to name as quickly as possible. The relation between the stimulus on the first fixation and the stimulus on the second fixation was varied. Across the six experiments, there was about 100-130 ms facilitation when the pictures were identical compared with a control condition in which only the target location was specified on the first fixation. This finding clearly implies that information about the first picture facilitated naming the second picture. Changing the size of the picture from one fixation to the next had little effect on naming time. This result is consistent with work on reading and low-level visual processes in indicating that pictorial information is not integrated in a point-by-point manner in an integrated visual buffer. Moreover, only about 50 ms of the facilitation for identical pictures could be attributed to the pictures having the same name. When the pictures represented the same concept (e.g., two different pictures of a horse), there was a 90-ms facilitation effect that could have been the result of either the visual or conceptual similarity of the pictures. However, when the pictures had different names, only visual similarity produced facilitation. Moreover, when the pictures had different names, there appeared to be inhibition from the competing names. The results of all six experiments are consistent with a model in which the activation of both the visual features and the name of the picture seen on the first fixation survive the saccade and combine with the information extracted on the second fixation to produce identification and naming of the second picture.     

Teachers do not Deal in Widgets

Although the use of merit pay, incentive pay, bonus pay, and job promotion are well-established measures in the private or corporate sector of American society, few examples of successful teacher merit pay systems exist. In 1983, the Eastern Washington University Department of Education surveyed six major private corporations to determine whether corporate merit pay programs could be applied to teachers and educational institutions. Survey findings suggest several reasons why merit pay programs for teachers will probably fail: (a) lack of monetary goals; (b) the necessity for subjective evaluation, which requires multiple measurement devices, extensive supervision, and time; (c) the absence of a many-tiered corporate structure in most educational institutions; and (d) increased supervisory direction that could stifle creativity and flexibility.     

Metaphors do not use associations between concepts,they are used to create them

Does the interpretability and aptness of a metaphor depend on prior existing associative relations between the metaphor topic and vehicle? Lexical decision latencies for pairs of words drawn from apt, comprehensible metaphors were no faster than latencies for randomly paired words. In contrast, lexical decision latencies for associatively related word pairs were faster than latencies for randomly paired words. These data suggest that good metaphors do not use preexisting associations to achieve their effects. Instead, we argue tht people use metaphors to create new relations between concepts. Implications for a theory of metaphor comprehension are discussed.     

Increased novelty-induced grooming in aged rats: a preliminary observation

Age-related changes in grooming activity in female Fischer-344 rats were observed in a home cage and in a novel testing chamber for 50 min. Compared to the home cage condition with brief handling treatment, excessive grooming was found in the novel situation. The amount of novelty-induced grooming of aged rats (26-28 months) was about two times that of young animals (6-8 months). This increase in novelty-induced grooming of aged animals was attributable to an increase in the number of grooming bouts, prolongation of each grooming bout, and a slight increase in the duration of licking elements. However, there were no age differences in the percentage of face washing and the duration of face-washing elements. These results are discussed in terms of behavioral aging and age-related changes in peptidergic pathways in the brain.     

Interrogative suggestibility and delinquent boys: An empirical validation study

This study has several aims. First, to validate the Gudjonsson Suggestibility Scale (GSS) among delinquent and adolescent boys placed in an assessment and short-term treatment centre. Second, to test the hypothesis that adolescent boys are particularly susceptible to suggestions when they are ‘pressured’ by negative feedback and instructions. Finally, to investigate the hypothesis that suggestibility is related to memory recall and self-esteem. The GSS was administered to 31 boys (ages 11 to 16 yr) who had been independently rated by two teachers on measures of suggestibility and self-esteem. Suggestibility as measured by the GSS was found to correlate significantly with the teachers' ratings of suggestibility, supporting empirically the criterion-related validity of the GSS. Compared with young ‘normal’ adults the boys were no more likely to give in to suggestive questions than the adults, unless their performance was subjected to criticism and negative feedback. The results suggest that deliquent adolescents may be particularly responsive to interpersonal pressure during interrogation. The findings have important implications for police interrogation procedures.     

The effects of empathic instructions upon donating behavior: Sex differences in young children

First-grade children were given either empathy instructions (in which they were told to imagine themselves in the target person's place) or neutral instructions (in which they were told to listen to what the target person did). For half the subjects, the target person was of the same sex; for the other half, the target person was of the opposite sex. Subjects were then given a chance to anonymously donate money to the target child, who was presented as being in need. Liking for the target child, subject's perceptions of the target child's emotional state, and subjects' report of their own emotional states were also assessed. Empathic instructions increased donating behavior for males, but not for females. Accuracy of perception of the target person's state was generally high. Self-reports of emotional states congruent with that of the target tended to be associated with increased donating behavior only for males, but these self-reports were greater for females than males, and greater for both sexes with same-sex target persons. Liking also was enhanced by gender similarity. These results are discussed in terms of a proposed relationship among empathy, prosocial behavior, sex, and age.We wish to express our gratitude to the staff and students of Wannamaker and North Fairview Elementary Schools of Topeka, Kansas, for their assistance in carrying out this research, and also thank C. Daniel Batson for his helpful suggestions and comments.