BASIC RELATIONS IN CHILD LANGUAGE AND THE WORD ORDER MYTH

The research involved an evaluation of the psychological reality of the syntactic functions of subject and object, the semantic functions of agent and patient, and the discourse functions of given and new. The domain of analysis was from the early two-word into the early three-word phase (approximately 1;7 to 2;5) of the acquisition of the relatively synthetic language of Polish. An analysis of the inflectional morphology revealed the appropriate use of all seven cases and contrasts within three dimensions of agreement before 1;9. These varied inflectional forms were used with sufficient frequency to argue that the nominative case and the agreement relations are productive subjecthood properties at this phase of development. The semantic function of the subject noun phrase was either an agent or a patient. Hence, case and agreement cannot be reduced to properties of semantic functions. Since both subject and object were rarely realized simultaneously in the surface structure in the early phase of two word utterances, the set of verb plus subject and verb plus object patterns (i.e., SV, VS, OV, and VO) were analyzed for the discourse functions of given and new. Neither discourse function nor cannonical (SV and VO) form control word order. As both subject and object came to be realized in the surface structure, subject before object priority was revealed as a subjecthood property but not in a rigid word order (i.e., both SVO and SOV patterns occurred). The evidence demonstrates the independent status of the syntactic function of subject.     

Shyness and PublicSelf-Consciousness: Additive orInteractive Relation withSocial Interaction?

Shy people are characterized as engaging in self-derogatory thinking leading to anxiousness and inhibition, while people who are publicly self-conscious are focused on the impression they create on others. In addition, public self-consciousness has been described as an antecedent of shyness. In the present research, we tested additive versus interactive hypotheses about the association of shyness and public self-consciousness with dysfunctional social interaction. Undergraduate men varying in shyness and public self-consciousness engaged in a conversation with an unfamiliar woman confederate. Following the conversation, subjects completed self-report measures focusing on their responses during the conversation. Only main effects for shyness and public self-consciousness were found, supporting an additive hypothesis. Shyness was related to all dependent variables reflecting a negative self-bias, while public self-consciousness was not. In particular, shyness was inversely related to the balance of subjects' positive and negative thoughts and to reported use of protective as well as avoidance of acquisitive self-presentation responses. Public self-consciousness was positively related to use of protective self-presentation responses but unrelated to acquisitive responses.     

A Note on Matrices for Systems of nonsense-logics

We construct a class K of algebras which are matrices of the logical system Z introduced in [4]. It is shown that algebras belonging to the class K are decomposable into disjoint subalgebras which are Boolean algebras.To the memory of Jerzy SupeckiTranslated From the Polish by Jan Zygmunt.     

Where’s the cookie? The ability of monkeys to track object transpositions

Object permanence is the ability to represent mentally an object and follow its position even when it has disappeared from view. According to Piaget’s 6-stage scale of the sensorimotor period of development, it seems that object permanence appears in Stage 4 and fully develops in Stage 6. In this study, we investigated the ability of some species of monkeys (i.e. pig-tailed macaque, lion-tailed macaque, Celebes crested macaque, barbary macaque, De Brazza’s monkey, L’Hoest’s monkey, Allen’s swamp monkey, black crested mangabeys, collared mangabeys, Geoffroy’s spider monkey) to track the displacement of an object, which consisted of a reward hidden under one of two cups. Our findings showed that the examined subjects possess Stage 6 of object permanence. We then compared our results with data on apes and dogs participating in Rooijakkers et al. (Anim Cogn 12:789–796, 2009) experiment, where the same method was applied. The monkeys examined by us performed significantly better than the dogs but worse than the apes. In our experiment, the monkeys performed above chance level in all variants, but it should be noted that we observed significant differences in the number of correct choices according to the level of a variant’s complexity.     

The detour paradigm in animal cognition

In this paper, we review one of the oldest paradigms used in animal cognition: the detour paradigm. The paradigm presents the subject with a situation where a direct route to the goal is blocked and a detour must be made to reach it. Often being an ecologically valid and a versatile tool, the detour paradigm has been used to study diverse cognitive skills like insight, social learning, inhibitory control and route planning. Due to the relative ease of administrating detour tasks, the paradigm has lately been used in large-scale comparative studies in order to investigate the evolution of inhibitory control. Here we review the detour paradigm and some of its cognitive requirements, we identify various ecological and contextual factors that might affect detour performance, we also discuss developmental and neurological underpinnings of detour behaviors, and we suggest some methodological approaches to make species comparisons more robust.     

Effect of pedal rate and power output on rating of perceived exertion during cycle ergometry exercise

This study examined differentiated rating of perceived exertion (RPE), heart rate, and heart-rate variability during light cycle ergometry exercise at two different pedal rates. 30 healthy men (22.6 +/- 0.9 yr.) were recruited from a student population and completed a continuous 20-min. cycle ergometry exercise protocol, consisting of a 4-min. warm-up (60 rev./min., 30 Watts), followed by four bouts of 4 min. at different combinations of pedal rate (40 or 80 rev./min.) and power output (40 or 80 Watts). The order of the four combinations was counterbalanced across participants. Heart rate was measured using a polar heart-rate monitor, and parasympathetic balance was assessed through time series analysis of heart-rate variability. Measures were compared using a 2 (pedal rate) x 2 (power output) repeated-measures analysis of variance. RPE was significantly greater (p<.05) at 80 versus 40 rev./min. at 40 W. For both power outputs heart rate was significantly increased, and the high frequency component of heart-rate variability was significantly reduced at 80 compared with 40 rev./min. These findings indicate the RPE was greater at higher than at lower pedalling rates for a light absolute power output which contrasts with previous findings based on use of higher power output. Also, pedal rate had a significant effect on heart rate and heart-rate variability at constant power output.     

Social class and interpersonal trust: Partner's warmth,external threats and interpretations of trust betrayal

The present research investigated the effects of social class on interpersonal trust. In a series of experiments, we showed how the contextualist socio-cognitive tendencies of the lower class and the solipsistic tendencies of the upper class were reflected in their trusting attitudes and behaviors. In Study 1 (N = 491), upper class individuals expressed the same levels of trust towards all partners, while lower class individuals adjusted their trust choices to the affect-rich information about their interaction partner and trusted warm partners more than cold partners. The results of Study 2 (N = 210) showed that when threatened, lower class individuals had generally less trusting attitudes, while upper class members were equally trusting as in a neutral situation. Study 3 (N = 200) revealed that upper class individuals explained a betrayal of their trust with dispositional factors to a higher degree than lower class individuals. We discuss how these differences contribute to perpetuating the disadvantage of the lower class.     

Non-Inferential Aspects of Ad Hominem and Ad Baculum

The aim of the paper is to explore the interrelation between persuasion tactics and properties of speech acts. We investigate two types of arguments ad: ad hominem and ad baculum. We show that with both of these tactics, the structures that play a key role are not inferential, but rather ethotic, i.e., related to the speaker’s character and trust. We use the concepts of illocutionary force and constitutive conditions related to the character or status of the speaker in order to explain the dynamics of these two techniques. In keeping with the research focus of the Polish School of Argumentation, we examine how the pragmatic and rhetorical aspects of the force of ad hominem and ad baculum arguments exploit trust in the speaker’s status to influence the audience’s cognition.     

Patients’ and Parents’ Perceptions of Appearance in Scoliosis Treated with a Brace: A Cross-Sectional Analysis

The perspective of trunk deformity is a matter of special concern for adolescent idiopathic scoliosis (AIS) patients. No research group has ever reported interviewing patients and their parents regarding differences in perception of body appearance in the course of Cheneau brace treatment. We aimed to investigate the level of agreement in the field of concerns and perceptions of spinal appearance in relation to brace- and scoliosis-related data between parents and female patients with AIS, treated with a Cheneau brace, by means of the Spinal Appearance Questionnaire-pl (SAQ-pl). In this cross-sectional study forty-one pairs of parents and female patients with AIS were asked to separately complete the Polish versions of the Spinal Appearance Questionnaire-pl patient form (SAQ-pl patient form) and the SAQ-pl parent form. Age of patients was 13.60 years SD 1.60 (range 10–17). Patients scored 2.70 (SD 0.60) and parents scored 2.70 SD 0.60 in the total score of the SAQ-pl. The study groups do not differ significantly in regards to the SAQ-pl results. The percentage of consistent answers on SAQ-pl items ranges from 34.10 % (item 20) to 78 % (item 8). Height, age and brace-wearing time per day, were significantly related to the differences in the patient-parent General perception of body shape (r _s  = ?0.51, r _s  = ?0.34, r _s  = 0.36, respectively). Parents and female patients with AIS have similar concerns and perceptions of spinal appearance. The discrepancies in General perception of spinal appearance between parents and AIS females decrease with age of patient. Parental emotional support may contribute to minimizing the risk factors of psychological impairment, especially in late adolescents with AIS.     

How to rapidly construct a spatial–numerical representation in preliterate children (at least temporarily)

Spatial processing of numbers has emerged as one of the basic properties of humans’ mathematical thinking. However, how and when number–space relations develop is a highly contested issue. One dominant view has been that a link between numbers and left/right spatial directions is constructed based on directional experience associated with reading and writing. However, some early forms of a number–space link have been observed in preschool children who cannot yet read and write. As literacy experience is evidently not necessary for number–space effects, we are searching for other potential sources of this association. Here we propose and test a hypothesis that the number–space link can be quickly constructed in preschool children's cognition on the basis of spatially oriented visuo‐motor activities. We trained 3‐ and 4‐year‐old children with a non‐numerical spatial movement task (left‐to‐right or right‐to‐left), where via touch screen children had to move a frog across a pond. After the training, children had to perform a numerosity comparison task. After left‐to‐right training, we observed a SNARC‐like effect (reactions to smaller numbers were faster on the left side, and reactions to larger numbers on the right side), and after right‐to‐left training a reverse effect. These results are the first to show a causal link between visuo‐motor activities and number–space associations in children before they learn to read and write. We argue that simple activities, such as manual games, dominant in a given society, might shape number–space associations in children in a way similar to lifelong reading training.