The influence of category coherence on inference about cross-classified entities

A critical function of categories is their use in property inference (Heit, 2000). However, one challenge to using categories in inference is that most entities in the world belong to multiple categories (e.g., Fido could be a dog, a pet, a mammal, or a security system). Building on Patalano, Chin-Parker, and Ross (2006), we tested the hypothesis that category coherence (the extent to which category features go together in light of prior knowledge) influences the selection of categories for use in property inference about cross-classified entities. In two experiments, we directly contrasted coherent and incoherent categories, both of which included cross-classified entities as members, and we found that the coherent categories were used more readily as the source of both property transfer and property extension. We conclude that category coherence, which has been found to be a potent influence on strength of inference for singly classified entities (Rehder & Hastie, 2004), is also central to category use in reasoning about novel cross-classified ones.     

Nonresident Suicides in England: A National Study

Little is known about the numbers and characteristics of people who travel away from home before dying by suicide. Therefore, this studied attempts to identify the sociodemographic characteristics, location, and method of suicide in people who died distant from home, in a national sample. Data were collected on all English suicides and a patient population; nonresident suicides resided in one Health Authority but died in a different one. Twelve percent of suicides were nonresident and features of these included: young age, social adversity, and severe mental illness. In conclusion, both individual‐ and area‐based factors are likely to contribute to suicide away from home.     

PERCEPTIONS OF BEHAVIORAL CONSISTENCY:

Abstract— Actors view behavior relevant for personality traits as more variable than observers do. This study was designed in replicate this actor-observer effect (AOE) in a common-target paradigm, test whether actors, observers, or both are intuitively aware of the AOE, and examine the effects of social projection on people's awareness of the AOE. Within each actor-observer pair, subjects described the actor on a series of trait adjectives and rated the consistency of relevant behavior. They then predicted the other person's ratings. The AOE emerged, and actors, but not observers, were aware of the effect On average, actors correctly predicted that observers rated actors' behavior as more consistent than actors themselves did Correlational analyses showed that actors and observers were equally prone to project their own ratings lo their matched partners     

VISUO-PERCEPTIVE AND VISUO-MOTOR PERFORMANCE OF CHILDREN WITH READING DISABILITIES

N ielsen , H. H. & R inge , K. Visuo-perceptive and visuo-motor performance of children with reading disabilities. Scand. J. Psychol ., 1969, 10 , 225–231.—Twenty 9–10-year-old children with reading disability were compared with twenty normal readers on Frostig Test of Visual Perception, Bender Visual Motor Gestalt Test and Goodenough Draw-a-Person Test. Contrary to prediction, the results showed more similarity than difference in performance level between the two groups, only the Bender Test discriminating significantly ( p<0.05 ). It was concluded that impaired visual perception and visuo-motor dysfunction did not seem important correlates of reading disability.     

Caricatures,Myths, and White Lies

Pedagogical situations require white lies: in teaching philosophy we make decisions about what to omit, what to emphasise, and what to distort. This article considers when it is permissible to distort the historical record, arguing for a tempered respect for the historical facts. It focuses on the rationalist/empiricist distinction, which still frames most undergraduate early modern courses despite failing to capture the intellectual history of that period. It draws an analogy with Michael Strevens's view on idealisation in causal explanation to distinguish between myths and caricatures. Myths are distortions of the historical record that undermine students' understanding of the past, despite having other pedagogical benefits (being illuminative of some other period, or helping uptake of philosophical skills and methods). Caricatures are distortions that either increase or are indifferent to understanding of the past. Mythmaking, the article argues, is unjustified.     

Stress-related immune changes in middle-aged and older women: 1-year consistency of individual differences.

This study reviews prior research and reports longer-term consistency of stress-related immune variables in middle-aged and older women who performed mental math and speech tasks 2 times 1 year apart. Leukocyte subsets, mitogen-induced lymphocyte proliferation, and natural killer cell activity were measured at baseline, after tasks, and after 30-min recovery. Epstein-Barr virus (EBV) antibody titers were assessed at baseline. Pearson coefficients and standardized maximum-likelihood estimates of year-to-year covariances for leukocyte subsets and EBV titers showed moderately high to high baseline and posttask consistency and lower recovery consistency; consistency for other functional immune assays and reactivity scores for all variables was moderate to low. Results support longitudinal study of psychosocial context effects on tonic immune function and posttask scores.     

Effects of Comparing Contrasting Cases on Learning From Subsequent Explanations

In an experiment, prior to processing instructional explanations N = 75 students received either (a) contrasting cases plus comparison prompts, (b) contrasting cases plus provided comparisons (i.e., model answers to the comparison prompts), or (c) no preparation intervention. We found that the learners with preparation intervention learned more and with a higher degree of efficiency, perceived less extraneous load, and experienced a higher feeling of smooth automatic running while they processed the explanations than the learners without a preparation intervention. These findings suggest that comparing contrasting cases serves a focusing function. Furthermore, we found that the learners in the provided comparisons condition acquired more conceptual knowledge from the explanations than the learners in the prompted comparisons condition. This result indicates that providing high amounts of instructional guidance while learners compare contrasting cases can have an added value in comparison to providing comparison prompts concerning the resulting preparation for future learning.     

Patienten mit einer wahnhaften Depression in der Maßregel nach § 63 StGB

Delinquency of depressed patients numerically plays a minor role in criminal or civil law. Compared with the high prevalence of affective disorders in the general population, the frequency of patients in forensic psychiatric hospitals with the respective disorder as a main diagnosis is low. The spectrum of possible crimes committed by depressed subjects essentially comprises disease-characteristic offences, amongst which cases of extended suicide or attempted suicide are the foremost and most tragic offences. Based on 2 case reports notions of extended suicide as well as questions of forensic assessment are discussed.