Differences in the micromechanical properties of dendrites and interdendritic regions in superalloys

Statistical analysis of white-light interferometry (WLI) experiments performed on Ni-based single-crystal superalloys (SX) have revealed a different height distribution between the dendritic cores (DCs) and the interdendritic regions (IRs) of the polished samples. The micromechanical property difference is largely ascribed to the uneven distribution of the alloying elements. In this context, possible reasons for this difference are discussed by comparing with different experiment results obtained by previous researchers, and a proposal forecasting the hardness ratio of IRs/DCs is put forward.     

Individual differences in current events knowledge: Contributions of ability,personality, and interests

What accounts for individual differences in the sort of knowledge that people may draw on in everyday cognitive tasks, such as deciding whom to vote for in a presidential election, how to invest money in the stock market, or what team to bet on in a friendly wager? In a large sample of undergraduate students, we investigated correlates of individual differences in recently acquired knowledge of current events in domains such as politics, business, and sports. Structural equation modeling revealed two predictive pathways: one involving cognitive ability factors and the other involving two major nonability factors (personality and interests). The results of this study add to what is known about the sources of individual differences in knowledge and are interpreted in the context of theoretical conceptions of adult intelligence that emphasize the centrality and importance of knowledge (e.g., Ackerman, 1996; Cattell, 1971).     

Enactive imagery in paired-associate learning

Three experiments were conducted to study the effects of enactive imagery (EI) on associative learning. In Experiment I, groups of Ss rated 226 verbs on EI and frequency. In Experiments II and III, Ss learned a 24- and a 16-item list, respectively. The lists consisted of the four possible stimulus-response combinations of high (H) and low (L) EI verb pairs: H-H, H-L, L-H, L-L. In both experiments, EI was found to be a significant factor on the stimulus side, performance being superior when the stimulus was of high EI. In Experiment III, the response EI main effect and the Stimulus by Response EI interaction were also found to be significant. The results indicated that like the imagery evoked by nouns, the EI evoked by verbs facilitates learning.     

The contingent a priori and the publicity of a priori knowledge

Kripke maintains that one who stipulatively introduces the term ‘one meter’ as a rigid designator for the length of a certain stick s at time t is in a position to know a priori that if s exists at t then the length of s at t is one meter. Some (e.g., Soames 2003) have objected to this alleged instance of the contingent a priori on the grounds that the stipulator's knowledge would have to be based in part on substantive metalinguistic knowledge. I examine Soames's argument for the a posteriority of the relevant metalinguistic knowledge, and I argue that its main premise is false.     

The role of the nucleus accumbens in knowing when to respond

While knowing what to expect is important, it is equally important to know when to expect it and to respond accordingly. This is apparent even in simple Pavlovian training situations in which animals learn to respond more strongly closer to reward delivery. Here we report that the nucleus accumbens core, an area well-positioned to represent information about the timing of impending rewards, plays a critical role in this timing function.     

Effects of spatial context during acquisition on the recall of attributive information

We found that learners were sensitive to the spatial context in which various information was obtained and that they could use it symbolically to aid recall even when spatial cues were not available during testing. In three experiments, televised and purely aural statements made by various speakers were presented at distinct locations in the recipient's immediate surroundings. This was found to increase attributive recall compared to (a) all information sources in a single place, (b) information sources in several places but with place not consistently linked with information sources, and (c) use of a nonspatial stimulus context consistently associated with information source, such as the physical appearance of announcers. Theoretically, we conclude, with Hasher and Zacks, the place provides especially privileged cues and that not all content-correlated background stimuli are equipotent cues in associative learning. Practically, we recommend that in order to remember who said what, it helps to have speakers in separate and distinct places.