Wittgenstein and the Animal Origins of Linguistic Communication

Wittgenstein's notorious sample of a ‘complete primitive language’ (viz. the builders’ game of the Philosophical Investigations) is often thought to be closer in kind to animal forms of communication than human language. Indeed, it has been criticised on precisely these grounds. But such debates make little sense if we take seriously Wittgenstein's idea that language is a family resemblance concept. So, rather than argue that the builders’ game ‘really is a language’ (or not), I propose to turn the debate on its head and welcome the comparison. By changing our perspective in this way, I suggest that we can see that the learning of language is crucially dependent on forms of communication that are animal in nature. I then discuss how these lessons might shed light on empirical research into both the ontogenetic and phylogenetic origins of linguistic communication.     

What if they knocked down the library and nobody noticed? The failure to detect large changes to familiar scenes

The purpose of the current study was to investigate people's ability to detect changes to familiar scenes. College students were asked either to identify what was wrong with a picture of a familiar location on their college campus (e.g., the library had been removed from the scene), or to estimate the difficulty of change detection for a hypothetical cohort performing the same task. Performance in the change-detection condition was extremely poor, even when changes were large. Participants who were familiar with the scenes and those who were unfamiliar with the scenes both overestimated the actual levels of change-detection performance. A follow-up analysis indicated that the participants who were unfamiliar with the scenes produced estimations of difficulty that were highly correlated with the mathematical area of the change, whereas participants who were familiar with the scenes produced estimations of difficulty that were highly correlated with the actual difficulty of change detection. The results indicate that people's visual long-term memory for familiar scenes lacks the precision to be able to effectively identify even large-scale changes, although subjectively people believe this should be relatively easy.     

Individual differences in cognitive control: The role of psychoticism and working memory in set‐shifting

Set‐shifting refers to a process of cognitive control which is shown through flexible behavioural adaptation to changes in task parameters or demands, such as the switching of an explicit rule (extra‐dimensional rule shifting) or the reversal of a reinforcement‐contingency (reversal‐learning). Set‐shifting deficits are widely documented in specific neuropsychological disorders, but seldom investigated in relation to normally‐occurring individual differences. In a sample of healthy adults (N=78, 28% male), we demonstrate that Working Memory and trait Psychoticism have independent involvement in extra‐dimensional rule shifting as measured using an analogue of the Wisconsin Card Sorting Test. Only Psychoticism, however, was involved in reversal‐learning, as assessed using a recent modification of the Iowa Gambling Task. Individual differences in extra‐dimensional rule shifting were explained in terms of rule abstraction speed, while individual differences in reversal‐learning were explained in terms of response perseveration. These results clarify component processes in different forms of set‐shifting, and highlight the role of individual differences, especially personality, in cognitive control.     

Oh the humanity! Humanity-esteem and its social importance

Past research has examined the consequences of a favorable personal identity (i.e., personal self-esteem) and social identity (i.e., collective self-esteem), but has neglected the consequences of a favorable human identity (i.e., humanity-esteem). Two studies examined individual differences in humanity-esteem using a new measure of this construct, the Humanity-Esteem Scale. Results indicated that the measure is reliable, taps affective and cognitive reactions to humanity, and possesses strong convergent and discriminant validity. Furthermore, a third study utilized a manipulation of humanity-esteem to examine its effect on group differentiation. The results supported the notion that low humanity-esteem increases group differentiation. Thus, humanity-esteem is an important novel construct for understanding how humans regard and relate to one another.     

Data processing in music performance research: Using structural information to improve score-performance matching

In order to study aspects of music performance, one has to find correspondences between the performance data and a score. Locating the corresponding score note for every performance note, calledmatching, is therefore a common task. An algorithm that automates this procedure is called amatcher. Automated matching is difficult because performers make errors, performers use expressive timing, and scores are frequently underspecified. To find the best match, most matchers use information about pitch, temporal order, and the number of matched notes. We show that adding information about the musical structure of the score gives better results. However, we found that even this information was insufficient to identify some types of performance errors and that a definition of best match based only on the number of matched notes is sometimes problematic. We provide some suggestions about how to achieve greater improvements.     

Children and adolescents coordinate group and moral concerns within different goal contexts when allocating resources

Coordinating complex social and moral concerns when allocating resources is a key issue in late childhood and early adolescence. This study explored resource allocation in three goal contexts that required children to focus to differing degrees on moral and group concerns. Children (9–11-years, M^age = 9.84, n = 190) and adolescents (14–16-years, M^age = 14.92, n = 154) were informed their school peer group held an in-group norm (competition, cooperation). Participants allocated resources between their in-group and an outgroup within one of three goal contexts (prosocial, learning-focused, and group-focused). Participants allocated in favour of their in-group to achieve a prosocial goal but attenuated this when the goal was focused on learning and cooperation. Adolescents, more than children, reasoned about the goals of resource allocation to justify their decisions. From 9 years old, children begin to coordinate peer group norms and goal information when deciding how to allocate resources within intergroup contexts.     

Legal Bans on Pro‐Suicide Web Sites: An Early Retrospective from Australia

There are worldwide concerns that pro‐suicide web sites may trigger suicidal behaviors among vulnerable individuals. In 2006, A ustralia became the first country to criminalize such sites, sparking heated debate. Concerns were expressed that the law casts the criminal net too widely; inappropriately interferes with the autonomy of those who wish to die; and has jurisdictional limitations, with off‐shore web sites remaining largely immune. Conversely, proponents point out that the law may limit access to domestic pro‐suicide web sites, raise awareness of Internet‐related suicide, mobilize community efforts to combat it, and serve as a powerful expression of societal norms about the promotion of suicidal behavior.