The Long Shadow of Semantic Platonism

Philosophia - The present article is the second part of a trilogy of papers, devoted to analysing the influence of semantic Platonism on contemporary philosophy of language. In Part I (Picazo...     

Testing the indifferentiation hypothesis during childhood, adolescence, and adulthood

The general (g) factor is the most general and relevant cognitive ability. This factor is considered to be one of the most important predictors of academic achievement and of many other socially relevant behavioral outcomes. In the last decades, many researchers have investigated the possible changes in the relevance of the g factor from childhood to adulthood. The indifferentiation hypothesis states that the variance attributed to the g factor and the main cognitive abilities will not change over the life span. In the present study, the authors tested that hypothesis in childhood, adolescence, and adulthood by using 2 different cognitive batteries (Test of Educational Ability [TEA; S. A. TEA, 1999], Wechsler Adult Intelligence Scales [WAIS; D. Wechsler, 1955]), which they administered in 2 different countries--Spain (TEA) and the United States (WAIS). The ages of the participants (N = 2,384) ranged from 8 to 54 years. Results showed that the number of factors extracted and the relevance were the same for every age group in both batteries, as predicted by the indifferentiation hypothesis. The authors discuss implications of intelligence assessment.     

The perception of visually presented yaw and pitch turns: assessing the contribution of motion, static, and cognitive cues

Terrestrial gravity restricts human locomotion to surfaces in which turns involve rotationsaround the body axis. Because observers are usually upright, one might expect the effects of gravity to induce differences in the processing of vertical versus horizontal turns. Subjects observed visual scenes of bending tunnels, either statically or dynamically, as if they were moving passively through the visual scene and were then asked to reproduce the turn deviation of the tunnel with a trackball. In order to disentangle inertia-related (earth-centered) from vision-related (body-centered) factors, the subjects were either upright or lying on their right side during the observations. Furthermore, the availability of continuous optic flow, geometrical cues, and eye movement were manipulated in three experiments. The results allowed us to characterize the factors' contributions as follows. Forward turns (pitch down) with all cues were largely overestimated, as compared with backward turns (pitch up). First, eye movements known to be irregular for vertical stimulation were largely responsible for this asymmetry. Second, geometry-based estimations are, to some extent, asymmetrical. Third, a cognitive effect corresponding to the evaluation of navigability for upward and downward turns was found (i.e.,top-down influences, such as the fear of falling often reported), which tended to increase the estimation of turns in the direction of gravity.     

Strategic influence on the time course of predictive inferences in reading

In the present study, we investigated how reading strategies affect the time course of online predictive inferences. Participants read sentences under instructions either to anticipate the outcomes of described events or to understand the sentences. These were followed by a target word to be named, with stimulus onset asynchronies (SOAs) of 500 or 1,000 msec (50- or 550-msec interstimulus interval, respectively). Sentences either were predictive of events or were lexically matched control sentences. There was facilitation in naming latencies for predictable target words in the strategic-anticipation condition at both SOAs, but not in the read-to-understand condition, with a significant improvement in the former condition in comparison with the latter. This suggests that predictive inferences, which are typically considered to be resource demanding, can be speeded up by specific goals in reading. Moreover, this can occur at no cost to comprehension of explicit information, as was revealed by a comprehension test.     

Münsterberg's nightmare: psychology and history in fin-de-siècle Germany and America

This article demonstrates that Hugo Münsterberg's presidential address "Psychology and History," delivered to the American Psychological Association in 1898, should be understood in the German context of the 1890s. It constituted a response to a central feature of fin-de-siècle culture in Europe, the revolt against positivism. To be more precise, Münsterberg reacted against a new intellectual trend that was arising in Germany in the middle 1890s: the call for a historically oriented social psychology put forward by Wilhelm Dilthey-who was explicitly attacking Münsterberg's physiological conception of psychology-and new cultural historians like Karl Lamprecht and others who seemed to be putting Dilthey's program into practice.     

Alexithymia--state or trait?

Alexithymia refers to a specific disturbance in emotional processing that is manifested by difficulties in identifying and verbalizing feelings and a tendency to focus on and amplify the somatic sensations that accompany emotional arousal. Alexithymia is conceptualized both as an affect-deficit disorder and a continuous personality variable. The main purpose of the present study was to investigate the stability levels of alexithymia with regard to changes in emotional distress levels caused by university exams. We tested 20 university students at four different times, before and after the exams. Alexithymic features and self-reported emotional distress (trait anxiety and physical symptoms) were measured. Whereas emotional distress measures changed significantly during the diverse phases, the level of alexithymia remained unchanged. We therefore conclude that alexithymia represents a constant trait.     

Attitude to primary prevention advice of the European Code against cancer in relatives of cancer patients: implications for the development of preventive programmes

Achieving a preventive attitude is the first step in eliminating cancer risk behaviours. This cross-sectional study evaluated the attitude towards the European Code against Cancer, in 3,031 relatives of cancer patients. The study looked for keys to improve attitude by means of educational interventions. Attitude was evaluated using a questionnaire with 63 items and a Likert's scale. Measured from -2 to +2 , the mean score was 0.905 [0.894 - 0.971]. Five per cent had a mean score under 0.38 and another 5% over 1.46. A multivariate analysis found that age, sex and level of education were significantly associated with attitude: young men with a low cultural level were those with the lowest preventive attitude. The family history of cancer was not associated with attitude. Educational interventions should modify the perceived advantages of smoking and drinking, and the disadvantages related to preventive diet and sun and workplace protection.     

The differentiation hypothesis and the Flynn effect

Many studies have shown that IQs have been increasing over the last half century. These increases have come to be known as "the Flynn effect". The "Flynn effect" represents a difference on ability-level between groups of the same age but different cohort. The ability-level differentiation hypothesis represents a difference on the relevance of cognitive factors between groups of high and low ability. Hence, it should be possible to imitate the ability-level differentiation effect by comparing groups of the same age but different cohort. The indifferentiation hypothesis represents no differences on the relevance of cognitive abilities in all age groups within the same cohort. The aim of the present study is to test the relationships between these phenomena. For this purpose we analyzed the American standardisation samples of the WISC, WISC-R and WISC-III. Results support the link between the Flynn effect and the differentiation hypothesis. Also, reported evidence replicate previous findings supporting the indifferentiation hypothesis. Implications for the assessment of the intelligence are discussed.     

Do transposed-letter effects occur across lexeme boundaries?

A masked priming lexical decision experiment was conducted to examine whether or not assignment of letter position in a word can be influenced by lexeme boundaries. The experiment was run in Basque, which is a strongly agglutinating language with a high proportion of inflected and compound words. Nonword primes were created by transposing two nonadjacent letters that crossed or did not cross morphological boundaries. Specifically, we compared morphologically complex prime-target pairs (e.g.,arbigide-ARGIBIDE) with orthographic controls (e.g.,arkipide-ARGIBIDE; note that ARGIBIDE is a compound of ARGI + BIDE) and noncompound pairs (e.g.,ortakila-ORKATILA) with orthographic controls (e.g.,orbahila-ORKATILA). Results showed that transposed-letter effects were virtually the same for compound and noncompound words, both when the orthographic control condition was used as a baseline and when the identity condition was used as a baseline. Thus, transposed-letter similarity effects seem to be orthographic in nature. We examine the implications of these results for the models of visual word recognition.