Components of syllogistic reasoning

The present research sought to understand the components of syllogistic reasoning used in a syllogistic evaluation task. In this task, subjects must indicate whether a conclusion such as “Some Yale professors are humbugs” is definitely true, or never true of a set of premises such as “Some humbugs study syllogistic reasoning; some Yale professors study syllogistic reasoning”. A modified form of componential analysis (Sternberg 1977, 1978) was used to decompose the syllogistic evaluation task with abstract content into encoding and encoding plus combination subtasks. The response-choice data from these subtasks were used to provide (a) direct tests of a proposed theory of syllogistic reasoning, and in particular, of its assumptions about sources of error in syllogistic reasoning; and (b) direct inferences regarding the representation of relations between the subject and predicate of the premises as encoded and combined. The results supported a proposed transitive-chain model of syllogistic reasoning.     

The Impact of Biodata Item Attributes on Validity and Socially Desirable Responding

Mael's taxonomy of biodata item attributes is applied to two biodata instruments in order to investigate the relationship between item attributes and (1) validity and (2) socially desirable responding. The results show a strong relationship between item attributes and validity, with items that are more historical, external, objective, discrete, and verifiable and less job relevant displaying stronger validities. Weaker relationships are observed between the item attributes and socially desirable responding. Implications of these results for building a clearinghouse for documentation of objective biodata items is discussed.     

Children's ability to infer utterance veracity from speaker informedness

Children between the ages of 3 years 7 months and 6 years 5 months experienced a contradiction between what they knew or guessed to be inside a box and what they were told by an adult. The authors investigated whether children believed what they were told by asking them to make a final judgment about the box's content. Children tended to believe utterances from speakers who were better informed than they themselves were and to disbelieve those from less well-informed speakers, with no age-related differences. This behavior implies an understanding of the speaker's knowledge and suggests that children can learn from oral input while being appropriately skeptical of its truth. Children also gave explicit knowledge judgments on trials on which no utterances were given. Performance on knowledge trials was less accurate than, and unrelated to, performance on utterance trials. Research on children's developing explicit theory of mind needs to be broadened to include behavioral indexes of understanding the mind.     

Children's early understanding of false belief

We investigated 3-year-olds' understanding of the representational capability of the mind by examining whether they would acknowledge that they had entertained a wrong belief. As in previous studies, children very often judged that they had believed a Smarties tube contained pencils when these were revealed as the true content, even though they had stated "Smarties" before the tube had been opened. Under another condition, when the tube was first presented, children mailed a picture into a postbox of what they thought was inside (Smarties). When asked "When you posted your picture, what did you think was in here (the tube)?" the great majority of children answered correctly with "Smarties". Additionally, children nearly always stated that the posted card displayed a picture of Smarties, and that the tube really contained pencils. On the traditional task, children may give the wrong answer because they are biased to make judgments about belief states on the basis of known physical reality. The posting task made it possible for children simultaneously to focus on physical reality and acknowledge false belief.     

Effects of neophobia and habituation on the poison-induced avoidance of exteroceptive stimuli in the rat.

Two experiments on the role of neophobia in poison-induced aversions to exteroceptive stimuli are reported. In Experiment 1, rats were given either 10 or 25 days of habituation to the test situation prior to conditioning. Those animals with the longer habituation period avoided a complex of novel exteroceptive stimuli while those with the shorter habituation period did not. In Experiment 2 rats initially avoided the more novel of two containers, but gradually came to eat equal amounts from both. A single pairing of toxicosis with consumption from either the novel or the familiar container reinstated the avoidance of the novel container in both cases. The results were discussed in terms of an interaction between habituation and conditioning procedures. It was suggested that previously reported differences between interoceptive and exteroceptive conditioning effects may have been influenced by the differential novelty of the two classes of stimuli in the test situation. It was further suggested that non-contingently poisoned control groups should routinely be included in poison avoidance conditioning studies.     

The assessment of components involved in illusion formation using a long-term decrement procedure

Available evidence seems to indicate that illusion decrement represents reorganization of cognitive components involved in visual-geometric illusions. Observers viewed one of the two forms of the Mueller-Lyer illusion, containing differential opportunities for peripheral structural interactions, for a 10-min test session on each of 5 successive days. The magnitude of the distortion decreased to a different asymptotic level in each of the two configurations with the form, with more opportunity for structural interactions showing the higher asymptote. Thus, this asymptote probably represents the structural or physiological contribution to the illusory distortion.     

Buffer storage modality and identification time in tachistoscopic recognition

According to Sperling's (1967) model of short-term memory briefly presented masked stimuli are rapidly read into a non-visual Recognition Buffer (the RB model). An alternative interpretation of the data is that the stimulus information is coded into a non-iconic Visual Buffer where it is held while a much slower recognition process takes place (the VB model). The high frequency of errors in experiments with sequentially presented stimuli appears to refute the possibility that recognition is as rapid as suggested by the RB model. However these data may be attributed to variations in effective stimulus duration and stimulus quality rather than to slow recognition time. In an experiment to control for these effects, normal, laterally inverted and spaced digits were presented in a rapid sequence (1-10 items/s) with intervening pattern masks to keep the stimulus/mask interval constant. The recall data showed that order errors increased with rate of presentation but that item errors remained invariant. At the fastest rates of presentation there were fewer order errors for spaced than for coincident digits. It was argued that the results, as a whole, were more consistent with the VB than the RB model and that there is no evidence for identification times as fast as 10-40 ms/item.     

Perceptual masking: Peripheral vs central factors

Perceptual masking was studied under binocular and dichoptic conditions in order to separate peripheral and central interference effects. Under binocular conditions, when the test flash (TF) and the blanking flash (BF) fell on both retinas, both retroactive and proactive masking were demonstrated. Under dichoptic conditions, when the TF fell on one eye and the BF on the other eye, thus eliminating opportunity for intraretinal interference, there was partial retroactive perceptual masking and no proactive masking. These results suggest that binocular proactive masking is due to peripheral light adaptation, that binocular retroactive masking is due to both peripheral and central effects, and that dichoptic masking is due solely to central retrochiasmal interference. It is proposed that dichoptic retroactive perceptual masking affords a method of investigating central perception time, i.e., the time to consolidate a perceptual experience.     

Men and fathers in therapy

This paper relates social scientific research on masculinity and fatherhood to the position of men and fathers in therapeutic settings. Common male pathways used for seeking help are described. The paper ends by exploring the implications of these patterns for couple and family work. Particular attention is paid to gender differences in the perception of male engagement in therapy.