LEARNING TO TIME: A PERSPECTIVE

In the last decades, researchers have proposed a large number of theoretical models of timing. These models make different assumptions concerning how animals learn to time events and how such learning is represented in memory. However, few studies have examined these different assumptions either empirically or conceptually. For knowledge to accumulate, variation in theoretical models must be accompanied by selection of models and model ideas. To that end, we review two timing models, Scalar Expectancy Theory (SET), the dominant model in the field, and the Learning‐to‐Time (LeT) model, one of the few models dealing explicitly with learning. In the first part of this article, we describe how each model works in prototypical concurrent and retrospective timing tasks, identify their structural similarities, and classify their differences concerning temporal learning and memory. In the second part, we review a series of studies that examined these differences and conclude that both the memory structure postulated by SET and the state dynamics postulated by LeT are probably incorrect. In the third part, we propose a hybrid model that may improve on its parents. The hybrid model accounts for the typical findings in fixed‐interval schedules, the peak procedure, mixed fixed interval schedules, simple and double temporal bisection, and temporal generalization tasks. In the fourth and last part, we identify seven challenges that any timing model must meet.     

Taking Degrees of Truth Seriously

This is a contribution to the discussion on the role of truth degrees in manyvalued logics from the perspective of abstract algebraic logic. It starts with some thoughts on the so-called Suszko’s Thesis (that every logic is two-valued) and on the conception of semantics that underlies it, which includes the truth-preserving notion of consequence. The alternative usage of truth values in order to define logics that preserve degrees of truth is presented and discussed. Some recent works studying these in the particular cases of Łukasiewicz’s many-valued logics and of logics associated with varieties of residuated lattices are also presented. Finally the extension of this paradigm to other, more general situations is discussed, highlighting the need for philosophical or applied motivations in the selection of the truth degrees, due both to the interpretation of the idea of truth degree and to some mathematical difficulties.     

On the Complexity of Nonassociative Lambek Calculus with Unit

Nonassociative Lambek Calculus (NL) is a syntactic calculus of types introduced by Lambek [8]. The polynomial time decidability of NL was established by de Groote and Lamarche [4]. Buszkowski [3] showed that systems of NL with finitely many assumptions are decidable in polynomial time and generate context-free languages; actually the P-TIME complexity is established for the consequence relation of NL. Adapting the method of Buszkowski [3] we prove an analogous result for Nonassociative Lambek Calculus with unit (NL1). Moreover, we show that any Lambek grammar based on NL1 (with assumptions) can be transformed into an equivalent context-free grammar in polynomial time.     

Empathy and emotion recognition in semantic dementia: A case report

Recent studies have demonstrated that patients suffering from frontotemporal lobar degeneration (FTLD) show impairments in empathy and emotional processing. In this study, we examined two different aspects of these abilities in a patient with semantic dementia (SD), a variant of FTLD. The first aspect was the assessment of the cognitive and emotional components of empathy through the Interpersonal Reactivity Index. The second was the naming and comprehension of emotions using the Ekman 60 Faces Test. The patient’s emotion word knowledge was spared and the emotional aspects of empathy preserved. Conversely, the patient performed below average for all of the basic emotions when an emotion word had to be matched with a picture. When picture-to-picture matching was tested, however, the patient was able to recognize happiness. This case is a good example of a dissociation of covert and overt emotional functioning in SD. Results are discussed in terms of the impaired empathic behavior and emotional functioning in FTLD.     

The art of comforting

In the domain of social support, comforting is typically viewed as a form of help focused on providing relief from emotional distress. This specification is in our view insufficient to qualify comforting. Our work aims to provide a conceptual framework for comforting as a social process, by identifying its basic conditions while distinguishing it from other forms of social support such as help and advice. Special emphasis is placed on the role played by empathic sharing in comforting and being comforted. Then we focus on the comforter's perspective, addressing the typical difficulties implied by the comforting task, with special reference to those intrinsic to the task itself and the role played by empathic sharing in coping with such difficulties. We finally discuss the requirements for effective comforting, the view of comforting as a process of favoring the comfortees' reappraisal of their trouble, and the analogy between comforting and therapeutic help.     

The new object‐spatial‐verbal cognitive style model: Theory and measurement

The current study challenges traditional approaches to Visual‐Verbal cognitive style as a unitary bipolar dimension, and instead suggests a new three‐dimensional cognitive style model developed on the basis of modern cognitive science theories that distinguish between object imagery, spatial imagery and verbal dimensions. The results of the confirmatory factor analysis demonstrated that the overall fit to the data of the new three‐dimensional model of cognitive style was significantly better than that of a traditional model. Furthermore, based on the new theoretical model, we designed and validated a new self‐report instrument assessing the individual differences in object imagery, spatial imagery and verbal cognitive styles, the Object‐Spatial Imagery and Verbal Questionnaire (OSIVQ). Across a series of studies, the OSIVQ demonstrated acceptable internal reliability as well as construct, criterion and ecological validity. The current study supports the validity of an object‐spatial‐verbal cognitive style dimension and related measures when developed on the basis of modern cognitive science theories. Copyright © 2008 John Wiley & Sons, Ltd.     

Social influence on predictions of simulated stock prices

Herding in financial markets refers to that investors are influenced by others. This study addresses the importance of consistency for herding. It is suggested that, in financial markets perceptions of consistency are based on repeated observations over time. Consistency may then be perceived as the agreement across time between investors' predictions. In addition, consistency may be related to variance over time in each investor's predictions. In an experiment using a Multiple Cue Probability Learning paradigm, 96 undergraduates made multi‐trial predictions of future stock prices given information about the current price and the predictions made by five fictitious others. Consistency was varied between the others' predictions (correlation) and within the others' predictions (variance). The results showed that the predictions were significantly influenced by the others' predictions when these were correlated. No effect of variance was observed. Hence, participants were influenced by the others when they were in agreement, regardless of whether they varied their predictions over trials or not. Copyright © 2008 John Wiley & Sons, Ltd.     

The transactional model of early home intervention

This article describes a developmental model for early home intervention and treatment of environmentally and biologically at-risk infants and their parents: The Transactional Model of Home Intervention. The model identifies the development of both infants and parents as targets of intervention and considers their ongoing interactions or transactions within the family context as the vehicle of intervention. The child and his physical/social environment are conceptualized as actively influencing one another in their reciprocal transactions. An early intervention program based on this transactional model is described. The intervention is tailored to suit the needs of both child and parents and, more generally, the needs of the family. The intervention process involves a problem-solving model of education by which parents acquire cognitive strategies that will enable them to assess the needs of their child and to design a program to fulfill these needs.