Constraints Children Place on Word Meanings

This paper views lexical acquisition as a problem of induction: Children must figure out the meaning of a given term, given the large number of possible meanings any term could have. If children had to consider, evaluate, and rule out an unlimited number of hypotheses about each word in order to figure out its meaning, learning word meanings would be hopeless. Children must, therefore, be limited in the kinds of hypotheses they consider as possible word meanings. This paper considers three possible constraints on word meanings: (1) The whole object assumption which leads children to interpret novel terms as labels for objects—not parts, substances, or other properties of objects: (2) The taxonomic assumption which leads children to consider labels as referring to objects of like kind, rather than to objects that are thematically related: and (3) The mutual exclusivity assumption which leads children to expect each object to have only one label. Some of the evidence for these constraints is reviewed.     

Gender Categories as Dual-Character Concepts?

Seminal work by Knobe, Prasada, and Newman (2013) distinguished a set of concepts, which they named “dual-character concepts.” Unlike traditional concepts, they require two distinct criteria for determining category membership. For example, the prototypical dual-character concept “artist” has both a concrete dimension of artistic skills, and an abstract dimension of aesthetic sensibility and values. Therefore, someone can be a good artist on the concrete dimension but not truly an artist on the abstract dimension. Does this analysis capture people's understanding of cornerstone social categories, such as gender, around which society and everyday life have traditionally been organized? Gender, too, may be conceived as having not only a concrete dimension but also a distinct dimension of abstract norms and values. As with dual-character concepts, violations of abstract norms and values may result in someone being judged as not truly a man/woman. Here, we provide the first empirical assessment of applying the dual-character framework to people's conception of gender. We found that, on some measures that primarily relied on metalinguistic cues, gender concepts did indeed resemble dual-character concepts. However, on other measures that depicted transgressions of traditional gender norms, neither “man” nor “woman” appeared dual-character-like, in that participants did not disqualify people from being truly a man or truly a woman. In a series of follow-up studies, we examined whether moral norms have come to replace gender role norms for the abstract dimension. Implications for the evolution of concepts and categories are explored.     

Feedback and stimulus-offset timing effects in perceptual category learning

We examined how feedback delay and stimulus offset timing affected declarative, rule-based and procedural, information–integration category-learning. We predicted that small feedback delays of several hundred milliseconds would lead to the best information–integration learning based on a highly regarded neurobiological model of learning in the striatum. In Experiment 1 information–integration learning was best with feedback delays of 500 ms compared to delays of 0 and 1000 ms. This effect was only obtained if the stimulus offset following the response. Rule-based learning was unaffected by the length of feedback delay, but was better when the stimulus was present throughout feedback than when it offset following the response. In Experiment 2 we found that a large variance (SD = 150 ms) in feedback delay times around a mean delay of 500 ms attenuated information–integration learning, but a small variance (SD = 75 ms) did not. In Experiment 3 we found that the delay between stimulus offset and feedback is more critical to information–integration learning than the delay between the response and feedback. These results demonstrate the importance of feedback timing in category-learning situations where a declarative, verbalizable rule cannot easily be used as a heuristic to classify members into their correct category.     

Self-Blame Among Sexual Assault Victims Prospectively Predicts Revictimization: A Perceived Sociolegal Context Model of Risk

This investigation focused on relationships among sexual assault, self-blame, and sexual revictimization. Among a female undergraduate sample of adolescent sexual assault victims, those endorsing greater self-blame following sexual assault were at increased risk for sexual revictimization during a 4.2-month follow-up period. Moreover, to the extent that sexual assault victims perceived nonconsensual sex is permitted by law, they were more likely to blame themselves for their own assaults. Discussion focuses on situating victim-based risk factors within sociocultural context.     

Structural comparison and consumer choice

Psychological research has demonstrated important parallels between the structural alignment process involved in judgments of similarity and the processes that are involved in analogical reasoning. Gradually, this work on comparisons was applied to consumer choice. In this paper, we review the influence of structural alignment on choices among a set of options. Then, we discuss extensions of this work to comparative advertising and to the role of analogy in marketing communication. Finally, we discuss important extensions to structural alignment suggested by this work such as the key role that affect plays in comparisons made during the choice process.     

Assessing the concreteness of relational representation

Research has shown that people's ability to transfer abstract relational knowledge across situations can be heavily influenced by the concrete objects that fill relational roles. This article provides evidence that the concreteness of the relations themselves also affects performance. In 3 experiments, participants viewed simple relational patterns of visual objects and then identified these same patterns under a variety of physical transformations. Results show that people have difficulty generalizing to novel concrete forms of abstract relations, even when objects are unchanged. This suggests that stimuli are initially represented as concrete relations by default. In the 2nd and 3rd experiments, the number of distinct concrete relations in the training set was increased to promote more abstract representation. Transfer improved for novel concrete relations but not for other transformations such as object substitution. Results indicate that instead of automatically learning abstract relations, people's relational representations preserve all properties that appear consistently in the learning environment, including concrete objects and concrete relations.     

End-of-semester syndrome: How situational regulatory fit affects test performance over an academic semester

Psychology researchers often avoid running participants from subject pools at the end of the semester because they are "unmotivated". We suggest that the end of the semester induces a situational prevention focus (i.e., sensitive to losses) unlike the beginning of the semester, which may induce a situational promotion focus (i.e., sensitive to gains). In two experiments, we presented participants with math problems at the beginning or end of an academic semester. End-of-semester participants performed better minimizing losses as compared to maximizing gains, while the opposite was true for beginning-of-semester participants.     

How psychological momentum changes in athletes during a sport competition

ObjectivesThe present research sought to examine changes in psychological momentum (PM) during sport competitions through the lens of a dynamical systems approach.DesignMale regional-level cyclists competed in cycling duels on home trainers.MethodImages of moving avatars of the cyclists were projected on a wall, and were manipulated so that one cyclist was exposed to an ascending performance scenario (i.e., positive momentum) and the other to a descending performance scenario (i.e., negative momentum). Every 3 min, the cyclists answered PM items by using a keyboard that was placed on the handlebars of their bicycles. Additionally, exerted power was continuously recorded.ResultsResults revealed an asymmetrical critical boundary pattern for PM perceptions indicating that negative PM was triggered more easily than positive PM. Exerted power was generally higher during the negative momentum scenario than during the positive momentum scenario. In addition, exerted power slowly decreased over both momentum scenarios, and this decrease was faster at the very beginning of the negative momentum scenario.ConclusionResults indicate that PM perceptions possess the dynamical properties of nonlinearity and history-dependence. Moreover, the finding that exerted power was higher in the negative momentum scenario was interpreted as a resistance behavior that occurs while experiencing negative momentum. The anticipated decreases in both exerted power and PM perceptions in the negative momentum scenario converge to support the notion that negative PM is a stronger attractor than positive PM. The present study confirms that PM is a dynamical phenomenon and offers fruitful avenues for future research.     

Constraining theories of embodied cognition

Influences of perceptual and motor activity on evaluation have led to theories of embodied cognition suggesting that putatively complex judgments can be carried out using only perceptual and motor representations. We present an experiment that revisited a movement-compatibility effect in which people are faster to respond to positive words by pulling a lever than by pushing a lever and are faster to respond to negative words by pushing than by pulling. We demonstrate that the compatibility effect depends on people's representation of their selves in space rather than on their physical location. These data suggest that accounting for embodied phenomena requires understanding the complex interplay between perceptual and motor representations and people's representations of their selves in space.