Syllogistic reasoning and belief-bias inhibition in school children: evidence from a negative priming paradigm

Research on deductive reasoning in adolescents and adults has shown that errors in deductive logic are not necessarily due to a lack of logical ability but can stem from an executive failure to inhibit biases. Few studies have examined this dissociation in children. Here, we used a negative priming paradigm with 64 children (8-10 years old) to test the role of cognitive inhibition in syllogisms with belief-bias effects. On trials where negative priming was predicted, results were as follows: For the first syllogism (A), the strategy 'unbelievable-equals-invalid' had to be inhibited. The logic of the syllogism led to affirming a conclusion inconsistent with one's knowledge of the world, such as 'All elephants are light.' For the second syllogism (B), one's real-world knowledge and the syllogism's logic were congruent but the latter required affirming exactly what had been inhibited for A (i.e. that elephants are heavy). A negative priming effect on the A-B sequence was reflected in a significant drop in reasoning performance on B. This supports the idea that during cognitive development, inhibitory control is required for success on syllogisms where beliefs and logic interfere.     

The Unconventional, but Conventionalist, Legacy of Lewis’s “Convention”

The philosopher David Lewis is credited by many social scientists, including mainstream economists, with having founded the modern (game-theoretical) approach to conventions, viewed as solutions to recurrent coordination problems. Yet it is generally ignored that he revised his approach, soon after the publication of his well-known book. I suggest that this revision has deep implications (probably not perceived by Lewis himself) on the analytical links between coordination, uncertainty and rationality. Thinking anew about these issues leads me to map out an alternative social scientific research programme. The traditional ontological equipment of methodological individualism should be reinforced in order to admit the existence of an “intersubjective” world beside the two familiar worlds: the “objective” world of observable things, and the “subjective” world of expectations and individual beliefs. In particular, language becomes necessary to understand coordination via conventions, rather than the other way round. That has led a group of institutionalist economists and pragmatist sociologists to develop an enlarged model of rationality, no longer isolated from questions of coordination and values. This model is the basis for the “Economics of Conventions”.     

Multigroup confirmatory factor analysis and structural invariance with age of the Behavior Rating Inventory of Executive Function (BRIEF)—French version

The parent and teacher forms of the French version of the Behavioral Rating Inventory of Executive Function (BRIEF) were used to evaluate executive function in everyday life in a large sample of healthy children (N = 951) aged between 5 and 18.

Several psychometric methods were applied, with a view to providing clinicians with tools for score interpretation. The parent and teacher forms of the BRIEF were acceptably reliable. Demographic variables (such as age and gender) were found to influence the BRIEF scores. Confirmatory factor analysis was then used to test five competing models of the BRIEF's latent structure. Two of these models (a three-factor model and a two-factor model, both based on a nine-scale structure) had a good fit. However, structural invariance with age was only obtained with the two-factor model.

The French version of the BRIEF provides a useful measure of everyday executive function and can be recommended for use in clinical research and practice.     

The education of attention as explanation of variability of practice effects: learning the final approach phase in a flight simulator

The present study reports two experiments in which a total of 20 participants without prior flight experience practiced the final approach phase in a fixed-base simulator. All participants received self-controlled concurrent feedback during 180 practice trials. Experiment 1 shows that participants learn more quickly under variable practice conditions than under constant practice conditions. This finding is attributed to the education of attention to the more useful informational variables: Variability of practice reduces the usefulness of initially used informational variables, which leads to a quicker change in variable use, and hence to a larger improvement in performance. In the practice phase of Experiment 2 variability was selectively applied to some experimental factors but not to others. Participants tended to converge toward the variables that were useful in the specific conditions that they encountered during practice. This indicates that an explanation for variability of practice effects in terms of the education of attention is a useful alternative to traditional explanations based on the notion of the generalized motor program and to explanations based on the notions of noise and local minima.     

Observation of action and autonomic nervous system responses

Observing somebody performing an action has been shown to elicit neuronal activity in the premotor cortex. This paper investigated physiological effect of observing an effortful action at the peripheral level. As Autonomic Nervous System responses reflect central nervous system processes such as movement planning and programming, it was expected that observing an action would elicit a pattern of ANS responses matching those recorded during actual movement. 12 male subjects, ages 23 to 28 years (M = 25.5, SD = 1.9), were selected as they were experienced in weight lifting. They were asked to observe a squat movement followed by returning to the upright position under 3 different conditions: (i) observation of actual movement performed by somebody else, (ii) observation of a video of the subject himself (first-person video), and (iii) observation of a video of somebody else performing the same movement (third-person video). Moreover, each movement was observed when performed at 50% and 90% of each participant's personal best mark (% of the highest weight which could be lifted). Three ANS parameters were continuously recorded: skin resistance, temperature and heart rate. ANS responses varied as a function of movement intensity: autonomic responses recorded during movement observation at 90% were significantly higher and longer than those recorded during movement observation at 50%. Thus, autonomic responses were linked to the amount of observed effort. Conversely, no difference was found among the three conditions of observation. ANS responses from observation of actual movement were shown to resemble those recorded under the two conditions of video observation.     

SCRIPTKELL: A tool for measuring cognitive effort and time processing in writing and other complex cognitive activities

We present SCRIPTKELL, a computer-assisted experimental tool that makes it possible to measure the time and cognitive effort allocated to the subprocesses of writing and other cognitive activities. SCRIPTKELL was designed to easily use and modulate Kellogg’s (1986) triple-task procedure, which consists of a combination of three tasks: a writing task (or another task), a reaction time task (auditory signal detection), and a directed retrospection task (after each signal detection during writing). We demonstrate how this tool can be used to address several novel empirical and theoretical issues. In sum, SCRIPTKELL should facilitate the flexible realization of experimental designs and the investigation of critical issues concerning the functional characteristics of complex cognitive activities.     

Asymmetrical responding to male versus female other-race categories in 9- to 12-month-old infants

Faces can be categorized along various dimensions including gender or race, an ability developing in infancy. Infant categorization studies have focused on facial attributes in isolation, but the interaction between these attributes remains poorly understood. Experiment 1 examined gender categorization of other-race faces in 9- and 12-month-old White infants. Nine- and 12-month-olds were familiarized with Asian male or female faces, and tested with a novel exemplar from the familiarized category paired with a novel exemplar from a novel category. Both age groups showed novel category preferences for novel Asian female faces after familiarization with Asian male faces, but showed no novel category preference for novel Asian male faces after familiarization with Asian female faces. This categorization asymmetry was not due to a spontaneous preference hindering novel category reaction (Experiment 2), and both age groups displayed difficulty discriminating among male, but not female, other-race faces (Experiment 3). These results indicate that category formation for male other-race faces is mediated by categorical perception. Overall, the findings suggest that even by 12 months of age, infants are not fully able to form gender category representations of other-race faces, responding categorically to male, but not female, other-race faces.     

Introducing SYPRENE: An International Practice Research Network for Strategic and Systemic Therapists and Researchers

SYPRENE, a new international Systemic Practice Research Network (PRN), has been established to fill the gap in practice-based research on the effectiveness and efficiency of strategic therapies. This article presents the rationale for the creation of SYPRENE and describes data collection methods, and the encoding system implemented within this PRN. More developments are expected in the recruitment of practitioners, the types of data collected, findings, and the implementation of SYPRENE in supervision, trainings, and professional schools.