The benefits of sensorimotor knowledge: body-object interaction facilitates semantic processing

This article examined the effects of body–object interaction (BOI) on semantic processing. BOI measures perceptions of the ease with which a human body can physically interact with a word's referent. In Experiment 1, BOI effects were examined in 2 semantic categorization tasks (SCT) in which participants decided if words are easily imageable. Responses were faster and more accurate for high BOI words (e.g., mask ) than for low BOI words (e.g., ship ). In Experiment 2, BOI effects were examined in a semantic lexical decision task (SLDT), which taps both semantic feedback and semantic processing. The BOI effect was larger in the SLDT than in the SCT, suggesting that BOI facilitates both semantic feedback and semantic processing. The findings are consistent with the embodied cognition perspective (e.g., Barsalou's, 1999 , Perceptual Symbols Theory), which proposes that sensorimotor interactions with the environment are incorporated in semantic knowledge.     

The Presuppositions of Religious Pluralism and the Need for Natural Theology

In ‘The Presuppositions of Religious Pluralism and the Need for Natural Theology’ I argue that there are four important presuppositions behind John Hick’s form of religious pluralism that successfully support it against what I call fideistic exclusivism. These are i) the ought/can principle, ii) the universality of religious experience, iii) the universality of redemptive change, and iv) a view of how God (the Eternal) would do things. I then argue that if these are more fully developed they support a different kind of exclusivism, what I call rational exclusivism, and become defeaters for pluralism. In order to explain rational exclusivism and its dependence on these presuppositions I consider philosophers J.P. Moreland, William Lane Craig, and Alvin Plantinga, who offer arguments for their forms of exclusivism but I maintain that they continue to rely on fideism at important points. I then give an example of how knowledge of the Eternal can be achieved.

Intrinsic frames of reference and egocentric viewpoints in scene recognition

Three experiments investigated the roles of intrinsic directions of a scene and observer's viewing direction in recognizing the scene. Participants learned the locations of seven objects along an intrinsic direction that was different from their viewing direction and then recognized spatial arrangements of three or six of these objects from different viewpoints. The results showed that triplets with two objects along the intrinsic direction (intrinsic triplets) were easier to recognize than triplets with two objects along the study viewing direction (non-intrinsic triplets), even when the intrinsic triplets were presented at a novel test viewpoint and the non-intrinsic triplets were presented at the familiar test viewpoint. The results also showed that configurations with the same three or six objects were easier to recognize at the familiar test viewpoint than other viewpoints. These results support and develop the model of spatial memory and navigation proposed by Mou, McNamara, Valiquette, and Rump [Mou, W., McNamara, T. P., Valiquiette C. M., & Rump, B. (2004). Allocentric and egocentric updating of spatial memories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 142-157].     

Maximum Entropy Inference with Quantified Knowledge

We investigate uncertain reasoning with quantified sentencesof the predicate calculus treated as the limiting case of maximumentropy inference applied to finite domains.     

Acquiring a cognitive skill with a new repeating version of the Tower of London task.

A computerized version of the Tower of London task was used to investigate cognitive skill learning. Thirty-six healthy volunteers were assigned to either a random condition (nonrecurring problems), or to a sequence condition in which, unbeknownst to the subjects, a repeating sequence of three problems was presented. Indices of execution, planning, and total time, as well as number of moves performed, were used to measure behavioural change. Subjects' performance improved in both conditions across blocks of practice. A distinct learning effect related to the repeating sequence was also observed. This suggests that a specific skill that reflects procedural learning of the strategies, rules, and procedures pertaining to repeating problems can develop over and above a more general skill at solving cognitive planning problems with practice.     

New Books on Darwinism Look at the Religious and Rhetorical Aspects of Evolutionary Theory

Darwin's Proof: The Triumph of Religion Over Science , Cornelius Hunter, Brazos Press 2003 (1-58743-056-8), pp. 168, Hb $17.99
Doubts About Darwin: A History of Intelligent Design , Thomas Woodward, Baker Books 2003 (0-8010-6443-0), pp. 303, Hb $19.99     

A method for eliciting scale errors in preschool classrooms

Six preschool classrooms, containing children between the ages of 4.0 and 40.0 months, were seeded with miniature items to examine how easily scale errors could be elicited. Observations occurred over a period of 3 months, with a total of 280 min of observations per classroom. A concealed observer documented all interactions with the miniature items. A total of 93 scale errors occurred, with a higher frequency committed by the younger children. These results confirm findings from previous research and suggest that scale errors can be effectively elicited in a preschool classroom. Our approach may provide a useful method for systematically studying the factors that influence scale errors.     

Factor analytic structure of the Scale to Asses World View

This article reports on the factor structure of theScale to Assess World View ^(c) (SAWV). Alpha reliabilities for the factors are presented. Gender differences in world views are also explored to understand how men and women in this sample viewed the world. Recommendations for client assessment, therapy, education and training, and scale revision are discussed. The research reported here is based on a paper presented at the annual meeting of the American Psychological Association, Washington, DC, August 17, 1992.     

A Longitudinal Family Study of Personality Change and Stability

The 19-year stability of personality from late adolescence to early adulthood was examined in a sample of 121 men and women who had participated in an earlier study of articulation and language development (Templin, 1966; Templin & Glaman, 1976). Personality was assessed using the Eysenck Personality Inventory (EPI). At the time of retest, personality data were also collected from the participants' mothers. Modest stability of individual differences in personality was observed, consistent with the literature on longitudinal studies of personality during late adolescence and early adulthood. For the Extraversion and Neuroticism scales, offspring means decreased significantly over the 19-year period such that the offspring means were closer to the mean scores of their mothers when they were followed up in adulthood as compared to their first testing in adolescence. There was, however, no change in mother-offspring resemblance from the initial test to retest. Mother-offspring resemblance appears to be due largely to aspects of personality that were stable from adolescence to early adulthood. Implications of these results are discussed in relation to the findings of previous longitudinal studies of adult personality and recent behavioral genetic evidence regarding personality change and stability.