Lipread-induced phonetic recalibration in dyslexia

Auditory phoneme categories are less well-defined in developmental dyslexic readers than in fluent readers. Here, we examined whether poor recalibration of phonetic boundaries might be associated with this deficit. 22 adult dyslexic readers were compared with 22 fluent readers on a phoneme identification task and a task that measured phonetic recalibration by lipread speech (Bertelson, Vroomen, & De Gelder, 2003). In line with previous reports, we found that dyslexics were less categorical in the labeling of the speech sounds. The size of their phonetic recalibration effect, though, was comparable to that of normal readers. This result indicates that phonetic recalibration is unaffected in dyslexic readers, and that it is unlikely to lie at the foundation of their auditory phoneme categorization impairments. For normal readers however, it appeared that a well-calibrated system is related to auditory precision as the steepness of the auditory identification curve positively correlated with recalibration.     

Artifacts and natural kinds: children's judgments about whether objects are owned

People's behavior in relation to objects depends on whether they are owned. But how do people judge whether objects are owned? We propose that people expect human-made objects (artifacts) to be more likely to be owned than naturally occurring objects (natural kinds), and we examine the development of these expectations in young children. Experiment 1 found that when shown pictures of familiar kinds of objects, 3-year-olds expected artifacts to be owned and inanimate natural kinds to be non-owned. In Experiments 2A and 2B, 3-6-year-olds likewise had different expectations about the ownership of unfamiliar artifacts and natural kinds. Children at all ages viewed unfamiliar natural kinds as non-owned, but children younger than 6 years of age only endorsed artifacts as owned at chance rates. In Experiment 3, children saw the same pictures but were also told whether objects were human-made. With this information provided, even 3-year-olds viewed unfamiliar artifacts as owned. Finally, in Experiment 4, 4- and 5-year-olds chose unfamiliar artifacts over natural kinds when judging which object in a pair belongs to a person, but not when judging which the person prefers. These experiments provide first evidence about how children judge whether objects are owned. In contrast to claims that children think about natural kinds as being similar to artifacts, the current findings reveal that children have differing expectations about whether they are owned.     

Arousing "gentle passions" in young adolescents: Sustained experimental effects of value affirmations on prosocial feelings and behaviors

When people reflect on their important values, they may become more attuned to the needs of others. Two longitudinal field experiments examined whether a subtle value-affirmation manipulation can initiate relatively enduring increases in young adolescents' prosocial feelings (Study 1; Mage = 12.9) and prosocial behaviors (Study 2; Mage = 12.9). Participants completed a brief writing exercise that affirmed the values they deemed either most important (value-affirmation group) or unimportant (control group). As predicted, the value affirmation, coupled with a booster affirmation 6 weeks later, caused increases in prosocial feelings and behaviors over the 3-month study period. Antisocial students who were value-affirmed showed especially strong increases in prosocial behavior. These results suggest that "gentle passions" can be aroused in youth by cost- and time-efficient means. The practical utility of value affirmations will need to be evaluated in future work.     

The effect of guiding questions on students’ performance and attitude towards statistics

Background. In this study, the effect of guidance on students’ performance was investigated. This effect was hypothesized to be manifested through a reduction of cognitive load and enhancement of self‐explanations. Aim. The goal of this study was to investigate the effect of guiding questions on students’ understanding of statistics. Sample and Method. In an experimental setting, two randomly selected groups of students (N= 49) answered achievement and transfer questions on statistics as a measure of performance. Students in the intervention condition were given guiding questions to direct their way of reasoning before they answered the achievement questions. The students in the control condition were asked to write down their way of thinking before they answered the same achievement questions. In this way, both groups were stimulated to self‐explain, but only the reasoning processes of the students in the intervention condition were guided. Results and Conclusion. It was found that students in the intervention condition performed significantly better on achievement and transfer questions and that this effect of guidance was mediated by self‐explanations. Attitude towards statistics was positively related to performance.     

Predator-elicited foot shakes in wall lizards (Podarcis muralis): evidence for a pursuit-deterrent function

Under certain circumstances, prey may inform potential predators of their unprofitability by means of pursuit-deterrent signals. The evidence for pursuit-deterrent signaling in reptiles is scant and taxonomically biased. Wall lizards, Podarcis muralis (Squamata: Lacertidae) produce several distinct types of stereotyped foot shake displays, of which one, performed in antipredator contexts, is a likely candidate for a pursuit-deterrent function. We investigated this possibility by recording the responses of lizards in the field to a slowly approaching human acting as a surrogate predator. In addition to starting and flight initiation distances, we measured the presence of foot shakes, the leg that was shaken, and the distance from the observer at which the display was performed (display distance). Of a total of 484 approaches, 109 (22.5%) elicited foot shake displays. Roughly half the lizards displayed from the location where they were first sighted, while the other half moved a short distance, then displayed. There was no left-right preference in the leg used to display, but most lizards displayed with the leg closer to the approaching predator. Juveniles and subadults had smaller flight initiation distances than adult lizards. There were no sex-related differences in starting or flight initiation distances, but females, for a given distance, were more likely to display than males. Foot shake display frequency declined abruptly at 1 m. If lizards waited until the surrogate predator was this close, they mostly fled without displaying. Our results show that antipredator foot shaking in P. muralis is consistent with expectations from pursuit-deterrent theory.     

Feelings of Safety: Ironic Consequences of Police Patrolling

Increasing police patrolling is often assumed to be an effective means of enhancing general feelings of safety. This relationship between perceiving police and feelings of safety was tested by having police officers patrol during a field experiment (Study 1) and by manipulating the police presence in pictures of neighborhoods in a laboratory experiment (Study 2). Both studies show that in environments that are generally considered to be safe, feelings of safety are not increased by police presence. Moreover, men feel less safe when police are present compared with when police are absent. The results are discussed in terms of possible underlying mechanisms and implications for police patrolling.     

Phase-oscillator computations as neural models of stimulus–response conditioning and response selection

The activity of collections of synchronizing neurons can be represented by weakly coupled nonlinear phase oscillators satisfying Kuramoto’s equations. In this article, we build such neural-oscillator models, partly based on neurophysiological evidence, to represent approximately the learning behavior predicted and confirmed in three experiments by well-known stochastic learning models of behavioral stimulus–response theory. We use three Kuramoto oscillators to model a continuum of responses, and we provide detailed numerical simulations and analysis of the three-oscillator Kuramoto problem, including an analysis of the stability points for different coupling conditions. We show that the oscillator simulation data are well-matched to the behavioral data of the three experiments.     

Culture and the distinctiveness motive: constructing identity in individualistic and collectivistic contexts

The motive to attain a distinctive identity is sometimes thought to be stronger in, or even specific to, those socialized into individualistic cultures. Using data from 4,751 participants in 21 cultural groups (18 nations and 3 regions), we tested this prediction against our alternative view that culture would moderate the ways in which people achieve feelings of distinctiveness, rather than influence the strength of their motivation to do so. We measured the distinctiveness motive using an indirect technique to avoid cultural response biases. Analyses showed that the distinctiveness motive was not weaker-and, if anything, was stronger-in more collectivistic nations. However, individualism-collectivism was found to moderate the ways in which feelings of distinctiveness were constructed: Distinctiveness was associated more closely with difference and separateness in more individualistic cultures and was associated more closely with social position in more collectivistic cultures. Multilevel analysis confirmed that it is the prevailing beliefs and values in an individual's context, rather than the individual's own beliefs and values, that account for these differences.     

With the past behind and the future ahead: Back-to-front representation of past and future sentences

Several studies support the psychological reality of a mental timeline that runs from the left to the right and may strongly affect our thinking about time. Ulrich and Maienborn (Cognition 117:126–138, 2010) examined the linguistic relevance of this timeline during the processing of past- and future-related sentences. Their results indicate that the timeline is not activated automatically during sentence comprehension. While no explicit reference of temporal expressions to the left–right axis has been attested (e.g., *the meeting was moved to the left), natural languages refer to the back–front axis in order to encode temporal information (e.g., the meeting was moved forward). Therefore, the present study examines whether a back–frontal timeline becomes automatically activated during the processing of past- and future-related sentences. The results demonstrate a clear effect on reaction time that emerges from a time–space association along the frontal timeline (Experiment 1). However, this activation seems to be nonautomatic (Experiment 2), rendering it unlikely that this frontal timeline is involved in comprehension of the temporal content of sentences.