Early bilingualism enhances mechanisms of false‐belief reasoning

In their first years, children's understanding of mental states seems to improve dramatically, but the mechanisms underlying these changes are still unclear. Such ‘theory of mind’ (ToM) abilities may arise during development, or have an innate basis, developmental changes reflecting limitations of other abilities involved in ToM tasks (e.g. inhibition). Special circumstances such as early bilingualism may enhance ToM development or other capacities required by ToM tasks. Here we compare 3‐year‐old bilinguals and monolinguals on a standard ToM task, a modified ToM task and a control task involving physical reasoning. The modified ToM task mimicked a language‐switch situation that bilinguals often encounter and that could influence their ToM abilities. If such experience contributes to an early consolidation of ToM in bilinguals, they should be selectively enhanced in the modified task. In contrast, if bilinguals have an advantage due to better executive inhibitory abilities involved in ToM tasks, they should outperform monolinguals on both ToM tasks, inhibitory demands being similar. Bilingual children showed an advantage on the two ToM tasks but not on the control task. The precocious success of bilinguals may be associated with their well‐developed control functions formed during monitoring and selecting languages.     

Language‐specific stress perception by 9‐month‐old French and Spanish infants

During the first year of life, infants begin to have difficulties perceiving non‐native vowel and consonant contrasts, thus adapting their perception to the phonetic categories of the target language. In this paper, we examine the perception of a non‐segmental feature, i.e. stress. Previous research with adults has shown that speakers of French (a language with fixed stress) have great difficulties in perceiving stress contrasts ( Dupoux, Pallier, Sebastián & Mehler, 1997 ), whereas speakers of Spanish (a language with lexically contrastive stress) perceive these contrasts as accurately as segmental contrasts. We show that language‐specific differences in the perception of stress likewise arise during the first year of life. Specifically, 9‐month‐old Spanish infants successfully distinguish between stress‐initial and stress‐final pseudo‐words, while French infants of this age show no sign of discrimination. In a second experiment using multiple tokens of a single pseudo‐word, French infants of the same age successfully discriminate between the two stress patterns, showing that they are able to perceive the acoustic correlates of stress. Their failure to discriminate stress patterns in the first experiment thus reflects an inability to process stress at an abstract, phonological level.     

Research on cognitive, social and cultural processes of written communication

This article compiles the investigations carried out by a Research Group of the University of Granada, Spain. Its different projects on writing’s cognitive social and cultural processes have been supported by the Spanish Government. This line of research joined together linguistic, psychological, social and cultural contributions to the development of writing from the 1970s. Currently, this line of research develops in collaboration with other European Universities: (a) Interuniversity Centre for Research On Cognitive Processing in Natural and Artificial Systems (ECONA), “La Sapienza” University of Rome (Italy); (b) Anadolu University, (Eskisehir, Turkey); (c) Coimbra University (Portugal); (d) University of Zaragoza (Spain); (e) the Institute of Education of the University of London (United Kingdom). The aforementioned collaboration is materializing into projects like the International Master on Multilingual Writing: Cognitive, Intercultural and Technological Processes of Written Communication () and the International Congress: Writing in the twenty-first Century: Cognition, Multilinguisim and Technologies, held in Granada (). This research line is focussed on the development of strategies in writing development, basic to train twenty-first century societies’ citizens. In these societies, participation in production media, social exchange and the development of multilingual written communication skills through new computer technologies spread multicultural values. In order to fulfil the social exigencies, it is needed to have the collaboration of research groups for designing and applying international research projects. International Master. Multilingual Writing Web: , .     

The Spanish adaptation of ANEW (Affective Norms for English Words)

This article presents the Spanish adaptation of the Affective Norms for English Words (ANEW; Bradley & Lang, 1999). The norms are based on 720 participants' assessments of the translation into Spanish of the 1,034 words included in the ANEW. The evaluations were done in the dimensions of valence, arousal and dominance using the Self-Assessment Manikin (SAM). Apart from these dimensions, five objective (number of letters, number of syllables, grammatical class, frequency and number of orthographic neighbors) and three subjective (familiarity, concreteness and imageability) psycholinguistic indexes are included. The Spanish adaptation of ANEW can be downloaded at www.psychonomic.org.     

Forensic psychology in the Czech republic

The article discusses the field of Forensic Psychology in Czech Republic. It concentrates upon the successes and stagnations of the field, which can be attributed to the political and historical development of the country. After a brief historical background and demographic information, the article introduces the history and structure of the police force and prison service. The article then moves on to discuss the history and publication development of the field of Forensic Psychology and its use in practice. It characterizes the field from its beginnings between the two wars, to the activities of the Research Institute of Penology from 1967 to1980 and the years following the political change of 1989. The article concludes with the law framework within which the field operates. Based upon this summary of the situation in Czech republic, the author makes an assessment of the status of Forensic Psychology in Czech republic, especially in terms of conducting research for the practice. Copyright © 2007 John Wiley & Sons, Ltd.     

The encounter with God in myth and madness

Background

It is well known how often psychiatric patients report religious experiences. These are especially frequent in schizophrenic and epileptic patients as the subject of their delusions. The question we pose is: are there differences between this kind of religious experiences and those we find in religious texts or in the mythological tradition?

Results

An overview on famous mythological narratives, such as The Aeneid, allows us to establish that the divinities become recognizable to the human being at the moment of their departure. Thus, Aeneas does not recognise his mother, Venus, when she appears to him in the middle of the forest at the coast of Africa. A dialogue between the two takes place, and only at the end of the encounter, when she is going away and already with her back to Aeneas, she shows her son the signs of her divinity: the rose-flush emanating from her neck, her hair perfume and the majesty of her gait. Something analogous can be observed in the encounter of Moses with Yahweh on Mount Sinai. Moses asks God: "Show me your glory, I beg you". And God replies, among other things: "you shall see the back of me, but my face is not to be seen". In the same sense, the Emmaus disciples do not recognise Jesus till the moment of his disappearance ("but he had vanished from their sight"), and Saul of Tars falls off his horse just in the moment when he feels the divine presence. In short, the direct encounter with the divinity seems not to occur in the realm of myth or in religious tradition. The realm of madness is exactly the opposite. Our research on religious experiences in schizophrenic and epileptic patients leads us to conclude that God appears to them face to face, and the patient describes God the father, Jesus or the Virgin Mary in intimate detail, always in an everyday setting. So, the divinity is seen in the garden, or in the bedroom, or maybe above the wardrobe, without any of its majesty. The nearness to God also tends to be so extreme that even an identification of patient and God can occur. That light emanating from the world of the divine ceases to be perceived by them.

Conclusion

While in mythological narratives God appears to the human being at the moment of His departure or showing His back, psychiatric patients with religious delusions experience the divinity in a direct way, face to face. Given the deformation of the divine occurring on the edge of madness we can better understand the mysterious words from Yahweh to Moses in Exodus: "for man cannot see me and live".     

Saccade landing point selection and the competition account of pro- and antisaccade generation: the involvement of visual attention--a review

This paper presents a review and summary of experimental findings on the role of attention in the preparation of saccadic eye movements. The focus is on experiments where performance of prosaccades (saccades towards a suddenly appearing item) and antisaccades (saccades of equal amplitude in the direction opposite to where the target moved) is compared. Evidence suggests that these two opposite responses to the same stimulus event entail competition between neural pathways that generate reflexive movements to the target and neural mechanisms involved in inhibiting the reflex and generating a voluntary gaze shift in the opposite direction to the target appearance. Evidence for such a competition account is discussed in light of a large amount of experimental findings and the overall picture clearly indicates that this competition account has great explanatory power when data on saccadic reaction times and error rates are compared for the two types of saccade. The role of attention is also discussed in particular in light of the finding that the withdrawal of attention by a secondary task 200 to 500 ms before the saccade target appears, leads to speeded antisaccades (without a similar increase in error rates), showing that the results do not simply reflect a speed-accuracy trade-off. This result indicates that the tendency for "reflexive" prosaccades is diminished when attention is engaged in a different task. Furthermore, experiments are discussed that show that as the tendency for a reflexive prosaccade is weakened, antisaccades are speeded up, further supporting the competition account of pro- and antisaccade generation. In the light of evidence from neurophysiology of monkeys and humans, a tentative model of pro- and antisaccade generation is proposed.     

The effect of linguistic abstraction on interpersonal distance

It is well known that people describe positive behaviors of others close to them (e.g., in‐group member, friend) in abstract terms, but with concrete terms in the case of people who they are not close to (e.g., out‐group member, enemy). In contrast, negative behaviors of people who we are close to are described in concrete terms, but in abstract terms for people who are distant. However, the communicative impact of such subtle differences in language use on a receiver who is also the actor of the behavior being described has never been addressed. We hypothesized and found that a positive abstract message compared to a positive concrete message leads to perceived proximity to the sender, while a negative abstract message compared to a negative concrete message leads to perceived distance. The implications of this study, which is the first to show the communicative impact of biased language use, are discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

Perspective effects in repeated reading: An eye movement study

The present study examined the influence of perspective instructions on online processing of expository text during repeated reading. Sixty-two participants read either a high or a low prior knowledge (HPK vs. LPK) text twice from a given perspective while their eye movements were recorded. They switched perspective before a third reading. Reading perspective affected the first-pass reading and also increased sentence wrap-up processing time in the perspective-relevant sentences. Prior knowledge facilitated the recognition of the (ir)relevance of text information and resulted in relatively earlier perspective effects in the HPK versus LPK text. Repeated reading facilitated processing, as indicated by all eye movement measures. After the perspective switch, a repetition benefit was observed for the previously relevant text information, whereas a repetition cost was found for the previously irrelevant text information. These results indicate that reading perspective and prior knowledge have a significant influence on how readers allocate visual attention during reading.