From structuralism to Marxism (and Back?): Jan Mukařovský 1945–1963

Studies in East European Thought - The paper covers the last phase of Jan Muka?ovský’s career between 1945 and 1964 during which his scholarly outlook underwent several steep...     

Cross-modal illusory conjunctions between vision and touch

Cross-modal illusory conjunctions (ICs) happen when, under conditions of divided attention, felt textures are reported as being seen or vice versa. Experiments provided evidence for these errors, demonstrated that ICs are more frequent if tactile and visual stimuli are in the same hemispace, and showed that ICs still occur under forced-choice conditions but do not occur when attention to the felt texture is increased. Cross-modal ICs were also found in a patient with parietal damage even with relatively long presentations of visual stimuli. The data are consistent with there being cross-modal integration of sensory information, with the modality of origin sometimes being misattributed when attention is constrained. The empirical conclusions from the experiments are supported by formal models.     

Spacing effects in cued-memory tasks for unfamiliar faces and nonwords

Memory for repeated items improves as the interval between repetitions in a list increases (the spacing effect). This study investigated the spacing effect in recognition memory and in a frequency judgment task for unfamiliar target faces that were repeated in the same or in a different pose during incidental learning. Changing the pose between prime and probe trials reduced perceptual repetition priming in a structural discrimination task and also reduced the spacing effect in a subsequent unexpected recognition memory task. Three further experiments confirmed that the spacing effect inrecognition memory (Experiments 2 and 4) or frequency judgment (Experiment 3) was reduced when the pose was changed between repeated presentations at study. Similarly, with nonwords as targets (Experiment 5), changing the font between repeated occurrences of targets at study removed the spacing effect in a subsequent unexpected recognition memory test. These results are interpreted to support the view that short-term perceptual repetition priming underlies the spacing effect in explicit cued-memory tasks for unfamiliar nonsense material.     

Fabry disease in genetic counseling practice: recommendations of the National Society of Genetic Counselors

The objective of this document is to provide health care professionals with recommendations for genetic counseling and testing of individuals with a suspected or confirmed diagnosis of Fabry disease, with a family history of Fabry disease, and those identified as female carriers of Fabry disease. These recommendations are the opinions of a multicenter working group of genetic counselors, medical geneticists, and other health professionals with expertise in Fabry disease counseling, as well as an individual with Fabry disease who is a founder of a Fabry disease patient advocacy group in the United States. The recommendations are U.S. Preventive Task Force Class III, and they are based on clinical experience, a review of pertinent English-language articles, and reports of expert committees. This document reviews the genetics of Fabry disease, the indications for genetic testing and interpretation of results, psychosocial considerations, and references for professional and patient resources. These recommendations should not be construed as dictating an exclusive course of management, nor does use of such recommendations guarantee a particular outcome. The professional judgment of a healthcare provider, familiar with the facts and circumstances of a specific case, will always supersede these recommendations.     

Facial Expressions of Emotion: Are Angry Faces Detected More Efficiently?

The rapid detection of facial expressions of anger or threat has obvious adaptive value. In this study, we examined the efficiency of facial processing by means of a visual search task. Participants searched displays of schematic faces and were required to determine whether the faces displayed were all the same or whether one was different. Four main results were found: (1) When displays contained the same faces, people were slower in detecting the absence of a discrepant face when the faces displayed angry (or sad/angry) rather than happy expressions. (2) When displays contained a discrepant face people were faster in detecting this when the discrepant face displayed an angry rather than a happy expression. (3) Neither of these patterns for same and different displays was apparent when face displays were inverted, or when just the mouth was presented in isolation. (4) The search slopes for angry targets were significantly lower than for happy targets. These results suggest that detection of angry facial expressions is fast and efficient, although does not "pop-out" in the traditional sense.     

The concept of education

Studies in Philosophy and Education -     

Objective versus estimated age of word acquisition: A study of 202 Italian children

We provide objective data concerning the age of acquisition (AoA) of words from 202 Italian children 34–69 months of age. We investigated picture naming with 80 concrete words belonging to eight semantic categories that are included in a widely used battery for the study of naming and semantic memory. For each word, we calculated three different indices: two directly expressing the age at which a picture was given the correct name by at least 75% of the subjects, and one expressing the overall percentage of our children who were correct in the task. (For the latter index, we provide separate values for boys and girls.) The correlation between objective indices of AoA and adult estimates culled from the literature was not very high. Moreover, objective indices showed low correlations with frequency and familiarity, in contrast to adult ratings. We conclude that adult estimates of AoA present validity problems and should be used with caution. The full set of stimuli is available at www.psychonomic.org/archive.