Appreciation of indirect requests by left- and right-brain-damaged patients: the effects of verbal context and conventionality of wording

Unilaterally right (RHD)- and left (LHD)-hemisphere-damaged patients were tested on their ability to discern the correct, nonliteral interpretation of indirect requests (e.g., "Can you open the door?") embedded in short vignettes and presented without any pictorial support. Each stimulus vignette incorporated two verbal cues--context and conventionality of form--designed to influence interpretations of a critical utterance located at the end of each vignette. Contexts were biased to encourage either the direct, literal reading of critical utterances as a question, or the indirect meaning of the utterance as a request for action. The critical utterances themselves were either high in conventionality (e.g., "Can you ...?") which encouraged an indirect interpretation, or low in conventionality (e.g., "Is it possible for you to ...?") which encouraged a direct interpretation. Results indicated that RHD patients were significantly impaired, relative to controls, in their ability to make judgments based on contextual information. RHD patients performed comparably to the aphasic, LHD group in the use of both context and conventionality. These results replicate earlier findings of disrupted indirect request comprehension by RHD patients tested in pictorially supported paradigms.     

Spontaneous trait inferences as self-generated primes: implications for conscious social judgment.

The priming literature has documented the influence of trait terms held outside of conscious awareness on later judgment relevant to the primed trait dimension. The present research demonstrated that spontaneous trait inferences can serve as self-generated primes. In Experiment 1, Ss instructed to memorize trait-implying sentences (thus spontaneously inferring traits outside of consciousness) showed assimilation effects in judgment. Ss instructed to form inferences from these sentences (thus consciously inferring traits) showed contrast effects. Experiment 2 demonstrated that these findings were due to semantic activation rather than to a general evaluative response. When evaluatively inconsistent trait constructs were primed, similar patterns of assimilation and contrast were found. Implications for the ubiquitous occurrence of priming through the process of social categorization are discussed.     

Psychodynamic assessment of changes in children with autism under psychoanalytic treatment

In this article the authors report insights into autism developed through their extensive experience of psychoanalytic therapy with children with autism. The fi rst stages of body psychic development are seriously disrupted by this pathology, resulting in primitive anxieties of falling and of being liquefi ed. These anxieties are connected to the fragile development of body ego and of its related spatiotemporal organisation. The changes in children observed by the authors during the therapeutic process lead them to offer a psychodynamic assessment tool, which revolves principally around the development of body ego. After the initial state of 'severe autism', the authors describe three stages: the stage of 'recovery of the skin' (Bick); the established 'symbiotic phase', subdivided into 'vertical then horizontal splitting of the body ego'; and fi nally the stage of 'individuation'. First, the authors describe the principal psychoanalytic approaches to autism and refl ect on the links possible with nonpsychoanalytic work.     

The philosophy of simulation: hot new issues or same old stew?

Computer simulations are an exciting tool that plays important roles in many scientific disciplines. This has attracted the attention of a number of philosophers of science. The main tenor in this literature is that computer simulations not only constitute interesting and powerful new science, but that they also raise a host of new philosophical issues. The protagonists in this debate claim no less than that simulations call into question our philosophical understanding of scientific ontology, the epistemology and semantics of models and theories, and the relation between experimentation and theorising, and submit that simulations demand a fundamentally new philosophy of science in many respects. The aim of this paper is to critically evaluate these claims. Our conclusion will be sober. We argue that these claims are overblown and that simulations, far from demanding a new metaphysics, epistemology, semantics and methodology, raise few if any new philosophical problems. The philosophical problems that do come up in connection with simulations are not specific to simulations and most of them are variants of problems that have been discussed in other contexts before. An erratum to this article can be found at     

An impoverished machine: Challenges to human learning and instructional technology

Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However, creating technological innovations is not enough. As part of psychological science, the development and assessment of instructional systems should be guided by theories and practices within the discipline. The technology we develop should become an object of research like other phenomena that are studied. In the present article, I present an informal account of my own work in assessing instructional technology for engineering thermodynamics to show not only the benefits, but also the limitations, in studying the technology we create. I conclude by considering several ways of advancing the development of instructional technology within the SCiP community, including interdisciplinary research and envisioning learning contexts that differ radically from traditional learning focused on lectures and testing.     

Observing repetitive finger movements modulates response times of auditorily cued finger movements

Our motor and perceptual representations of actions seem to be intimately linked and the human mirror neuron system (MNS) has been proposed as the mediator. In two experiments, we presented biological or non-biological movement stimuli that were either congruent or incongruent to a required response prompted by a tone. When the tone occurred with the onset of the last movement in a series, i.e., it was perceived during the movement presentation, congruent biological stimuli resulted in faster reaction times than congruent non-biological stimuli. The opposite was observed for incongruent stimuli. When the tone was presented after visual movement stimulation, however, no such interaction was present. This implies that biological movement stimuli only affect motor behaviour during visual processing but not thereafter. These data suggest that the MNS is an "online" system; longstanding repetitive visual stimulation (Experiment 1) has no benefit in comparison to only one or two repetitions (Experiment 2).     

Association between polymorphisms in the dopamine transporter gene and depression: evidence for a gene-environment interaction in a sample of juvenile detainees

Previous research has generated examples of how genetic and environmental factors can interact to create risk for psychopathology. Using a gene-by-environment (G x E) interaction design, we tested whether three polymorphisms in the dopamine transporter gene (DAT1, also referred to as SLC6A3, located at 5p15.33) interacted with maternal parenting style to predict first-onset episodes of depression. Participants were male adolescents (N= 176) recruited from a juvenile detention center in northern Russia. As hypothesized, one of the polymorphisms (rs40184) moderated the effect of perceived maternal rejection on the onset of major depressive disorder, as well as on suicidal ideation. Further, this G x E interaction was specific to depression; it did not predict clinically significant anxiety. These results highlight the need for further research investigating the moderating effects of dopaminergic genes on depression.