Category similarity effects in children's semantic memory retrieval

Fourth-, sixth-, and eighth-grade students were required to indicate whether or not a stimulus word belonged in either of two semantic categories that were held in memory. Each category pair was either semantically similar or semantically dissimilar. The results indicated that even for the youngest children, similar categories required less search time than dissimilar categories. It was suggested that while dissimilar categories had to be accessed successively prior to search, subjects were able to consolidate similar categories into a superordinate group which eliminated the time to shift from one category to another during search. The results were contrasted with clustering studies which have demonstrated a minimal amount of memory facilitation in children for conceptually related items over unrelated items.     

Training social cognition: from imitation to Theory of Mind

Evidence for successful socio-cognitive training in typical adults is rare. This study attempted to improve Theory of Mind (ToM) and visual perspective taking in healthy adults by training participants to either imitate or to inhibit imitation. Twenty-four hours after training, all participants completed tests of ToM and visual perspective taking. The group trained to inhibit their tendency to imitate showed improved performance on the visual perspective-taking test, but not the ToM test. Neither imitation training, nor general inhibition training, had this effect. These results support a novel theory of social cognition suggesting that the same self-other discrimination process underlies imitation inhibition and perspective taking. Imitation, perspective taking and ToM are all pro-social processes--ways in which we reach out to others. Therefore, it is striking that perspective taking can be enhanced by suppressing imitation; to understand another, sometimes we need, not to get closer, but to pull away.     

A feature-inversion effect: can an isolated feature show behavior like the face-inversion effect?

The face-inversion effect (FIE) is explained by the configural-processing hypothesis. It proposes that inversion disrupts configural information processing (spatial links among facial features) and leaves the processing of featural information (eyes, nose, and mouth) comparatively intact. According to this hypothesis, an inverted isolated facial feature cannot show a feature-inversion effect--that is, behavior similar to the FIE--since all the spatial links between it and the other features in a face are eliminated; that is, the configural information is removed. The findings of the present study, which show that isolated eyes do exhibit the feature-inversion effect, support the extended configural-processing hypothesis. This proposes that inversion also impairs processing of the configural information within the eyes themselves. Removal of the brows in whole faces tended to interfere with processing of the configural information in the upright position but to facilitate processing in the inverted position.     

Distinguishing volumetric content from perceptual presence within a predictive processing framework

Phenomenology and the Cognitive Sciences - I argue for an overlooked distinction between perceptual presence and volumetric content, and flesh it out in terms of predictive processing. Within the...     

Explaining the face-inversion effect: the face–scheme incompatibility (FSI) model

The face-inversion effect (FIE) can be viewed as being based on two kinds of findings. According to the face(UI) effect, perception and recognition are better for faces presented upright (U) than for faces presented inverted (I). According to the face/object(UI) effect, inversion impairs the processing of faces more than the processing of nonfacial objects (e.g., buildings or cars). Part I of this article focuses on the face(UI) effect and the configural-processing hypothesis, which is considered the most popular explanatory hypothesis of the FIE. In this hypothesis, it is proposed that inversion impairs the processing of configural information (the spatial relations between features) but hardly (if at all) impairs the processing of featural information (e.g., eyes, nose, and mouth). Part II of the article starts from the conclusion reached in part I, that the configural-processing hypothesis has not succeeded in explaining a substantial number of the findings and in resolving certain theoretical problems. The part then goes on to outline a new alternative model, the face–scheme incompatibility (FSI) model, which contends with these theoretical problems, accounts for the configural-processing hypothesis, succeeds in explaining a considerable portion of the empirical findings related to the face(UI) effect, and proposes a relatively new research program on the concept of the face scheme. The basic assumption of the FSI model is that schemes and prototypes are involved in processing a visual stimulus of a face and in transforming it to a “meaning-bearing” face, and that different schemes are involved if the face is presented upright or inverted.     

Can Florida become like the next Florida? When metaphoric comparisons fail

Metaphors can be understood in either of two ways: via a comparison process or via a categorization process. What determines which process will be used? According to a recent variant of comparison theory, novel metaphors must be processed as comparisons; only conventional metaphors can be processed as categorizations. We argue that choice of process is determined not by conventionality, but instead by the semantic and referential properties of the metaphor itself. We identified a type of novel metaphor that is indeed understood more quickly as a comparison than as a categorization. We then generated variants of such metaphors to make comparison difficult and found that these new novel metaphors were understood more quickly as categorizations than as comparisons. We conclude that metaphors can be processed as categorizations from the start, depending on their semantic and referential properties.     

Applicant self-selection: correlates of withdrawal from a multiple hurdle process

The authors examined applicant self-selection from a multiple hurdle hiring process. The relationships of the selection status of 3,550 police applicants (self-selected out prior to 1 of the hurdles, passing, or failing) and perceptions of the organization, commitment to a law enforcement job, expectations regarding the job, employment status, the need to relocate, the opinions of family and friends, and perceptions of the hiring process were examined. Differences between those who stayed in the process and those who self-selected out were observed in most areas, and those who self-selected out at early stages differed from those self-selecting out at later stages. African Americans' and women's perceptions also differed from the majority group, indicating some of the difficulties an organization faces in attempting to diversify.     

Chemical aversion treatment of alcoholism: Lithium as the aversive agent

Animal work indicating flavour aversion produced by chemical aversion therapy (CAT) with lithium might be effective in the treatment of alcoholism led to this treatment being given to 25 patients. The abstinence rate six months later of 36% was significantly better than the 12% rate for an equivalent group of patients, treated with a disulfuram-like drinking deterrent, calcium carbimide. The rate for the CAT group improves to 47% if 8 patients are excluded who did not develop sickness reactions to lithium. CAT with lithium appears safe given proper medical precautions.     

Memory for meaning in skilled and unskilled readers

Skilled and unskilled readers from grades 3, 5, and 7 (9, 11, and 13 years of age, respectively) performed one of three memory tasks on a randomized list of primary word associates. One group rated each word as “good” or “bad” (incidental semantic task), another group produced a rhyming word for each list word (incidental rhyming task), and a third group attempted to memorize the list (intentional learning task). The recall results indicated equivalent recall for skilled and unskilled readers at all grades on the rhyming and intentional tasks; whereas, skilled readers were superior to unskilled readers on the semantic task. A clustering analysis produced a similar effect as skilled readers, who performed the semantic task, tended to cluster semantically-associated words together during recall more readily than unskilled readers. The results were construed as evidence for reading-skill differences in the semantic encoding of individual words.