Blinks as an index of cognitive activity during reading

Horizontal and vertical EOG recordings of eye movements were analyzed to determine the spatial and temporal distribution of blinks and the patterns of eye movements (saccades and fixation pauses) exhibited by six subjects during the reading of stories presented in two formats (on paper and on a VDT). The frequency and placement of blinks was not affected by the presentation condition. Blinks were determined to be non-randomly distributed during reading. Significantly more blinks (36%) occurred in conjunction with saccades than the proportion of time consumed by saccades (12%) would predict. Significantly more blinks (36%) occurred in the vicinity of line change saccades, which accounts for 15% of reading time, and with fixation pauses associated with regressions (42%), which accounts for 26% of reading time, than with fixation pauses during normal reading (22%), which accounts for 60% of reading time. The results of the study suggest that blink behavior during reading is under perceptual and cognitive control.     

Supervaluation-Style Truth Without Supervaluations

Kripke’s theory of truth is arguably the most influential approach to self-referential truth and the semantic paradoxes. The use of a partial evaluation scheme is crucial to the theory and the most prominent schemes that are adopted are the strong Kleene and the supervaluation scheme. The strong Kleene scheme is attractive because it ensures the compositionality of the notion of truth. But under the strong Kleene scheme classical tautologies do not, in general, turn out to be true and, as a consequence, classical reasoning is no longer admissible once the notion of truth is involved. The supervaluation scheme adheres to classical reasoning but violates compositionality. Moreover, it turns Kripke’s theory into a rather complicated affair: to check whether a sentence is true we have to look at all admissible precisification of the interpretation of the truth predicate we are presented with. One consequence of this complicated evaluation condition is that under the supervaluation scheme a more proof-theoretic characterization of Kripke’s theory becomes inherently difficult, if not impossible. In this paper we explore the middle ground between the strong Kleene and the supervaluation scheme and provide an evaluation scheme that adheres to classical reasoning but retains many of the attractive features of the strong Kleene scheme. We supplement our semantic investigation with a novel axiomatic theory of truth that matches the semantic theory we have put forth.     

Attentional resource and processing speed limitations during sentence processing in Parkinson's disease

Several studies have suggested that patients with Parkinson's disease (PD) have sentence comprehension difficulty in part because of their limited executive resources. However, these assessments confound the executive resources contributing to sentence comprehension with the resources needed for task performance. In the present study, we used a word detection technique that minimizes task demands in order to evaluate attentional and processing speed resources during the comprehension of simple sentences without subordinate clauses and sentences containing subject-relative and object-relative center-embedded subordinate clauses. We found that PD patients have poor sensitivity to phonetic errors embedded in unbound grammatical morphemes, regardless of the clausal structure of the sentence, suggesting difficulty attending to grammatical morphemes. We also found that PD patients are significantly slowed in their sensitivity to phonetic errors in content words embedded in object-relative center-embedded sentences. Slowed sensitivity to content words in object-relative sentences was correlated with timed executive measures of planning. On a traditional measure of comprehension, these PD patients were impaired for sentences containing object-relative center-embedded clauses compared to sentences with subject-relative center-embedded clauses, and comprehension of object-relative sentences was correlated with executive measures. Our findings are consistent with the claim that limited executive resources for strategic attention and processing speed contribute to the sentence comprehension difficulties of PD patients.     

Clinician-Guided Assessment of Personality Using the Structural Interview and the Structured Interview of Personality Organization (STIPO)

This article demonstrates the utility of a theory-guided psychodynamic approach to the assessment of personality and personality pathology based on the object relations model developed by Kernberg (1984). We describe a clinical interview, the Structural Interview (SI; Kernberg, 1984), and also a semistructured approach, the Structured Interview of Personality Organization (STIPO; Clarkin, Caligor, Stern, & Kernberg, 2004) based on this theoretical model. Both interviews focus on the assessment of consolidated identity versus identity disturbance, the use of adaptive versus lower level defensive operations, and intact versus loss of reality testing. In the context of a more clinically oriented assessment, the SI makes use of tactful confrontation of discrepancies and contradictions in the patient's narrative, and also takes into account transference and countertransference phenomena, whereas the more structured approach of the STIPO incorporates clinical judgment informed by clinical theory into a well-guided interaction with the patient. Both interviews have good interrater reliability and are coherent with the alternative model for personality disorder diagnosis proposed by the Diagnostic and Statistical Manual of Mental Disorders (5th ed.), Section III. Finally, they provide the clinician with specific implications for prognosis and treatment planning and can rationally guide clinical decision making.     

Commentary on Paper by Philip A. Ringstrom

When we feel overwhelmed by an inescapable threat, we “identify with the aggressor” (Ferenczi, 1933). Hoping to survive, we sense and “become” precisely what the attacker expects of us—in our behavior, perceptions, emotions, and thoughts. Identification with the aggressor is closely coordinated with other responses to trauma, including dissociation. Over the long run, it can become habitual and can lead to masochism, chronic hypervigilance, and other personality distortions.

But habitual identification with the aggressor also frequently occurs in people who have not suffered severe trauma, which raises the possibility that certain events not generally considered to constitute trauma are often experienced as traumatic. Following Ferenczi, I suggest that emotional abandonment or isolation, and being subject to a greater power, are such events. In addition, identification with the aggressor is a tactic typical of people in a weak position; as such, it plays an important role in social interaction in general.     

What the eyes already ‘know’: using eye movement measurement to tap into children's implicit numerical magnitude representations

To date, a number of studies have demonstrated the existence of mismatches between children's implicit and explicit knowledge at certain points in development that become manifest by their gestures and gaze orientation in different problem solving contexts. Stimulated by this research, we used eye movement measurement to investigate the development of basic knowledge about numerical magnitude in primary school children. Sixty‐six children from grades one to three (i.e. 6–9 years) were presented with two parallel versions of a number line estimation task of which one was restricted to behavioural measures, whereas the other included the recording of eye movement data. The results of the eye movement experiment indicate a quantitative increase as well as a qualitative change in children's implicit knowledge about numerical magnitudes in this age group that precedes the overt, that is, behavioural, demonstration of explicit numerical knowledge. The finding that children's eye movements reveal substantially more about the presence of implicit precursors of later explicit knowledge in the numerical domain than classical approaches suggests further exploration of eye movement measurement as a potential early assessment tool of individual achievement levels in numerical processing. Copyright © 2009 John Wiley & Sons, Ltd.