Spatial associations in number-related tasks: A comparison of manual and pedal responses

Bimanual parity judgments of numerically small (large) digits are faster with the left (right) hand (the SNARC effect; Dehaene, Bossini, & Giraux, 1993). According to one explanation, this effect is culturally derived and reflects ontogenetic influences such as the direction of written language; it might therefore be limited to, or at least be larger with, pairs of lateralized effectors which are instrumental to the production and comprehension of written language. We report two experiments which test for SNARC effects with pedal responses, and compare these effects to manual results. Pedal responses yielded highly systematic SNARC effects; furthermore, these effects did not differ from manual SNARC effects. These results argue against accounts in which the SNARC effect is specific for effectors that are habitually associated with the production or comprehension of written language.     

Deviant Heroes: Nonconformists as Agents of Justice and Social Change

Sociologists usually define deviance as a fluid construct, relative to given social circumstances, and something that is neither negative nor positive in and of itself. Despite the rejection of absolutist approaches, the vast majority of texts and studies concerning deviant behavior implicitly or explicitly present deviance as either a morally bad or morally neutral behavior. Such literatures wrongly conflate deviant behavior with villainous actions. We argue that some of the most important deviants have been at the leading forefront of positive social change and the creation of a more just, fair, and humane society. Deviant heroes are those individuals who violate unjust norms and laws, facing the repercussions of social control, while simultaneously effecting positive social change. This article considers the theoretical role of the deviant hero within classical and contemporary sociological traditions and identifies new directions for social research.     

Idealness and similarity in goal-derived categories: A computational examination

The finding that the typicality gradient in goal-derived categories is mainly driven by ideals rather than by exemplar similarity has stood uncontested for nearly three decades. Due to the rather rigid earlier implementations of similarity, a key question has remained—that is, whether a more flexible approach to similarity would alter the conclusions. In the present study, we evaluated whether a similarity-based approach that allows for dimensional weighting could account for findings in goal-derived categories. To this end, we compared a computational model of exemplar similarity (the generalized context model; Nosofsky, Journal of Experimental Psychology. General 115:39–57, 1986) and a computational model of ideal representation (the ideal-dimension model; Voorspoels, Vanpaemel, & Storms, Psychonomic Bulletin & Review 18:1006-114, 2011) in their accounts of exemplar typicality in ten goal-derived categories. In terms of both goodness-of-fit and generalizability, we found strong evidence for an ideal approach in nearly all categories. We conclude that focusing on a limited set of features is necessary but not sufficient to account for the observed typicality gradient. A second aspect of ideal representations—that is, that extreme rather than common, central-tendency values drive typicality—seems to be crucial.     

Talking Circles: A Native American Approach to Experiential Learning

Talking circles, as a unique instructional approach, can be used to stimulate multicultural awareness while fostering respect for individual differences and facilitating group cohesion. A brief history of the talking circle is followed by detailed instructions, talking circle process questions, ideas for classroom discussion after the activity, and teaching strategies. Círculos de conversación, como un método singular de pedagogía, se puede utilizar para estimular consciencia multicultural, mientras a la vez promueve el respeto para las diferencias individuales, y facilita cohesión grupal. Le sigue a una breve historia del círculo de conversación unas instrucciones detalladas, preguntas para procesar el círculo, ideas para discusión en clase despues de la actividad, y estrategias pedagógicas.