Classes,collections, and distinctive features: Alternative strategies for solving inclusion problems

This study analyzed the strategies that children ages 5 through 8 years used on two modified versions of Inhelder and Piaget's (The early growth of logic in the child. New York: Norton, 1964) class inclusion task. In two experiments, children were tested on Wilkinson's (Cognitive Psychology, 1976, 8, 64–85) “percept” inclusion task in which distinctive features marked both supraordinate and subclasses. It was hypothesized that children who fail standard Piagetian inclusion tasks succeed on the “percept” task by counting and comparing mutually exclusive features rather than using features as markers for classes and subclasses. The hypothesis was supported by children's performances on “percept” tasks in which solutions based on feature counting conflicted with solutions based on consideration of class inclusion relations. In two other experiments, children answered part-whole and part-part comparison questions in which both terms were described as classes and/or subclasses, or in which one of the two terms was described as a collection (e.g., a bunch of grapes). These experiments contrasted Markman and Seibert's (Cognitive Psychology, 1976, 8, 561–577) “organization” hypothesis that the greater psychological integrity of collections facilitates reasoning on part-whole comparison problems with the hypothesis that the faciltative effect results from the “large number” connotation of collective nouns. Results on collection problems in which parts were described as collections supported the “large number” hypothesis. Results were discussed in terms of their implications for Piaget's theory.     

The role of structural components in the Mueller-Lyer illusion

In order to assess the role of the structural components of the Mueller-Lyer illusion, subjects reproduced the central extent of standard Mueller-Lyer figures and configural variations. Illusory magnitude of the underestimated wings-in and overestimated wings-out figures was examined with selective amputations of the oblique wings and central line segment (shaft). Variations were presented at 0, 45, 90, and 135 deg from vertical. Orientation had no reliable effect on illusory magnitude. Elimination of the shaft effected a decrease in the apparent extent for all variations, presumably due to the addition of the filled-unfilled space illusory effect to the standard Mueller-Lyer effect. A second study corroborated this finding The decrease in apparent extent consequent to shaft removal occurred independently of any response factor. Selective wing removal differentially decreased the illusory magnitude of the standard Mueller-Lyer figures; this was discussed with regard to a dual-illusion hypothesis. Finally, variations that contained no intersecting lines produced a significant illusion in the direction of the standard Mueller-Lyer figures, suggesting the involvement of higher level, nonperipheral distortion mechanisms.     

A dual look at spontaneous cooperative play in the preschool: Free play versus structured environment

An observational study was conducted during free play among preschool children (N = 36) to identify the component skills of spontaneous cooperative play. Early techniques of spontaneous cooperation were found to be action-oriented and/or self-referenced statements contributing to thematic dialogue. Advanced techniques informed partners of abstract use of props and advised them on how to interact. A reliability study introduced dyads of older preschoolers (N = 60) to structured sets of play materials. In addition to supporting the display of components revealed in Study I, results indicated that 5-year-olds were better able than 4-year-olds to respond to the demand characteristics of the structured setting. Comparisons by sex, partnerships, and types of play materials were also analyzed.     

A stochastic model for test-retest correlations

A simple stochastic model is formulated in order to determine the optimal time between the first test and the second test when the test-retest method of assessing reliability is used. A forgetting process and a change in true score process are postulated. The optimal time between tests is derived by maximizing the probability that the respondent has not remembered the response on the first test and has not had a change in true score. The resulting test-retest correlation is then found to be a linear function of the true reliability of the test, where the slope of this function is the key probability of not remembering and having no change in true score. Some numerical examples and suggestions for using the results in empirical studies are given. Specific recommendations are presented for improved design and analysis of intentions data.This research was made possible by a grant from the Center for Food Policy Research, Graduate School of Business, Columbia University, New York, New York, 10027.     

Predicting contraceptive behavior from attitudes: a comparison of within- versus across-subjects procedures

Within- versus across-subjects procedures for predicting behavior from attitudes were contrasted. Each procedure requires a comparison among attitudes in order to generate a prediction; the comparison is either among the same attitudes held by different people (across subjects) or among different attitudes held by the same person (within subject). It was hypothesized that the within-subject model provides a more adequate explanation of behavior from attitudinal constructs and, hence, more accurate prediction of behavior from attitudes than does the across-subjects model. To test this view, a sample of 349 married couples was administered a questionnaire containing measures of three attitudinal components--affect, cognition, and conation--toward each of four contraceptive methods--oral contraceptives, IUD, diaphragm, and condoms. Contraceptive behavior was assessed 1 year later. In support of the hypothesis, the within-subject predictions bore a significantly stronger relation to the behavioral criteria than did the across-subjects predictions. This effect was consistent for each of the three components of attitude, for the prediction of behavior and behavioral intention, for male and female respondents, and for a variety of contraceptive behaviors. In addition, both the within- and the across-subjects analyses demonstrated a clear rank ordering in the predictive validity of the three attitudinal components: Conation was a better predictor of behavior than was affect, which, in turn, was better than cognition.     

Personality Characteristics and Self-esteem in Pet Owners and Non-owners

Previous research suggests that pet owners are psychologically different than non-owners in terms of self-esteem and other personality characteristics. In this study, 82 pet owners and 48 non-owners were tested on self-esteem, extraversion, neuroticism, and social self-esteem. Special emphasis was placed on highly attached pet owners compared with non-owners. Level of attachment was determined by scores from the CENSHARE pet attachment survey. No significant differences were found between the groups using analysis of variance and multivariate analysis of variance statistical procedures. It was concluded that pet owners and non-owners may not be different in terms of personality but may have become victims of stereotyping by both the general population and scientific researchers. Discussion was given to related significant findings and recommendations for further research.     

“Paramount reality” in Schutz and Gurwitsch

Conclusion Both Schutz and Gurwitsch describe reality as having a manifold character: Schutz speaks of multiple realities and Gurwitsch of orders of existence. Both hold that one realm of reality has a privileged status compared to the others: common everyday experience. However, in spite of this apparent convergence in their views, a closer reading of their various works reveal the important difference in what they understand under common everyday experience.For Schutz, it is the world of social action, characterized by him as paramount reality because of the constitutive processes of the experiences of time, space, sociality and meaning involved in action. For Gurwitsch, the realm of common everyday experience represents the counterpart and the origin of the constructed realm of science: therein lies its status of paramount reality. But what it really refers to is not ordinary experience, as most of his statements suggest, but pre-predicative experience, wherefrom the categories of the natural sciences, namely space and time, originate. Gurwitsch speaks of this pre-predicative experience, which he also calls primordial experience, as being essentially perceptual experience. However, he limits perceptual experience to sensory perception, leaving out the symbolic, social and action-related components of perception and becomes thus inconsistent with his adherence to the dismissal of the constancy hypothesis in his field theory of consciousness. The dismissal of the constancy hypothesis implies the recognition of the appresentational structures involving symbols, action and Others as inherent components of every perception. Schutz disagrees with Gurwitsch's reduction of the life-world Erlebnisse to sensory perception and this issue becomes the core of their debate on the phenomenon of paramount reality.     

Mentally retarded individuals outperform college graduates in judging the nonconservation of space and perimeter

Most adults of average and superior intelligence incorrectly assume that in a two dimensional figure two attributes, area, and perimeter, are locked in a fixed relationship such that if one remains unchanged so does the other. Consequently, when they correctly conserve one attribute during shape transformation, they incorrectly conserve the other. Mentally retarded individuals assume no such fixed relationship but depend exclusively on perceptual information. Although this dependence adversely effects their judgment of conservation, it allows them to correctly judge the changed state of the nonconserved attribute.