From Cognitive Neuroscience to Geriatric Neuropsychology: What Do Current Conceptualizations of the Action Error Handling Process Mean for Older Adults?

The fields of cognitive neuroscience and neuropsychology have contributed an extensive corpus of research to the study of error monitoring processes in younger adults; however, less is known about error handling in older adults. This paper highlights current conceptualizations of error detection and correction in healthy and impaired older adult populations. The literature suggests that some error handling processes require fewer processing resources than others and may be performed relatively automatically. Compared with young adults, older adults demonstrate a reduced ability to recognize errors, but exhibit similar rates of correction. Older adults diagnosed with a neurodegenerative disease (e.g. Alzheimer’s disease) show a reduced ability to detect and correct their action errors. Thus, neurodegenerative disease processes amplify the impairments in error identification associated with normal aging by disrupting both automatic and controlled error corrections. The clinical implications of our current knowledge are discussed, and directions for future neuropsychological research are offered.

Explanation and categorization: How “why?” informs “what?”

Recent theoretical and empirical work suggests that explanation and categorization are intimately related. This paper explores the hypothesis that explanations can help structure conceptual representations, and thereby influence the relative importance of features in categorization decisions. In particular, features may be differentially important depending on the role they play in explaining other features or aspects of category membership. Two experiments manipulate whether a feature is explained mechanistically, by appeal to proximate causes, or functionally, by appeal to a function or goal. Explanation type has a significant impact on the relative importance of features in subsequent categorization judgments, with functional explanations reversing previously documented effects of ‘causal status’. The findings suggest that a feature’s explanatory importance can impact categorization, and that explanatory relationships, in addition to causal relationships, are critical to understanding conceptual representation.     

Fragmentation or Differentiation: Questioning the Crisis in Psychology

There is a recurrent discourse about the fragmentation of psychology and its crises as a science, which often leads to a disenchanted view about its future. To this discourse we oppose a developmental one, in which crises can be occasions for development, and in which development might imply differentiation. We first review why psychology can be said to be in crisis. We then situate the crisis in the pragmatics of doing psychology. Crises occur when psychologists have problems either working with other psychologists or with communities. We argue that collaborative research is a way to overcome these crises. Specifically we suggest three specific scientific activities that can lead to the development of psychology: collaborative research methods, the identification of nodal concepts that enable the bringing together of different approaches and disciplines, and the creation and maintenance of institutional spaces that enable creative, collaborative work.

A first examination of the relationships between primed subconscious goals, assigned conscious goals, and task performance

The authors conducted 2 studies of subconscious goal motivation. First, the authors ran a pilot study to establish the effects of priming of subconscious goals on a performance task frequently used in goal setting research. Second, the authors conducted the main study in which the authors examined the effects of both priming of subconscious goals and assigned conscious goals on the same performance task. The authors found significant main effects of both manipulations and a significant interaction between subconscious and conscious goals. The effects of conscious difficult and do-best goals were enhanced by subconscious goals, although conscious easy goals were not affected. All effects from the main study still held after 1 day.     

Linking personality to helping behaviors at work: an interactional perspective

Previous efforts to elucidate dispositional antecedents of organizational citizenship behaviors have yielded equivocal results. The current study presents and tests a theoretical argument for expecting conscientiousness to interact with interpersonal dimensions of personality in predicting helping behaviors. As hypothesized, the responses of 374 women and their supervisors reveal significant interactions between conscientiousness, on the one hand, and agreeableness, extraversion, and emotional stability, on the other, in predicting helping behaviors. Clarifying the relationship between personality and helping, these results suggest that the impact of conscientiousness in a social context depends on a positive interpersonal orientation. The implications of these findings for research and practice are discussed.     

The Relationship Between Perspective-Taking and Nonaggressive Responding in the Face of an Attack

Perspective-taking functions as an inhibitor of interpersonal aggression and as a facilitator of prosocial behavior. The present study examined the extent to which perspective-taking enhances nonaggressive responses in a situation in which people typically make aggressive responses. It also examined the relationship between perspective-taking and response to interpersonal context. Subjects participated in a reaction-time task in which they could respond either aggressively or nonaggressively in two different interpersonal contexts (i.e., the target either increased or decreased provocation during the interaction). As predicted, perspective-taking was related to the inhibition of aggressive responding and the facilitation of nonaggressive responding. In general, perspective-taking was associated with less aggression, including relatively more positive and fewer negative responses. This was especially the case in the interpersonal context in which the target had increased provocation across the trials of the task.     

Functions in biological kind classification

Biological traits that serve functions, such as a zebra's coloration (for camouflage) or a kangaroo's tail (for balance), seem to have a special role in conceptual representations for biological kinds. In five experiments, we investigate whether and why functional features are privileged in biological kind classification. Experiment 1 experimentally manipulates whether a feature serves a function and finds that functional features are judged more diagnostic of category membership as well as more likely to have a deep evolutionary history, be frequent in the current population, and persist in future populations. Experiments 2-5 reveal that these inferences about history, frequency, and persistence account for nearly all the effect of function on classification. We conclude that functional features are privileged because their relationship with the kind is viewed as stable over time and thus as especially well suited for establishing category membership, with implications for theories of classification and folk biological understanding.     

Occam's rattle: children's use of simplicity and probability to constrain inference

A growing literature suggests that generating and evaluating explanations is a key mechanism for learning and inference, but little is known about how children generate and select competing explanations. This study investigates whether young children prefer explanations that are simple, where simplicity is quantified as the number of causes invoked in an explanation, and how this preference is reconciled with probability information. Both preschool-aged children and adults were asked to explain an event that could be generated by 1 or 2 causes, where the probabilities of the causes varied across conditions. In 2 experiments, it was found that children preferred explanations involving 1 cause over 2 but were also sensitive to the probability of competing explanations. Adults, in contrast, responded on the basis of probability alone. These data suggest that children employ a principle of parsimony like Occam's razor as an inductive constraint and that this constraint is employed when more reliable bases for inference are unavailable.