Timed picture naming norms for 590 pictures in Dutch

The present study presents timed norms for 590 pictures in Belgian Dutch. We determined name agreement and response latencies. Furthermore, we assessed which factors influenced the naming latencies of the pictures. It appeared that age-of-acquisition, the H-statistic (an index of name agreement), and the number of syllables of the dominant response were significant predictors of the naming latencies. These results are discussed in comparison with previous findings.     

Toward a phenomenology of attention

There is a considerable amount of research being done on attention by cognitive psychologists. I claim that in the process of measuring and mapping consciousness, these researchers have missed important phenomenological findings. After a synopsis and illustration of the nature of attention as described by Aron Gurwitsch, I critique the assumptions of current psychological research on this topic. Included is discussion of the metaphor of attention as a beam or spotlight, the concept of selective attention as the standard accomplishment, and the cognitive bestowal of organization on otherwise unorganized data. It is concluded that cognitive psychologists and others working on attention can benefit from Gurwitsch's work, and that a credible account of attention is crucial to the success of any comprehensive statement on the nature of consciousness.     

What is ceteris paribus preference?

A general format is introduced for deriving preferences over states of affairs from preferences over a set of contextually complete alternatives. Formal results are given both for this general format and for a specific instance of it that is a plausible explication of ceteris paribus prefence.     

FEEDBACK FUNCTIONS IN TEACHING MACHINES

The efficiencies of two ways of providing feedback in teaching machines were studied. The task was to learn paired associates by choosing one alternative out of three to match a stimulus. Feedback was provided in one machine by immediately presenting a new item in the case of a correct response. In the other machine the correct associates were shown for 2 sec. after a correct choice had been made. The latter method was superior. The results are discussed in relation to theories concerning the effects of exposure time on rate of learning.     

A note on the deontic system DL of Jones and Pörn

I would like to thank Ingmar Pörn for valuable comments on an earlier version of this paper.     

Relaxation versus cognitive therapies for dental fear--a psychophysiological approach.

By separating 127 adult dental-phobic patients according to fear etiology and psychophysiologic response style, the authors investigated the outcome of 2 dental fear treatments. Before and after either relaxation or cognitively oriented treatment, subjects were exposed to neutral and fear-relevant video sequences while the subjects' forehead muscle tension, heart rate, and skin conductance were recorded. Pre- to postintervention differences in self-reported dental fear, general fear, and trait anxiety were analyzed together with psychophysiological data. Both treatments resulted in a significant reduction of dental fear. Despite significant interaction effects of Treatment Modality x Psychophysiological Response Style, it could not be concluded that patients with different fear etiologies or response styles benefit differentially from the 2 treatments given.     

Psychology—Tensions between Objectivity and Subjectivity

The self is often defined in terms of its presentational appearances. This may easily end up in a denial of the internal aspects of the self, which is very often related to a tendency to avoid the tension between the internal and the external, but also between subjectivity and objectivity. In this paper this ambition is regarded in a historical perspective, in which Fichte and Hegel both represent attempts at abolishing the tension, whereas Kant and Kierkegaard represent the opposite. History shows that an eradication of the tension between subjectivity and objectivity implies a deterioration of psychology as well. Thus the conclusion is that psychology is primarily to be defined in terms of the tension between subjectivity and objectivity, which requires an accurate understanding and the inclusion of both of them.     

Age effects shrink when motor learning is predominantly supported by nondeclarative, automatic memory processes: evidence from golf putting

Can motor learning be equivalent in younger and older adults? To address this question, 48 younger (M = 23.5 years) and 48 older (M = 65.0 years) participants learned to perform a golf-putting task in two different motor learning situations: one that resulted in infrequent errors or one that resulted in frequent errors. The results demonstrated that infrequent-error learning predominantly relied on nondeclarative, automatic memory processes whereas frequent-error learning predominantly relied on declarative, effortful memory processes: After learning, infrequent-error learners verbalized fewer strategies than frequent-error learners; at transfer, a concurrent, attention-demanding secondary task (tone counting) left motor performance of infrequent-error learners unaffected but impaired that of frequent-error learners. The results showed age-equivalent motor performance in infrequent-error learning but age deficits in frequent-error learning. Motor performance of frequent-error learners required more attention with age, as evidenced by an age deficit on the attention-demanding secondary task. The disappearance of age effects when nondeclarative, automatic memory processes predominated suggests that these processes are preserved with age and are available even early in motor learning.     

John Stuart Mill and the Conflicts of Equality

John Stuart Mill commented on the relationship between equality and liberty in general terms, and he also discussed the relationships between equality and four more concrete social goals: equality vs. diversity and individual spontaneity, equality vs. freedom of trade and entrepreneurial activity, equality vs. economic incentives for workpeople, and equality vs. welfare. In his more general statements he wrote off potential conflicts between equality and liberty, claiming that only those liberties that can be enjoyed by all are real liberties—or at least they are the only ones worth defending. However, in several of his more concrete discussions he gave higher priority to various liberty-related goals than to equality. This seeming contradiction can be resolved if we assume that he distinguished between valuing a liberty per se and valuing it as a means to achieve something else.