Does analogical transfer involve a term-to-term alignment?

According to dominant models of reasoning by analogy, analogical transfer requires subjects to first define a full one-to-one correspondence between the base and the target problems. Accordingly, these models predict that if there is a cross-mapping between the base and the target (cross-mapping exists when similar or identical elements in the base and the target play different roles), the time spent transferring a property from the base to the target will be greater. The present results are inconsistent with this prediction. Indeed, if the mapping task is more difficult in the cross-mapping condition than in the control condition, the time needed to make the transfer is not affected by the presence of a cross-mapping. Consequently, we conclude that the mapping phase is not a necessary condition for transfer.     

Book Reviews

L uke , H elen M. Kaleidoscope: The Way of Woman and Other Essays.
P rétat , J ane R. Coming to Age: The Croning Years and Late-Life Transformation.
R yce -M enuhin , J oel . (ed.). Jung and the Monotheisms: Judaism, Christianity and Islam.
W hitmont , E dward C. The Alchemy of Healing: Psyche and Soma.
H orowitz , M ardi J., K ernberg , O tto F. and W einshel , E dward M. (eds). Psychic Structure and Psychic Change: Essays in Honor of Robert S. Wallerstein, M.D.
G oldman , D. In Search of the Real: The Origins and Originality of D. W. Winnicott.
L angs , R obert . Empowered Psychotherapy: Teaching Self-Processing: A New Approach to the Human Psyche and Its Reintegration.
R oazen , P aul . Meeting Freud's Family.     

Scheffler Revisited on the Role of History and Philosophy of Science in Science Teacher Education

Twenty-five years ago Israel Scheffler argued for the inclusion of philosophy of science in the preparation of science teachers. It was part of his wider argument for the inclusion of courses in the philosophy of the discipline in programmes that are preparing people to teach that discipline. For the most part Scheffler's suggestion, at least as far as science education is concerned, went unheeded. Pleasingly, in recent times there has been some rapprochement between these fields. This paper will restate parts of Scheffler's argument, it will develop some additional considerations pertaining to it, and it will set the discussion in the context of contemporary debate about science, science education and teacher training. With changed time and circumstances, Scheffler' arguments might find more adherents than when they were initially proposed. My revision of Scheffler's argument has two planks: first pedagogical, second professional.     

Velocity-dependent improvements in single-dot direction discrimination

Thirty-six Brown University students participated in three experiments designed to address perceptual learning. In each experiment, visual discrimination thresholds were tracked over 4,200 trials. Results from Experiment 1 suggest that the pattern of threshold reduction on a single-dot motion-direction discrimination task was stimulus-direction specific and matched (in a velocity-dependent manner) the threshold reduction pattern previously reported for a line-orientation discrimination task. In Experiment 2, it was determined that the stationary-line-orientation—specific practice effects originally reported by Vogels and Orban (1985) could be replicated but were contingent on line length. Similarly, the results from Experiment 3 suggest that practice effects originally reported by Ball and Sekuler (1987) could be replicated but were contingent on stimulus velocity. Implications for the mechanisms underlying direction and orientation discrimination are considered.     

The K-BIT: A screen for IQ in six diverse populations

Performance data were collected on the Kaufman Brief Intelligence Test (K-BIT) from a total of 196 individuals from six diverse populations. College students did best, followed closely by closed head-injured adults and their controls; the order of performance then was learning-disabled children, psychiatric patients, and finally, neurosurgical patients in the acute stages of recovery.     

Magnitudes of score differences produced within sessions in a cooperative exchange procedure

Interest centered on maximal score differences produced within sessions during two-party exchange. Subjects chose between earning money independently or through potentially higher-paying exchange. In the exchange option, only one person could produce points for the other on a trial. Because each exchange response (“give”) required the giver to forego earning points independently, the larger the score difference produced (i.e., the further ahead in earnings the other person was put), the greater the reduction in the giver's earnings if the other person did not reciprocate. Results showed that scores were usually equal at the end of each session, and that subjects maintained close equality of scores throughout each session. When a response-cost contingency that punished the alternation of giving was introduced, however, large within-session score differences developed. These large differences continued to be produced after the response-cost contingency was removed. Finally, when subjects were told that the session could end at any moment, score differences were sharply reduced, indicating that production of score differences remained under the control of discriminative stimuli associated with the likelihood of reciprocation. The study suggests that with appropriate procedures, an experimental analysis of behavioral phenomena associated with the concept of “trust” may be possible.     

Uninstructed human responding: sensitivity to ratio and interval contingencies

College students' presses on a telegraph key were occasionally reinforced by light onsets in the presence of which button presses (consummatory responses) produced points later exchangeable for money. One student's key presses were reinforced according to a variable-ratio schedule; key presses of another student in a separate room were reinforced according to a variable-interval schedule yoked to the interreinforcement intervals produced by the first student. Instructions described the operation of the reinforcement button, but did not mention the telegraph key; instead, key pressing was established by shaping. Performances were comparable to those of infrahuman organisms: variable-ratio key-pressing rates were higher than yoked variable-interval rates. With some yoked pairs, schedule effects occurred so rapidly that rate reversals produced by schedule reversals were demonstrable within one session. But sensitivity to these contingencies was not reliably obtained with other pairs for whom an experimenter demonstrated key pressing or for whom the reinforcer included automatic point deliveries instead of points produced by button presses. A second experiment with uninstructed responding demonstrated sensitivity to fixed-interval contingencies. These findings clarify prior failures to demonstrate human sensitivity to schedule contingencies: human responding is maximally sensitive to these contingencies when instructions are minimized and the reinforcer requires a consummatory response.