Spatial representation of magnitude in humans (<Emphasis Type="Italic">Homo sapiens</Emphasis>), Western lowland gorillas (<Emphasis Type="Italic">Gorilla gorilla gorilla</Emphasis>), and American black bears (<Emphasis Type="Italic">Ursus americanus</Emphasis>)

The spatial-numerical association of response codes (SNARC) effect is the tendency for humans to respond faster to relatively larger numbers on the left or right (or with the left or right hand) and faster to relatively smaller numbers on the other side. This effect seems to occur due to a spatial representation of magnitude either in occurrence with a number line (wherein participants respond to relatively larger numbers faster on the right), other representations such as clock faces (responses are reversed from number lines), or culturally specific reading directions, begging the question as to whether the effect may be limited to humans. Given that a SNARC effect has emerged via a quantity judgement task in Western lowland gorillas and orangutans (Gazes et al., Cog 168:312–319, 2017), we examined patterns of response on a quantity discrimination task in American black bears, Western lowland gorillas, and humans for evidence of a SNARC effect. We found limited evidence for SNARC effect in American black bears and Western lowland gorillas. Furthermore, humans were inconsistent in direction and strength of effects, emphasizing the importance of standardizing methodology and analyses when comparing SNARC effects between species. These data reveal the importance of collecting data with humans in analogous procedures when testing nonhumans for effects assumed to bepresent in humans.     

Frege on Number Properties

In the Grundlagen, Frege offers eight main arguments, together with a series of more minor supporting arguments, against Mill’s view that numbers are “properties of external things”. This paper reviews all eight of these arguments, arguing that none are conclusive.     

Stress at encoding,context at retrieval,and children’s narrative content

Research concerning the relations between stress and children’s memory has been primarily correlational and focused on memory volume and accuracy. In the current study, we experimentally manipulated 7- and 8-year-olds’ and 12- to 14-year-olds’ experienced stress during a to-be-remembered event to examine the effects of stress on the content of their memory. We further manipulated the degree of interviewer support at retrieval to determine whether it moderated the effects of stress at encoding on memory. Children’s age, gender, stress at encoding, and interviewer support all influenced the type of information included in their narrative reports. Most notably, across ages, children who experienced a more stressful event but were questioned in a supportive manner provided the largest ratio of terms representing internal states such as those about cognitions and emotions. Results suggest that how children process past events may be influenced by both the nature of the event itself and the context within which it is recalled.     

Dialectic,the Dictum de Omni and Ecthesis

In this paper, we provide a detailed critical review of current approaches to ecthesis in Aristotle’s Prior Analytics, with a view to motivate a new approach, which builds upon previous work by Marion & Rückert (2016) on the dictum de omni. This approach sets Aristotle’s work within the context of dialectic and uses Lorenzen’s dialogical logic, hereby reframed with use of Martin-Löf's constructive type theory as ‘immanent reasoning’. We then provide rules of syllogistic for the latter, and provide proofs of e-conversion, Darapti and Bocardo and e-subalternation, while showing how close to Aristotle’s text these proofs remain.     

DEGREES AND DIMENSIONS OF SOCIAL INTERACTION IN TRIBAL GROUPINGS

On a administré un inventaire de quinze questions sociométriques à onze groupes d'élèves d'écoles primaires et secondaires, d'une école d'instituteurs, et d'une école pour jeunes mineurs de la region minière (Copperbelt) de Zambie (N = 274). Les choix ont été analysés en prenant l'origine tribale comme base de classification pour les groupements dans les classes et pour tous les répondants. l'origine tribale représente une catégorie importante pour l'interaction sociale à l'intérieur des groupes institutionnels quand la distance est grande. Les dimensions de l'inventaire, que fait apparaître une analyse factorielle basée sur les groupements par tribu des répondants, suivent trois axes et pourraient correspondre à l'autorité (leadership) dans un système institutionnel, l'acceptation par les pairs et l'origine ethnique. l'A. discute de ces résultats en se référant à d'autres recherches sur la distance sociale et montre quelles modifications de la théorie traditionnelle ils suggèrent.     

Working memory contributions to reading comprehension components in middle childhood children

This study examined working memory contributions to reading comprehension subskills in Greek children (mean age 9 years, 1 month). The phonological loop of the Baddeley and Hitch working memory model was assessed with 3 recall tasks (words, nonwords, and digits) and a word list matching task. The central executive (CE) was assessed with 3 tasks (listening, counting, and backward digit recall). Participants were also given a receptive vocabulary task, a reading fluency task, and written stories accompanied by comprehension questions. Canonical correlation analyses showed that the comprehension variables were related to the CE rather than the phonological loop measures. CE functions were more strongly associated with elaborative inference generation (involving significant offline processing) and comprehension control (involving metacognitive monitoring). Smaller yet significant associations were observed between the CE and the necessary inference and literal comprehension measures, whereas a moderate relationship was found in the case of the simile comprehension variable. Among the CE variables, listening recall demonstrated the highest loading on the canonical function, followed by moderate yet significant counting and backward digit recall loadings. Vocabulary was found to fully mediate several associations between working memory and comprehension measures; however, the relationship between listening recall and elaborative inferences was partly mediated. Reading fluency and, on several occasions, Greek vocabulary knowledge did not mediate the relationships between CE measures and comprehension skills assessed. This study demonstrates the usefulness of CE measures for identifying young children's possible difficulties in carrying out specific reading comprehension processes.     

Narrative Skills,Gender, Culture,and Children’s Long-Term Memory Accuracy of a Staged Event

This study examined the extent to which school-aged children’s general narrative skills provide cognitive benefits for accurate remembering or enable good storytelling that undermines memory accuracy. European American and Chinese American 6-year-old boys and girls (N = 114) experienced a staged event in the laboratory and were asked to tell a story from a picture book that accessed their narrative skill. Children were interviewed about the staged event 6 months later to assess memory accuracy. Greater narrative skill when storytelling was associated with decreased free recall and recognition memory accuracy for the staged event. In free recall responses, this effect was driven by an increase in the likelihood that inaccurate details would be included in responses from children with better general narrative skills. For girls only, narrative skill predicted poorer recognition accuracy. Girls were also more language-proficient and provided more correct details in free recall than did boys. Chinese American children were more accurate than European American children when responding to recall prompts due to less frequent provision of incorrect details, particularly in girls. Findings are discussed in light of the roles of socialization in memory-reporting accuracy.