The Montreal Affective Voices: A validated set of nonverbal affect bursts for research on auditory affective processing

The Montreal Affective Voices consist of 90 nonverbal affect bursts corresponding to the emotions of anger, disgust, fear, pain, sadness, surprise, happiness, and pleasure (plus a neutral expression), recorded by 10 different actors (5 of them male and 5 female). Ratings of valence, arousal, and intensity for eight emotions were collected for each vocalization from 30 participants. Analyses revealed high recognition accuracies for most of the emotional categories (mean of 68%). They also revealed significant effects of both the actors' and the participants' gender: The highest hit rates (75%) were obtained for female participants rating female vocalizations, and the lowest hit rates (60%) for male participants rating male vocalizations. Interestingly, the mixed situations--that is, male participants rating female vocalizations or female participants rating male vocalizations--yielded similar, intermediate ratings. The Montreal Affective Voices are available for download at vnl.psy.gla.ac.uk/ (Resources section).     

Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: An eye-tracking study

The relationship between rapid automatized naming (RAN) and reading fluency is well documented (see Wolf, M. & Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415–438, for a review), but little is known about which component processes are important in RAN, and why developmental dyslexics show longer latencies on these tasks. Researchers disagree as to whether these delays are caused by impaired phonological processing or whether extra-phonological processes also play a role (e.g., Clarke, P., Hulme, C., & Snowling, M. (2005). Individual differences in RAN and reading: A response timing analysis. Journal of Research in Reading, 28(2), 73–86; Wolf, M., Bowers, P.G., & Biddle, K. (2000). Naming-speed processes, timing, and reading: A conceptual review. Journal of learning disabilities, 33(4), 387–407). We conducted an eye-tracking study that manipulated phonological and visual information (as representative of extra-phonological processes) in RAN. Results from linear mixed (LME) effects analyses showed that both phonological and visual processes influence naming-speed for both dyslexic and non-dyslexic groups, but the influence on dyslexic readers is greater. Moreover, dyslexic readers’ difficulties in these domains primarily emerge in a measure that explicitly includes the production phase of naming. This study elucidates processes underpinning RAN performance in non-dyslexic readers and pinpoints areas of difficulty for dyslexic readers. We discuss these findings with reference to phonological and extra-phonological hypotheses of naming-speed deficits.     

On the Compositional Extension Problem

A semantics may be compositional and yet partial, in the sense that not all well-formed expressions are assigned meanings by it. Examples come from both natural and formal languages. When can such a semantics be extended to a total one, preserving compositionality? This sort of extension problem was formulated by Hodges, and solved there in a particular case, in which the total extension respects a precise version of the fregean dictum that the meaning of an expression is the contribution it makes to the meanings of complex phrases of which it is a part. Hodges' result presupposes the so-called Husserl property, which says roughly that synonymous expressions must have the same category. Here I solve a different version of the compositional extension problem, corresponding to another type of linguistic situation in which we only have a partial semantics, and without assuming the Husserl property. I also briefly compare Hodges' framework for grammars in terms of partial algebras with more familiar ones, going back to Montague, which use many-sorted algebras instead.

     

Temporal Vacua

I show to be unsuccessful several attempts to demonstrate the possibility of time without change. Consideration of the most prominent of these arguments (by Sydney Shoemaker) then leads to the formulation of a general argument: evidence which justifies a claim that a certain amount of time has elapsed also justifies a claim that continuous change has occurred during the period. Hence there is a sound basis for the relationist claim that there is no time without events.     

The co-consciousness hypothesis

Phenomenology and the Cognitive Sciences - Self-knowledge seems to be radically different from the knowledge of other people. However, rather than focusing on the gap between self and others, we...     

Team climate,climate strength and team performance. A longitudinal study

We tested the hypothesis that the relationship between team climate and team performance is moderated by climate strength. The study sample was composed of 155 bank branches, and a two‐wave panel design was implemented. We measured four team climate facets (support, innovation, goal achievement and enabling formalization). We obtained two subjective indicators of team performance (ratings provided by team members and by team managers) and a financial indicator of team performance. Seven out of the 12 interaction effects tested were statistically significant and showed the expected sign. When financial team performance was the criterion, only the interaction term was significant. This suggests that only strong climates are related to financial team performance over time.     

Learning Through Shared Christian Praxis: Reflective Practice in the Classroom

The cultivation of reflective practice has become a commonly accepted goal of theological education. However, theological educators must face the challenge of teaching and assessing reflective practice. Hypothesizing that this concern is best addressed in community, the authors of this article devised a collaborative action‐research project using Thomas Groome's “shared Christian praxis” model. They describe the ways in which they have, over the course of the project, modified their pedagogy to improve their students' reflection on practice.     

Personal epistemology across cultures: exploring Norwegian and Spanish university students’ epistemic beliefs about climate change

The primary aim was to explore and compare the dimensionality of personal epistemology with respect to climate change across the contexts of Norwegian and Spanish students. A second aim was to examine relationships between topic-specific epistemic beliefs and the variables of gender, topic knowledge, and topic interest in the two contexts. Participants were 225 Norwegian and 217 Spanish undergraduates enrolled in psychology or education courses, and the dimensionality of topic-specific personal epistemology was explored through factor analyses of the scores on a 49-item questionnaire. Hierarchical multiple regression analyses were used to predict scores on the epistemic belief dimensions emerging from the factor analyses with gender, topic knowledge, and topic interest, respectively. Even though considerable cross-cultural generalizability in dimensionality was demonstrated, this research also draws attention to the cultural embeddedness of topic-specific epistemic beliefs. Moreover, differences in the predictability of topic knowledge and topic interest in Norway and Spain, suggest that factors constraining or enhancing adaptive epistemic beliefs concerning particular topics may vary across cultures.     

Orangutans (Pongo pygmaeus) and bonobos (Pan paniscus) point to inform a human about the location of a tool

Although pointing is not part of great apes’ natural gestural repertoire, they can learn to point to food, in order to request it. To assess the flexibility with which they can use this gesture, one can vary the potential referent of the point. In two previous studies, three orangutans (two of them human-reared) have shown the ability to point to the location of a tool which a human experimenter needed in order to give them food. Here, we tested six orangutans and five bonobos using a set-up in which our subjects had to guide a human experimenter to the hiding place of a fork which was needed in order to retrieve a piece of food for the subject out of a vertical tube. We further examined the potential role of a competitive/deceptive context by varying the identity of the person responsible for hiding the tool. In addition, we implemented three different control conditions in which an object was hidden but it was not necessary to indicate its location to get the food. We found that the majority of subjects spontaneously guided the experimenter to the hiding place of the fork by pointing to it when it was necessary and they did so significantly less in control conditions. We did not find an effect of the person hiding the fork. Our results show that mother-reared orangutans and bonobos are able to point to inform a human about the location of an object that the human needs to procure food for the subject and that they can take into account whether it is relevant or not to do so.