Recruitment of degrees of freedom stabilizes coordination

By showing that transitions may be obviated by recruiting degrees of freedom in the coupled pendulum paradigm, the authors reveal a novel mechanism for coordinative flexibility. In Experiment 1, participants swung pairs of unconstrained pendulums in 2 planes of motion (sagittal and frontal) at 8 movement frequencies starting from either an in-phase or antiphase mode. Few transitions were observed. Measures of spatial trajectory showed recruitment effects tied to the stability of the initial coordinative pattern. When the motion of the pendulums was physically restricted to a single plane in Experiment 2, transitions were more common, indicating that recruitment delays--or even eliminates--transitions. Such recruitment complements transitions as a source of coordinative flexibility and is incorporated in a simple extension of the Haken-Kelso-Bunz (1985) model.     

Note on matrices of random numbers

The statistical and structural characteristics of 13 matrices of random numbers in which both the cells and the entries were randomly chosen are discussed. Each matrix was explored considering row means, standard deviations, and correlations as well as column means, standard deviations, and correlations. A study concerning the sequential arrangement of digits was performed by finding out in tables of random numbers how many times the values 0 to 9 are followed by any other digit. Analyses indicate clear factor structures when factor analyzing correlations of rows and of columns and when examining sequential arrangements, concluding that for a given set of digits it is possible to assert both randomness and nonrandomness depending on how the data are examined.     

The development of working memory: further note on the comparability of two models of working memory

This paper is a set of reflections on Kemps, De Rammelaere, and Desmet's article (2000, this issue), in which the two models by Baddeley and Pascual-Leone are compared. First, some of the similarities and differences between the two models which we identified in a 1994 paper (de Ribaupierre & Bailleux, 1994) are briefly summarized and reexamined in the light of more recent work. Second, we debate the issue of whether each model makes a specific contribution to the explanation of some of Kemps et al.'s results, that is, of whether they can be considered to be complementary. Third, we argue for the necessity of theoretical task analyses, in view of the divergent results obtained in the two tasks used (the Corsi and the Peanut tasks), notably different developmental profiles, and an overall higher level of performance in the Corsi task. Finally, we briefly summarize a very similar study in which we also used Mr. Peanut with concurrent tasks in children and in young adults and in which we obtained rather different results. By comparing the experimental procedures used in the two studies, we contribute some exploratory hypotheses, while raising issues that can easily be generalized to other visuo-spatial working memory tasks.     

Neuromotor microalterations in subjects with spasmophilia symptoms: a preliminary study

Spasmophilia is a relatively unknown condition characterized by perturbations of the neuromuscular system. We hypothesized that spasmophilia may negatively affect neuromotor functions in subtle ways. Three tests including tremor, rapid pointing movements, and alternating movements were quantified in a group of subjects with spasmophilia symptoms (SS) (n = 10) and a healthy control group (n = 10). Most of the characteristics used to evaluate motor functions in these three tests revealed no significant differences between the two groups except for two characteristics in alternating movements and two characteristics in rapid pointing movements. In terms of variances, a dissociation between voluntary movements and involuntary movements was observed for the two groups. Control subjects had significantly higher variances in involuntary movements such as tremor, while subjects with SS had significantly higher variances in voluntary movements such as alternating and rapid pointing movements. A significant increase in asymmetry in hand laterality was also noted for some characteristics in subjects with SS.     

Recognizing facial cues: individual discrimination by chimpanzees (Pan troglodytes) and rhesus monkeys (Macaca mulatta)

Faces are one of the most salient classes of stimuli involved in social communication. Three experiments compared face-recognition abilities in chimpanzees (Pan troglodytes) and rhesus monkeys (Macaca mulatta). In the face-matching task, the chimpanzees matched identical photographs of conspecifics' faces on Trial 1, and the rhesus monkeys did the same after 4 generalization trials. In the individual-recognition task, the chimpanzees matched 2 different photographs of the same individual after 2 trials, and the rhesus monkeys generalized in fewer than 6 trials. The feature-masking task showed that the eyes were the most important cue for individual recognition. Thus, chimpanzees and rhesus monkeys are able to use facial cues to discriminate unfamiliar conspecifics. Although the rhesus monkeys required many trials to learn the tasks, this is not evidence that faces are not as important social stimuli for them as for the chimpanzees.     

Argumentation: The Mixed Game

The paper introduces a new model of argumentation, the Mixed Game Model, that no longer separates rule-governed competence from actual performance but starts from human beings and their ability of competence-in-performance. Human beings are able to orientate themselves in ever-changing surroundings and to negotiate diverging views in argumentative action games. Argumentation is thus described as a mixed game played by human beings according to principles of probability. These principles include constitutive, regulative and executive principles. Constitutive Principles focus on the basic components of the game, that is, action, dialogue, and coherence as the interplay of different communicative means. Regulative Principles mediate between correlated human abilities and interests. Executive Principles guide the sequencing of action according to cognitive strategies. The mixed game no longer rests on pre-established harmony but describes performance as a non-equilibrial process of negotiation that mediates between order and disorder and is based on the integration of various parameters such as rationality, reason, persuasion and emotion. How the model works is exemplified by an analysis of part of a debate in the European Parliament.     

Effect of manipulating the risetime of an acoustic stimulus on two protective reflexes: cardiac defense and motor startle

Effect of manipulating the risetime of an acoustic stimulus on two protective reflexes: cardiac defense and motor startle. The risetime is a parametric characteristic of the eliciting stimulus frequently used to differentiate among psychophysiological reflexes. The aim of the present study was to examine the effect of manipulating the risetime of an acoustic stimulus on two protective reflexes: cardiac defense and motor startle. 100 participants underwent a psychophysiological reactivity test to five presentations of an intense acoustic stimulus (105 dB white noise) under one of five risetime conditions: 0, 24, 48, 96, and 240 ms. Total energy of the stimulus was controlled by increasing the base duration of the stimulus (1000 ms) by one third of the risetime. Results showed that risetime significantly affected motor startle but not cardiac defense. Startle amplitude decreased linearly with increasing risetime after 24 ms. On the other hand, repetition of the stimulus significantly affected cardiac defense but not motor startle. These results question the traditional differentiation between startle and defense based on risetime.     

A questionnaire to assess school social climate

A questionnaire to assess the school social climate (CECSCE) made from items of The California School Climate and Safety Survey is presented. The CECSCE displays a stable factorial Oblimin structure in two social climate factors: 1) relative to the school and 2) relative to the teaching staff. Both factors present a correlation that oscillates between 0.42 and 0.48; and they explain 54,2% and 45,6% of the variance, respectively. Its reliability test-retest is acceptable (r= 0.61) after 9 months. Both factors present gender differences in favour of girls. They also differentiate at the educational level, displaying in 2 masculine course higher means in both factors than in 3 masculine course. The second factor correlates positively with the factors that measure social competence in the Merrell School Social Behaviour Scales and negatively with those that measure antisocial and non adapted behaviour.