Can Infinitival to Omissions and Provisions Be Primed? An Experimental Investigation Into the Role of Constructional Competition in Infinitival to Omission Errors

An experimental study was conducted on children aged 2;6–3;0 and 3;6–4;0 investigating the priming effect of two WANT‐constructions to establish whether constructional competition contributes to English‐speaking children's infinitival to omission errors (e.g., *I want ___ jump now). In two between‐participant groups, children either just heard or heard and repeated WANT‐to, WANT‐X, and control prime sentences after which to‐infinitival constructions were elicited. We found that both age groups were primed, but in different ways. In the 2;6–3;0 year olds, WANT‐to primes facilitated the provision of to in target utterances relative to the control contexts, but no significant effect was found for WANT‐X primes. In the 3;6–4;0 year olds, both WANT‐to and WANT‐X primes showed a priming effect, namely WANT‐to primes facilitated and WANT‐X primes inhibited provision of to. We argue that these effects reflect developmental differences in the level of proficiency in and preference for the two constructions, and they are broadly consistent with “priming as implicit learning” accounts. The current study shows that (a) children as young as 2;6–3;0 years of age can be primed when they have only heard (not repeated) particular constructions, (b) children are acquiring at least two constructions for the matrix verb WANT, and (c) that these two WANT‐constructions compete for production.     

Crossing the Threshold: First Impressions in Psychoanalysis and Negotiation

This paper explores the role that first impressions play in two different relational contexts: psychodynamic treatment and negotiation. Although the goals of therapy and negotiation are very different, both endeavors rest on the capacity of the participants to engage in a process of constructive dialogue, and to get things done via a relationship. We argue for the utility of an interdisciplinary conversation between psychoanalysis and negotiation, and specifically suggest that exploring these similarities and differences about first steps in building a working relationship may be instructive for practitioners in both professions.     

Time and direction preparation of the long latency stretch reflex

This study investigated time and direction preparation of motor response to force load while intending to maintain the finger at the initial neutral position. Force load extending or flexing the index finger was given while healthy humans intended to maintain the index finger at the initial neutral position. Electromyographic activity was recorded from the first dorsal interosseous muscle. A precue with or without advanced information regarding the direction of the forthcoming force load was given 1000 ms before force load. Trials without the precue were inserted between the precued trials. A long latency stretch reflex was elicited by force load regardless of its direction, indicating that the long latency stretch reflex is elicited not only by muscle stretch afferents, but also by direction-insensitive sensations. Time preparation of motor response to either direction of force load enhanced the long latency stretch reflex, indicating that time preparation is not mediated by afferent discharge of muscle stretch. Direction preparation enhanced the long latency stretch reflex and increased corticospinal excitability 0–20 ms after force load when force load was given in the direction stretching the muscle. These enhancements must be induced by preset of the afferent pathway mediating segmental stretch reflex.     

The quality of teacher-student interactions: associations with first graders' academic and behavioral outcomes

The associations between the quality of teacher-student interactions and first grade academic and adaptive behavior outcomes were examined in a study of 106 Portuguese students in 64 first grade classrooms. Students' vocabulary, print concepts, math, and adaptive skills were assessed both at the end of preschool and in first grade. Classrooms were observed in the spring of first grade. After taking into account family risk factors and preschool skills, the quality of teacher-student interactions, particularly in terms of classroom organization, was positively associated with students' first grade vocabulary and print concepts. In addition, classroom quality predicted number identification outcomes differently depending on student skills prior to school entry. Students with lower preschool math skills seemed to benefit from higher quality teacher-student interactions. These findings provide further support for the unique contribution of the quality of teacher-student interactions in first grade and suggest that it may be an important mechanism to improve academic skills.     

Should I trust you? Autistic traits predict reduced appearance‐based trust decisions

Facial impressions of trustworthiness guide social decisions in the general population, as shown by financial lending in economic Trust Games. As an exception, autistic boys fail to use facial impressions to guide trust decisions, despite forming typical facial trustworthiness impressions (Autism, 19, 2015a, 1002). Here, we tested whether this dissociation between forming and using facial impressions of trustworthiness extends to neurotypical men with high levels of autistic traits. Forty‐six Caucasian men completed a multi‐turn Trust Game, a facial trustworthiness impressions task, the Autism‐Spectrum Quotient, and two Theory of Mind tasks. As hypothesized, participants’ levels of autistic traits had no observed effect on the impressions formed, but negatively predicted the use of those impressions in trust decisions. Thus, the dissociation between forming and using facial impressions of trustworthiness extends to the broader autism phenotype. More broadly, our results identify autistic traits as an important source of individual variation in the use of facial impressions to guide behaviour. Interestingly, failure to use these impressions could potentially represent rational behaviour, given their limited validity.     

Re-reading Anscombe on ‘I’

According to a ‘Straight’ reading of Elizabeth Anscombe’s (1975 Anscombe, E. 1975. “The First Person.” In her Mind and Language, edited by S. Guttenplan, 45–65. Oxford: Oxford University Press. [Google Scholar]) ‘The First Person’, she holds a radically non-referring view of ‘I’. Specifically, ‘I’ is analogous to the expletive ‘it’ in ‘It’s raining’. I argue that this is not her conclusion. Her substantive view, rather is that if what you mean by ‘reference’ is a certain rich and recherché notion tracing to Frege, then ‘I’ is not a referring term. Her methodological point is that one shouldn’t be ‘bewitched by language’ into thinking that ‘I’, because of its syntax, must exhibit ‘reference’ in this sense.     

Confidence of social judgments is not just error: Individual differences in the structure,stability, and social functions of perceptual confidence

The present research uses a Social Relations Model approach to focus on individual differences in perceptual confidence – a person’s confidence in her or his impressions of others. Across two samples of group interactions, we found that the majority of variance in perceptual confidence was explained by individual differences in how people tended to perceive others (i.e., perceiver effects). A smaller percentage of variance was explained by differences in how people tended to be perceived by others (i.e., target effects). Both these individual differences were stable over time, were related to relevant personality measures, and group outcomes. Together, these results demonstrate that although perceptual confidence may not be substantially related to accuracy, it exists as a stable individual difference dimension that has important consequences for social interactions.     

THE ART OF RETRIEVAL: Stoicism?

This essay argues that retrieving insights from the ancient Stoic philosophers for Christian ethics is much more difficult than is often assumed and, further, that the “ethics of retrieval” is itself something worth prolonged reflection. The central problem is that in their ancient sense both Christianity and Stoicism are practically dense patterns of reasoning and mutually incompatible forms of life. Coming to see this clearly requires the realization that the encounter between Stoicism and Christianity is a conflict of lived traditions. Precisely because we cannot simply extract Stoic insights from the lives in which they belong, the task of determining how Stoicism is useful for Christianity is exceptionally challenging. Indeed, doing justice to the Stoics has more to do with facing an alternative to Christianity than it does with appropriating insights for our own use. These points are developed in conversation with Elizabeth Agnew Cochran's recent article on the Stoic influence upon Jonathan Edwards.     

The cheerleader effect is robust to experimental manipulations of presentation time

ABSTRACT

The “cheerleader effect” occurs when the same face is perceived to be significantly more attractive when seen among a group of faces compared to alone. Since perceived attractiveness decreases with additional viewing time, we investigated whether the cheerleader effect occurs simply because the target face is seen for less time in a group than it is alone. Observers rated the attractiveness of each target face twice; once in a group, and once alone. We manipulated the amount of time that each group image was presented for prior to the cue toward the target face (300, 1000, 2000, 3000, or 7000 milliseconds). Faces were perceived to be significantly more attractive in each group condition, regardless of presentation time, replicating the cheerleader effect. Furthermore, uncued presentation time did not modulate the magnitude of this increase, demonstrating that a presentation time discrepancy does not contribute to the size of the typical cheerleader effect.     

Are some first dates easier to read than others? The role of target well-being in distinctively accurate first impressions

Some people are open books, with their distinctive personalities being accurately perceived after a brief interaction, whereas others are harder to read. Such open books have in turn been found to have greater well-being, at least within lower-stakes, platonic getting-acquainted interactions. Do individual differences in expressive accuracy emerge in higher-stakes settings, such as first dates, and are people higher in well-being still easier to read? Using a speed-dating paradigm (N = 372; N_dyads = 4723), accuracy on average was significant but relatively low. Nevertheless, strong individual differences in expressive accuracy emerged and were associated with well-being. In sum, although it may be more difficult to form accurate impressions on first dates, targets higher in well-being may make the task easier.