Depicting a Liminal Position in Ethnomethodology, Conversation Analysis and Membership Categorization Analysis: The Work of Rod Watson

This paper provides a provisional examination of Rod Watson's work and contributions to EM/CA/MCA, in part through a critique of misrepresentations of his arguments in secondary accounts of his work. The form of these misrepresentations includes adumbration and traducement of his arguments. Focusing on the reflexivity of category and sequence and turn-generated categories, we suggest that his analytic position within ethnomethodological fields is unique and remarkable, yet largely unacknowledged. We argue that a re-examination of the body of Watson's work makes relevant explicit and appropriate acknowledgement of his contributions through his unconventional approach and his extension of prior works in novel and stimulating directions.     

Technological aids to promote basic developmental achievements by children with multiple disabilities: evaluation of two cases

Technological aids such as microswitches may be critical to foster learning and development in children with multiple disabilities. In study I, a child with minimal motor behavior was provided with a microswitch for chin movements to assess whether he could learn to use these movements to activate environmental stimuli. In study II, a child with dystonic (difficult-to-control) behavior was provided with microswitches for two motor responses and two vocal utterances. We wanted to assess whether he could use both types of responses effectively (varying within each pair, consistent with choice performance). The results were highly encouraging with both children. In study I, there was a significant increase in the childs responding, suggesting learning and contingency awareness. In study II, there was a significant increase in responding as well as response variation that suggested choice behavior. The importance of microswitch devices in promoting new learning/developmental objectives and improving quality of life is discussed.     

Extinction in multiple contexts does not necessarily make extinction less vulnerable to relapse

Three fear-conditioning experiments with rat subjects examined the effects of extinction in multiple contexts on a final relapse (renewal) effect that occurred when the extinguished fear cue was tested in a new context (Experiments 1 and 3) or in the context in which fear conditioning had first occurred (Experiment 2). Rats that received extinction in three contexts demonstrated more fear during extinction than rats that received the same number and temporal distribution of extinction trials in one context; extinction was partially lost with each context switch. Although extinction in multiple contexts thus had an impact on extinction behavior, it did not reduce the size of the final renewal effect. Fear during extinction was occasionally positively correlated with fear during final testing, but the two were never negatively correlated. The results suggest that extinction in multiple contexts does not necessarily weaken fear renewal, and that extinction procedures that generate high levels of responding in extinction do not necessarily make extinction learning less context-specific.     

From single to multiple deficit models of developmental disorders

The emerging etiological model for developmental disorders, like dyslexia, is probabilistic and multifactorial while the prevailing cognitive model has been deterministic and often focused on a single cognitive cause, such as a phonological deficit as the cause of dyslexia. So there is a potential contradiction in our explanatory frameworks for understanding developmental disorders. This paper attempts to resolve this contradiction by presenting a multiple cognitive deficit model of developmental disorders. It describes how this model evolved out of our attempts to understand two comorbidities, those between dyslexia and attention deficit hyperactivity disorder (ADHD) and between dyslexia and speech sound disorder (SSD).     

Lessons Learned in Developing a Research Partnership with the Transgender Community

The challenge facing the authors was to develop a relationship with members of the Transgender community in a large urban city in order to develop research that would benefit this group. The situation is presented from the differing perspectives of the three women involved (one Transgender woman and two biological women); they provide their accounts of a meeting with key members of the Transgender community where the challenge became apparent. During the meeting, the issue of representation arose resulting in a discussion of whether the research agenda should be focused on a specific subgroup under the Transgender umbrella or be open to all members of this diverse and underserved group. Reflections on what was learned about the diversity of individuals under the Transgender umbrella and the lessons that helped them respond to the challenge are discussed.     

Phobic anxiety in 11 nations. Part I: Dimensional constancy of the five-factor model

The Fear Survey Schedule-III (FSS-III) was administered to a total of 5491 students in Australia, East Germany, Great Britain, Greece, Guatemala, Hungary, Italy, Japan, Spain, Sweden, and Venezuela, and submitted to the multiple group method of confirmatory analysis (MGM) in order to determine the cross-national dimensional constancy of the five-factor model of self-assessed fears originally established in Dutch, British, and Canadian samples. The model comprises fears of bodily injury-illness-death, agoraphobic fears, social fears, fears of sexual and aggressive scenes, and harmless animals fears. Close correspondence between the factors was demonstrated across national samples. In each country, the corresponding scales were internally consistent, were intercorrelated at magnitudes comparable to those yielded in the original samples, and yielded (in 93% of the total number of 55 comparisons) sex differences in line with the usual finding (higher scores for females). In each country, the relatively largest sex differences were obtained on harmless animals fears. The organization of self-assessed fears is sufficiently similar across nations to warrant the use of the same weight matrix (scoring key) for the FSS-III in the different countries and to make cross-national comparisons feasible. This opens the way to further studies that attempt to predict (on an a priori basis) cross-national variations in fear levels with dimensions of national cultures.     

Processing reflexives and pronouns in picture noun phrase

Binding theory (e.g., Chomsky, 1981) has played a central role in both syntactic theory and models of language processing. Its constraints are designed to predict that the referential domains of pronouns and reflexives are nonoverlapping, that is, are complementary; these constraints are also thought to play a role in online reference resolution. The predictions of binding theory and its role in sentence processing were tested in four experiments that monitored participants' eye movements as they followed spoken instructions to have a doll touch a picture belonging to another doll. The instructions used pronouns and reflexives embedded in picture noun phrases (PNPs) containing possessor phrases (e.g., Pick up Ken. Have Ken touch Harry's picture of himself). Although the interpretations assigned to pronouns were generally consistent with binding theory, reflexives were frequently assigned interpretations that violated binding theory. In addition, the timing and pattern of eye movements were inconsistent with models of language processing that assume that binding theory acts as an early filter to restrict the referential domain. The interpretations assigned to reflexives in PNPs with possessors suggest that they are binding-theory-exempt logophors, a conclusion that unifies the treatment of reflexives in PNPs.     

Hume and cognitive science: The current status of the controversy over abstract ideas

In Book I, Part I, Section VII of the Treatise, Hume sets out to settle, once and for all, the early modern controversy over abstract ideas. In order to do so, he tries to accomplish two tasks: (1) he attempts to defend an exemplar-based theory of general language and thought, and (2) he sets out to refute the rival abstraction-based account. This paper examines the successes and failures of these two projects. I argue that Hume manages to articulate a plausible theory of general ideas; indeed, a version of his account has defenders in contemporary cognitive science. But Hume fails to refute the abstraction-based account, and as a result, the early modern controversy ends in a stalemate, with both sides able to explain how we manage to speak and think in general terms. Although Hume fails to settle the controversy, he nevertheless advances it to a point from which we have yet to progress: the contemporary debate over abstract ideas in cognitive science has stalled on precisely this point.     

Color categories: evidence for the cultural relativity hypothesis

The question of whether language affects our categorization of perceptual continua is of particular interest for the domain of color where constraints on categorization have been proposed both within the visual system and in the visual environment. Recent research (Roberson, Davies, & Davidoff, 2000; Roberson et al., in press) found substantial evidence of cognitive color differences between different language communities, but concerns remained as to how representative might be a tiny, extremely remote community. The present study replicates and extends previous findings using additional paradigms among a larger community in a different visual environment. Adult semi-nomadic tribesmen in Southern Africa carried out similarity judgments, short-term memory and long-term learning tasks. They showed different cognitive organization of color to both English and another language with the five color terms. Moreover, Categorical Perception effects were found to differ even between languages with broadly similar color categories. The results provide further evidence of the tight relationship between language and cognition.     

The differential role of phonological and distributional cues in grammatical categorisation

Recognising the grammatical categories of words is a necessary skill for the acquisition of syntax and for on-line sentence processing. The syntactic and semantic context of the word contribute as cues for grammatical category assignment, but phonological cues, too, have been implicated as important sources of information. The value of phonological and distributional cues has not, with very few exceptions, been empirically assessed. This paper presents a series of analyses of phonological cues and distributional cues and their potential for distinguishing grammatical categories of words in corpus analyses. The corpus analyses indicated that phonological cues were more reliable for less frequent words, whereas distributional information was most valuable for high frequency words. We tested this prediction in an artificial language learning experiment, where the distributional and phonological cues of categories of nonsense words were varied. The results corroborated the corpus analyses. For high-frequency nonwords, distributional information was more useful, whereas for low-frequency words there was more reliance on phonological cues. The results indicate that phonological and distributional cues contribute differentially towards grammatical categorisation.