Protoalgebraic Gentzen Systems and the Cut Rule

In this paper we show that, in Gentzen systems, there is a close relation between two of the main characters in algebraic logic and proof theory respectively: protoalgebraicity and the cut rule. We give certain conditions under which a Gentzen system is protoalgebraic if and only if it possesses the cut rule. To obtain this equivalence, we limit our discussion to what we call regular sequent calculi, which are those comprising some of the structural rules and some logical rules, in a sense we make precise. We note that this restricted set of rules includes all the usual rules in the literature. We also stress the difference between the case of two-sided sequents and the case of many-sided sequents, in which more conditions are needed.     

Children's knowledge of deceptive gaze cues and its relation to their actual lying behavior

Eye gaze plays a pivotal role during communication. When interacting deceptively, it is commonly believed that the deceiver will break eye contact and look downward. We examined whether children’s gaze behavior when lying is consistent with this belief. In our study, 7- to 15-year-olds and adults answered questions truthfully (Truth questions) or untruthfully (Lie questions) or answered questions that required thinking (Think questions). Younger participants (7- and 9-year-olds) broke eye contact significantly more when lying compared with other conditions. Also, their averted gaze when lying differed significantly from their gaze display in other conditions. In contrast, older participants did not differ in their durations of eye contact or averted gaze across conditions. Participants’ knowledge about eye gaze and deception increased with age. This knowledge significantly predicted their actual gaze behavior when lying. These findings suggest that with increased age, participants became increasingly sophisticated in their use of display rule knowledge to conceal their deception.     

Development and validation of the Subtypes of Antisocial Behavior Questionnaire

There is converging evidence that physical aggression, rule‐breaking, and social aggression constitute meaningfully distinct, if somewhat overlapping, components of the broader construct of antisocial behavior. Indeed, these subtypes appear to have different developmental trajectories, demographic correlates, and personological underpinnings. They also demonstrate important etiological distinctions. One potential limitation to accumulating additional scientific insights into the correlates and origins of these three types of antisocial behavior is the lack of an efficient self‐report assessment in the public domain. We developed the 32‐item Subtypes of Antisocial Behavior Questionnaire (STAB) to fill this gap. Our goal was to develop a brief measure that could reliably and validly assess each of the three major subtypes of antisocial behavior and that would be freely available for other researchers. The present series of studies provides initial evidence of the factorial validity, internal consistency, and criterion‐related validity of the STAB scales. In short, it appears that the STAB is a brief and useful measure that can be used to differentiate and assess physically aggressive, rule‐breaking, and socially aggressive forms of antisocial behavior. Aggr. Behav. 35:376–398, 2009. © 2009 Wiley‐Liss, Inc.     

Fishing for the right words: decision rules for human foraging behavior in internal search tasks

Animals depleting one patch of resources must decide when to leave and switch to a fresh patch. Foraging theory has predicted various decision mechanisms; which is best depends on environmental variation in patch quality. Previously we tested whether these mechanisms underlie human decision making when foraging for external resources; here we test whether humans behave similarly in a cognitive task seeking internally generated solutions. Subjects searched for meaningful words made from random letter sequences, and as their success rate declined, they could opt to switch to a fresh sequence. As in the external foraging context, time since the previous success and the interval preceding it had a major influence on when subjects switched. Subjects also used the commonness of sequence letters as a proximal cue to patch quality that influenced when to switch. Contrary to optimality predictions, switching decisions were independent of whether sequences differed little or widely in quality.     

小学四、五年级数学诊断性测验的编制——基于规则空间模型的方法

基于规则空间模型, 以小学四、五年级数学诊断性测验的编制为例, 探索了认知诊断理论背景下诊断性测验的编制方法。研究发现, 基于规则空间模型编制的诊断性测验具备优良的信效度, 尤其在结构效度上具有突出优势。应用该测验对1059名四、五年级学生进行诊断测验的结果显示:在整体上, 学生对整数、初级运算与应用掌握得较为巩固, 对量、统计、规律、高级运算掌握较差;在发展趋势上, 量、统计、规律、高级运算是四、五年级之间进步最快的属性。     

决策过程中的记忆可提取性效用

记忆的可提取性效用是人们在评估过往事件时所感受到的愉悦或满意程度, 这种评估建立在人们从记忆中提取出的信息基础上。研究发现, 人们对过往事件进行评估时会出现违反效用最大化原则的决策, 主要表现在三个实验现象上：峰终律、时长忽视和违背单调叠加性。研究者多从原型判断的角度去理解这些现象, 但可提取性效用是否还有其他内在机制仍然有待进一步研究。     

小学生代数运算规则的样例学习

采用完整或不完整样例,对180名六年级小学生用样例学习两种代数运算规则进行了实验研究。结果显示：多数被试难以学会“平方差”运算规则,只有少数被试学会了“完全平方和”运算规则;反馈对不完整样例的学习效果有促进作用;用不完整样例学习难度不同的规则,其效果不同;在无反馈条件下,完整样例的学习效果都好于不完整样例;在有反馈的情况下,只有删除一步运算步骤样例的学习效果比完整样例的学习效果好