Verbal structure of numerals and digits handwriting: New evidence from kinematics

Two experiments used a digitizing tablet to analyse the temporal, spatial, and kinematic characteristics of handwritten production of arabic numbers. They addressed a specific issue of the numerical domain: Does the lexical and syntactic structure of verbal numerals influence the production of arabic numerals (Experiments 1 and 2), even after enforced semantic processing in a comparison task (Experiment 2)? Subjects had to write multi-digit arabic numerals (e.g., 1200) presented in two different verbal structures: a multiplicative one (e.g., teen-hundred, douze cents (twelve hundred)) or an additive one (e.g., thousand-unit-hundred, mille deux cents (one thousand two hundred)). Results show differences in the inter-digit jumps that reflect the influence of the structure of verbal numerals, even after the semantic task. This finding is discussed with regard to different models of number transcoding (McCloskey, Caramazza, & Basili, 1985; Power & Dal Martello, 1990, 1997).     

Spatiotemporal boundaries of linear vection

Thresholds for the perception of linear vection were measured. These thresholds allowed us to define the spatiotemporal contrast surface sensitivity and the spatiotemporal domain of the perception of rectilinear vection (a visually induced self-motion in a straight line). Moreover, a Weber’s law was found, such that a mean relative differential threshold in angular velocity of about 41% is necessary to perceive curvilinear vection. This visually induced self-motion corresponds to the sensation of moving in a curved path. It is proposed that curvilinear vection is induced when the apparent velocity difference is detectable. The spatiotemporal domain of perception of rectilinear vection and its spatiotemporal contrast surface sensitivity are centered on low spatial frequencies. Concurrently, the values which correspond to the relative differential thresholds of curvilinear vection are low spatial frequencies. Accordingly, the peripheral ambient visual system seems to be involved in perceiving linear vection. It is argued further that the central ambient system might also be involved in the processing of linear vection.     

Semi De Morgan Logic Properly Displayed

Studia Logica - In the present paper, we endow semi De Morgan logic and a family of its axiomatic extensions with proper multi-type display calculi which are sound, complete, conservative, and...     

Sympathy as knowledge of the other in need: An investigation into the roles of need for closure and the moral foundations on sympathy toward immigrants

Although sympathy is a powerful other-focused motivation, not all individuals will experience sympathy when it is appropriate. Immigrants, as a disadvantaged out-group, are especially in need of sympathy and, given the tensions of the immigration debate, are at-risk for low sympathy. Indeed, past research has found that sympathy is less likely to be experienced toward disliked out-groups. In the current research, we investigated the role of need for closure (NFC), or the general desire for epistemic certainty, on the experience of sympathy toward immigrants in Italy, a nation where the immigration debate is becoming increasingly fractious. Consistent with past research on the roles of NFC and the binding moral foundations (i.e., a concern for the well-being of groups) on prejudice toward out-groups, we propose that individuals with a high NFC, and who endorsed the binding moral foundations (i.e., a concern for the well-being of groups), would be particularly likely to have decreased sympathy toward immigrants in Italy. In line with past research and our hypotheses, in three studies we found that the binding foundations mediated the NFC effect on decreased sympathy toward immigrants in Italy. Conceptually, these individuals can strongly adopt traditional cultural norms as a way to acquire stable knowledge; this can make sympathy toward immigrants less likely, as they both stand outside “traditional” morality, as well can threaten the stability of natives’ knowledge.     

The odd-even effect in multiplication: Parity rule or familiarity with even numbers?

This study questions the evidence that a parity rule is used during the verification of multiplication. Previous studies reported that products are rejected faster when they violate the expected parity, which was attributed to the use of a rule (Krueger, 1986; Lemaire & Fayol, 1995). This experiment tested an alternative explanation of this effect: the familiarity hypothesis. Fifty subjects participated in a verification task with contrasting types of problems (even x even, odd x odd, mixed). Some aspects of our results constitute evidence against the use of the parity rule: False even answers were rejected slowly, even when the two operands were odd. We suggest that the odd-even effect in verification of multiplication could not be due to the use of the parity rule, but rather to a familiarity with even numbers (three quarters of products are indeed even).     

Treating boys with low school achievement and behavior problems: comparison of two kinds of intervention

Children with low school achievement frequently have behavior problems and interpersonal difficulties that pose a risk for psychosocial maladjustment. 39 boys were assessed and randomly assigned to one of two group treatment conditions: (a) interpersonal cognitive problem-solving for whom training was provided through oral and written language activities that met children's social and academic needs and (b) a language workshop, during which only academic difficulties were treated. Parents of children in both groups received group attention. Posttreatment assessments indicated that boys in both conditions showed significant improvements on school achievement and behavior problems, as they were measured by behavior scales reported by mothers and by an academic achievement test. Children in the problem-solving group improved significantly more than the other group on most measures. These results suggest that work with interpersonal cognitive problem-solving skills combined with reading and writing activities is a useful means to produce improvements in child behavior and school achievement.     

The Structure of Idealization in Biological Theories: The Case of the Wright-Fisher Model

In this paper we present a new framework of idealization in biology. We characterize idealizations as a network of counterfactual and hypothetical conditionals that can exhibit different ??degrees of contingency??. We use this idea to say that, in departing more or less from the actual world, idealizations can serve numerous epistemic, methodological or heuristic purposes within scientific research. We defend that, in part, this structure explains why idealizations, despite being deformations of reality, are so successful in scientific practice. For illustrative purposes, we provide an example from population genetics, the Wright-Fisher Model.