Personal importance, motivation, and performance of older adults.

This investigation was conducted to examine whether older adults would improve their performance when given statements intended to make them feel important to a research study as well as statements concerning their over-all well-being. Women (n = 14) and men (n = 15) with mean ages of 76.0 yr. and 75.1 yr., respectively, were randomly assigned into a control group, a positive reinforcement group, and a group given statements of personal importance. Dependent measures on a rotary pursuit task, screw-and-nut assembly task, and an interest questionnaire were obtained during three separate visits. Data were analyzed with a 3 x 3 (Groups x Days) analysis of variance. While no significant group effects were found on any measure, a significant main effect was obtained for days, indicative of learning.     

Perfect validity,entailment and paraconsistency

This paper treats entailment as a subrelation of classical consequence and deducibility. Working with a Gentzen set-sequent system, we define an entailment as a substitution instance of a valid sequent all of whose premisses and conclusions are necessary for its classical validity. We also define a sequent Proof as one in which there are no applications of cut or dilution. The main result is that the entailments are exactly the Provable sequents. There are several important corollaries. Every unsatisfiable set is Provably inconsistent. Every logical consequence of a satisfiable set is Provable therefrom. Thus our system is adequate for ordinary mathematical practice. Moreover, transitivity of Proof fails upon accumulation of Proofs only when the newly combined premisses are inconsistent anyway, or the conclusion is a logical truth. In either case Proofs that show this can be effectively determined from the Proofs given. Thus transitivity fails where it least matters — arguably, where it ought to fail! We show also that entailments hold by virtue of logical form insufficient either to render the premisses inconsistent or to render the conclusion logically true. The Lewis paradoxes are not Provable. Our system is distinct from Anderson and Belnap's system of first degree entailments, and Johansson's minimal logic. Although the Curry set paradox is still Provable within naive set theory, our system offers the prospect of a more sensitive paraconsistent reconstruction of mathematics. It may also find applications within the logic of knowledge and belief.     

Intuitionistic mathematics does not needex falso quodlibet

We define a system IR of first-order intuitionistic relevant logic. We show that intuitionistic mathematics (on the assumption that it is consistent) can be relevantized, by virtue of the following metatheorem: any intuitionistic proof of A from a setX of premisses can be converted into a proof in IR of eitherA or absurdity from some subset ofX. Thus IR establishes the same inconsistencies and theorems as intuitionistic logic, and allows one to prove every intuitionistic consequence of any consistent set of premisses.This paper grew out of discussion of a survey talk, on earlier work, that I gave to the 5th A.N.U. Paraconsistency Conference in January 1988. I am greatly indebted to the suggestion by Michael MacRobbie on that occasion that I investigate the so-called non-Ketonen form of the sequent rule for on the right. That suggestion inspired the correspondingly modified rule of Introduction in the system of natural deduction given above.     

Minimizing error in measurement of error: a proposed method for calculation of error in a two-dimensional motor task

Traditional one-dimensional error scores are still consistently used in research on motor learning to quantify two-dimensional error; however, the inherent differences in two-dimensional tasks render that application inappropriate and often misleading. Consequently, the purpose of this paper was to propose a novel method of presenting errors, which more precisely represents the accuracy, direction, and variability of error in two-dimensional settings. Although closely related to several alternatives for representing errors, the methodology used and the results obtained provide a more accurate procedure for pinpointing critical trends in what have been commonly referred to as AE (absolute error), VE (variable error), CE (constant error), and E (total variability). The proposed measurements of AVE (adjusted variable error), DE (directional error), TSE (total spread of error), and RE (radial error) provide composite error scores carrying a variety of information about performance on two-dimensional tasks. Formulas and examples are provided to facilitate computation and enhance understanding of the proposed scores.     

Object onset and parvocellular guidance of attentional allocation

The parvocellular visual pathway in the primate brain is known to be involved with the processing of color. However, a subject of debate is whether an abrupt change in color, conveyed via this pathway, is capable of automatically attracting attention. It has been shown that the appearance of new objects defined solely by color is indeed capable of modulating attention. However, given evidence suggesting that the visual system is particularly sensitive to new onsets, it is unclear to what extent such results reflect effects of color change per se, rather than effects of object onset. We assessed attentional capture by color change that occurred as a result of either new objects appearing or already-present "old" objects changing color. Results showed that although new object onsets accrued attention, changing the color of old objects did not. We conclude that abrupt color change per se is not sufficient to capture attention.     

Cultivating expertise in informal reasoning.

People generally develop some degree of competence in general informal reasoning and argument skills, but how do they go beyond this to attain higher expertise? Ericsson has proposed that high-level expertise in a variety of domains is cultivated through a specific type of practice, referred to as "deliberate practice." Applying this framework yields the empirical hypothesis that high-level expertise in informal reasoning is the outcome of extensive, deliberate practice. This paper reports results from two studies evaluating the hypothesis. University student participants completed 12 weeks of deliberate practice in informal reasoning. Quantity of practice was recorded by computer, and additionally assessed via self-report. The hypothesis was supported: Students in both studies showed a large improvement, and practice, as measured by computer, was related to amount of improvement in informal reasoning. These findings support adopting a deliberate practice approach when attempting to teach or learn expertise in informal reasoning.     

The Prospective and Retrospective Memory Questionnaire (PRMQ): Normative data and latent structure in a large non-clinical sample

The Prospective and Retrospective Memory Questionnaire (PRMQ; Smith, Della Sala, Logie, & Maylor, 2000) was developed to provide a self-report measure of prospective and retrospective memory slips in everyday life. It consists of sixteen items, eight asking about prospective memory failures, and eight concerning retrospective failures. The PRMQ was administered to a sample of the general adult population (N = 551) ranging in age between 17 and 94. Ten competing models of the latent structure of the PRMQ were derived from theoretical and empirical sources and were tested using confirmatory factor analysis. The model with the best fit had a tripartite structure and consisted of a general memory factor (all items loaded on this factor) plus orthogonal specific factors of prospective and retrospective memory. The reliabilities (internal consistency) of the Total scale and the Prospective and Retrospective scales were acceptable: Cronbach's alpha was 0.89, 0.84, and 0.80, respectively. Age and gender did not influence PRMQ scores, thereby simplifying the presentation and interpretation of normative data. To ease interpretation of scores on the PRMQ, tables are presented for conversion of raw scores on the Total scale and Prospective and Retrospective scales to T scores (confidence limits on scores are also provided). In addition, tables are provided to allow users to assess the reliability and abnormality of differences between an individual's scores on the Prospective and Retrospective scales.