Experimental Psychology

Ribes and López's (1985) taxonomy proposed that psychological behavior is progressively complex and inclusive. In that respect, there is little research and data are not robust. A study was conducted with the purpose to increase data related to the complexity and inclusivity of the three less complex behaviors of the taxonomy, with three training sequences, namely: 1) ascending (contextual-supplementary-selector), 2) descending-ascending (supplementary -contextual-selector) and 3) descending (selector-supplementary-contextual). The objective was to evaluate the effect of the interaction history (related to training sequences) on differential (contextual), effective (supplementary) and precise (selector) behavior adjustment process. Results showed that a greater number of training sessions were required to improve the performance in functional organizations with greater complexity when participants lacked an interaction history related to programmed contingencies. But, when the i...

Reproducibility is a defining feature of science, but the extent to which it characterizes current research is unknown. We conducted replications of 100 experimental and correlational studies published in three psychology journals using high-powered designs and original materials when available. Replication effects were half the magnitude of original effects, representing a substantial decline. Ninety-seven percent of original studies had statistically significant results. Thirty-six percent of replications had statistically significant results; 47% of original effect sizes were in the 95% confidence interval of the replication effect size; 39% of effects were subjectively rated to have replicated the original result; and if no bias in original results is assumed, combining original and replication results left 68% with statistically significant effects. Correlational tests suggest that replication success was better predicted by the strength of original evidence than by characteris...

In three experiments, subjects reported the identity of a word (ABOVE or BELOW) that appeared above or below a fixation point. On some trials, a cue presented 100, 200, 400, 600, 800, or 1,000 msec before the word indicated the relation between position and identity (i.e., whether the dimensions were compatible, e.g., ABOVE/above and BELOW/below, or conflicted, e.g., ABOVE/below and BELOW/ above). On the other trials, the cue was withheld (Experiment 2) or it bore no information about the relation between dimensions (Experiments 1 and 3). In each experiment, the cue reduced reaction time below the level of no-cue or neutral-cue controls, indicating strategic use of the relation between dimensions. Experiments 1 and 2 manipulated the number of potential cues that could occur in a block. A stronger cuing effect was found when one cue could occur (Experiment 2) than when two cues could occur (Experiment 1). Experiment 3 manipulated practice; it revealed that with practice the cuing effect reached asymptote at shorter delays. The asymptote itself did not change. Experiment 4 showed that cue-delay effects were independent of warning interval (warning interval and cue delay were confounded in Experiments 1, 2, and 3). The experiments demonstrate construction and utilization of strategies; they show that construction is sensitive to constraints imposed by the subject's goals and abilities and by the structure of the task environment. This article reports an investigation of goals in some task environment. The strategy strategies for performing a speeded discrim-chosen is probably a compromise between ination task. It is based on the premise that the constraints imposed by the informational nearly all cognitive tasks are performed as structures in the task environment, by the strategies, and that cognitive psychology can resources, capacities, abilities, or processes advance only by coming to understand what in the subject's cognitive repertoire, and by strategies are and how they are constructed the structure of the goals to be obtained by and utilized. In general, a strategy may be performing. This suggests that strategies defined as an optional organization of cog-may be investigated experimentally by manitive processes designed to achieve some nipulating the different constraints. This approach was adopted in the experiments re-" ported here. The *« kstudied re < red subjects fl , Gordon Logan from the Natural Sciences and Engi-report the identity of a briefly presented neering Research Council of Canada. Jane Zbrodoff was word (either ABOVE or BELOW). The primary supported by a doctoral fellowship from the Social Sci-goals, defined by the instructions, were to ences and Humanities Research Council of Canada, re d as j u d accurately as possi . We are grateful to Kathy Constantmou and Ken 1.1^,,. ,. . , ,. . . r .. Davis for testing the subjects, and to Frank Restle, ble -This one-dimensional discrimination Margaret Jean Intons-Peterson, Jonathan Baron, Mar-task was Complicated by introducing variagaret Schadler, and Tom Carr for valuable comments tion in another dimension, the position the on the article. worc j OCCU pi e d on the screen: The word ap- i£K£^£^%£2^ p e r d abo -« be ' ow th , e fition p°i nt -

We define a process as autonomous (a) if it can begin without intention, and (b) if it can run on to completion without intention. We develop empirical criteria for determining whether a process can begin without intention, for determining whether it begins in the same way without intention as it does with intention, and for determining whether it can run on to completion without intention once it begins. We apply these criteria to assess the autonomy of the processes underlying simple mental arithmetic-the addition and multiplication of single digits-and find evidence that simple arithmetic may be only partially autonomous: It can begin without intention, but does not begin in the same way without intention as with intention and does not run on to completion without intention. This conclusion suggests there may be a continuum of autonomy, ranging from completely autonomous to completely nonautonomous. Introspection suggests that some processes may be autonomous in that they begin without intention whenever a relevant stimulus appears and run on to completion ballistically, despite our best efforts to inhibit them. The purpose of this article is to explore the concept of autonomous processing, relating it to current ideas about automaticity and modularity. We develop criteria for determining the extent to which a process is autonomous, and we use the criteria to assess the autonomy of the processes underlying simple mental arithmetic-the addition and multiplication of single digits. Our results address some aspects of current controversies in arithmetic and automaticity, and we suggest some resolutions. The concept of autonomy is linked to the concept of intentionality, so we define a process as intentional if it is executed as part of a plan for achieving a goal (see . We define a process as autonomous if it can (a) begin without intention, triggered by the presence of a relevant stimulus in the task environment, and (b) run on to completion ballistically once it begins, whether or not it is intended. We do not assume that intentional processing and autonomous processing are mutually exclusive. For example, the autonomous processes underlying skilled typing can be recruited intentionally This research was supported by Natural Sciences and Engineering Research Council of Canada Grant U0035 to Gordon Logan. Jane Zbrodotf was supported by predoctoral and postdoctoral fellowships from the Social Sciences and Humanities Research Council of Canada. We would like to thank Anne Treisman, Jo Anne Miller, Sam Glucksberg, Stephen Reed, and an anonymous reviewer for comments on an earlier draft of this article, and we are grateful to Maureen McParland and Ken Davis for their help in testing the subjects.

Four experiments tested the necessity of extended practice in producing automaticity in an alphabet-arithmetic task in which subjects verified equations of the form A + 2 = C, asking whether C was two letters down the alphabet from A. Experiment 1 trained subjects on 40 alphabet-arithmetic facts for 12 sessions, demonstrating that extended practice was sufficient to produce automaticity. Experiment 2 produced the same degree of automaticity in a single session by having subjects rote memorize 6 facts, suggesting that extended practice is not necessary. Experiments 3 and 4 explored procedural differences between Experiments 1 and 2 to determine what was responsible for the large difference in the time required to develop automaticity. Experiment 3 compared learning rates with different numbers of facts (6, 12. and 18), and found learning rate to depend on the number of presentations of individual items, not on the number of items to be learned. Experiment 4 compared learning by performing the task (as in Experiment 1) with learning by remembering the facts (as in Experiment 2) and found no important differences between them. The results of all 4 experiments cannot be predicted by approaches that define automaticity in terms of resources or by listing properties, although they are readily predictable from theories that assume memory retrieval is the process that underlies automaticity. Is extended practice necessary to produce automaticity? Can automaticity to be produced without it? Extended practice is certainly sufficient. Many of the properties of automaticity can be produced by extended practice (e.g., or by using materials such as familiar words that have a history of extended practice outside the laboratory (e.g., . However, sufficiency does not imply necessity. Existing data provide no answer. Common theoretical approaches to automaticity provide no answer either. Approaches that define atuomaticity in terms of manifest properties, such as speed, effortlessness, and autonomy (property-list approaches), are stipulative or descriptive but not predictive (e.g., . They provide no underlying mechanism from which predictions about the properties of automaticity or necessity of extended practice can be deduced.

When task-switching studies use the task-cuing procedure with a 1:1 cue-task mapping, task switching and cue switching are confounded, which is problematic for interpreting switch costs. The use of a 2:1 cue-task mapping is a potential solution to this problem, but it is possible that introducing more cues may also introduce marked changes in task-switching performance. In 5 experiments involving 160 subjects, the authors compared performance with 1:1 and 2:1 mappings across several methodological changes. Differences in switch costs between mappings were small and, in most analyses, nonsignificant. In all experiments, both mappings yielded significant reductions in switch cost across cue-target interval, and there were significant cue-switching effects with the 2:1 mapping. A model of cue encoding fit the data from both mappings about equally well. Overall, task-switching performance was more similar than it was different between mappings, leading the authors to suggest that the use of a 2:1 mapping is a viable solution to the problem associated with a 1:1 mapping.

Проводится библиометрический анализ трудов всероссийских дореволюционных съездов по педагогической психологии (1906, 1909) и экспериментальной педагогике (1910, 1913, 1916). Анализируются социально-исторические, научно- организационные, личностные и логико-научные характеристики проводившихся научных мероприятий. Определяются показатели общего количества участников, их распределения по географической и профессиональной принадлежности, состава докладчиков (ядра сообщества на базе съездов), тематики сообщений (по частотным терминам и ключевым словам). Показано, что наибольшее количество присутствовавших было из Санкт- Петербурга, Москвы и других городов губернского статуса. Выявлено преобладание среди участников представителей сферы образования (среднего, высшего, а также администраторов и студентов) и медицины (прежде всего, врачей из образовательных учреждений). В ядре научно-исследовательского сообщества на базе съездов больше всего было специалистов из научно-ориентированных областей (психологии, философии и медицины). Ведущей тематикой докладов было рассмотрение методологии и результатов экспериментальных исследований, анализ задач педагогической психологии, изучение психических процессов детей, обсуждение методов исследования, разработка психологических основ преподавания различных учебных дисциплин. На съездах по педагогической психологии больше обсуждались методологические вопросы, а на конференциях по экспериментальной педагогике – конкретные исследования, методические и организационные проблемы. Показано, что выявленные результаты имеют источниковедческую ценность: обнаружены географические центры разработки проблем педагогической психологии, а также малоизвестные персоналии, вклад в психологию которых недостаточно или совсем не описан. Сделан вывод о перспективности применения библиометрических методов для решения наиболее общих задач историко-психологических исследований.

Trust serves as the foundation for social harmony and prosperity, but it is not always easy to build. When people see other groups as different, e.g., members of a different race or ethnicity, the perceived boundary often obstructs people from extending trust. This may result in interracial conflicts. The current research argues that individual differences in the lay theory of race can systematically influence the degree to which people extend trust to a racial outgroup in conflict situations. The lay theory of race refers to the extent to which people believe race is a malleable social construct that can change over time (i.e., social constructionist beliefs) versus a fixed essence that differentiates people into meaningful social categories (i.e., essentialist beliefs). In our three studies, we found evidence that social constructionist (vs. essentialist) beliefs promoted interracial trust in intergroup contexts, and that this effect held regardless of whether the lay theory of race was measured (Studies 1 and 3) or manipulated (Study 2), and whether the conflict was presented in a team conflict scenario (Study 1), social dilemma (Study 2), or a face-to-face dyadic negotiation (Study 3). In addition, results revealed that the lay theory's effect on interracial trust could have critical downstream consequences in conflict, namely cooperation and mutually beneficial negotiation outcomes. The findings together reveal that the lay theory of race can reliably influence interracial trust and presents a promising direction for understanding interracial relations and improving intergroup harmony in society.

A hallmark feature of cognitive aging is a decline in the ability to form new memories. Parallel to these cognitive impairments are marked disruptions in sleep physiology. Despite recent evidence in young adults establishing a role for sleep spindles in restoring hippocampal-dependent memory formation, the possibility that disrupted sleep physiology contributes to age-related decline in hippocampaldependent learning remains unknown. Here, we demonstrate that reduced prefrontal sleep spindles by over 40% in older adults statistically mediates the effects of old age on next day episodic learning, such that the degree of impaired episodic learning is explained by the extent of impoverished prefrontal sleep spindles. In addition, prefrontal spindles significantly predicted the magnitude of impaired next day hippocampal activation, thereby determining the influence of spindles on post-sleep learning capacity. These data support the hypothesis that disrupted sleep physiology contributes to age-related cognitive decline in later life, the consequence of which has significant treatment intervention potential.

Observers commonly report that time seems to have moved in slow motion during a life-threatening event. It is unknown whether this is a function of increased time resolution during the event, or instead an illusion of remembering an emotionally salient event. Using a hand-held device to measure speed of visual perception, participants experienced free fall for 31 m before landing safely in a net. We found no evidence of increased temporal resolution, in apparent conflict with the fact that participants retrospectively estimated their own fall to last 36% longer than others' falls. The duration dilation during a frightening event, and the lack of concomitant increase in temporal resolution, indicate that subjective time is not a single entity that speeds or slows, but instead is composed of separable subcomponents. Our findings suggest that time-slowing is a function of recollection, not perception: a richer encoding of memory may cause a salient event to appear, retrospectively, as though it lasted longer.

Introducción 1. El hecho inicial 2. Métodos y discusión metodológica en estudios de memoria. La contribución y las limitaciones de la psicología experimental. La aproximación biológica. 1. INTRODUCCION .2. METODOS 2.1 Diseño experimental 4. DISCUSIÓN CAPITULO 6 Caracterización comparativa de las propiedades dela HLT espaciado-dependiente con las de la HLTmasivo-dependiente. 1. INTRODUCCION 108 VI 2. METODOS 2.1 Diseño experimental 2.2 Experimentos con CI: preparación de dosis e inyección 2.3 Experimentos de cambio de contexto 2.4 Análisis de datos 3.RESUTADOS 3.1 Efecto del cambio entrenemiento-evaluación de las claves contextuales.

Eight experiments examined the conditions under which a color singleton that is presented for the 1st time without prior announcement captures attention. The main hypothesis is that an unannounced singleton captures attention to the extent that it deviates from expectations. This hypothesis was tested within a visual-search paradigm in which set-size effects were used to infer attentional capture. The results showed that attentional capture by an unannounced color singleton was due to a mismatch with expectations concerning the color of the object and not due to its being a singleton. Thus, the results imply that theories of attention have to consider expectation discrepancy as a determinant of attention shifts.

Decision-making involves frontolimbic and dopaminergic brain regions, but how prior choice outcomes, dopamine neurotransmission, and frontostriatal activity are integrated to affect choices is unclear. We tested 60 healthy volunteers using the Balloon Analogue Risk Task (BART) during functional magnetic resonance imaging. In the BART, participants can pump virtual balloons to increase potential monetary reward or cash out to receive accumulated reward; each pump presents greater risk and potential reward (represented by the pump number). In a separate session, we measured striatal D2/D3 dopamine receptor binding potential (BP ND ) with positron emission tomography in 13 of the participants. Losses were followed by fewer risky choices than wins; and during risk-taking after loss, amygdala and hippocampal activation exhibited greater modulation by pump number than after a cash-out event. Striatal D2/D3 BP ND was positively related to the modulation of ventral striatal activation when participants decided to cash out and negatively to the number of pumps in the subsequent trial; but negatively related to the modulation of prefrontal cortical activation by pump number when participants took risk, and to overall earnings. These findings provide in vivo evidence for a potential mechanism by which dopaminergic neurotransmission may modulate risk-taking behavior through an interactive system of frontal and striatal activity.

This paper delves into the potential of technologies for creating and manipulating digital faces in treating symptoms of schizophrenia, such as deficits in recognizing one’s own face and auditory hallucinations. Deficits in recognizing one’s own face are linked to the loss of the self-other boundary, a typical manifestation of schizophrenia that has been experimentally replicated even in healthy subjects through the enfacement illusion. After detailing the phenomenon of enfacement, a thought experiment is proposed in which this illusion is used to allow the schizophrenic patients, through interaction with an avatar, to «re-embody» their own face. Subsequently, the specific aspects of Avatar Therapy, a clinical protocol for treating auditory hallucinations, are examined, highlighting the role of avatars as means of participatory sense-making and embodiment. In the conclusions, the points of continuity between the potential clinical uses of technologies for creating and manipulating digital faces are outlined.

Abstract: The concept of expo-rational B-spline (ERBS) was introduced in [6] where the &#x27;superproperties&#x27; of ERBS were studied for the first time. In 2006 the first author of the present paper proposed a framework for the generalization of ERBS, the so-called generalized ...

Recent studies on the conceptualization of abstract concepts suggest that the concept of time is represented along a left-right horizontal axis, such that left-to-right readers represent past on the left and future on the right. Although it has been demonstrated with strong consistency that the localization (left or right) of visual stimuli could modulate temporal judgments, results obtained with auditory stimuli are more puzzling, with both failures and successes at finding the effect in the literature. The present study supports an account based on the relative relevance of visual versus auditory-spatial information in the creation of a frame of reference to map time: The auditory location of words interacted with their temporal meaning only when auditory information was made more relevant than visual spatial information by blindfolding participants.

In the 2nd edition of his book, Fear and Courage, Jack Rachman remarked on the scarcity of research on human strengths. While journal articles on anxiety and fear were numerous, only a handful of references on courage existed prior to 1990. Nine years later, thanks in large part to Rachman's groundbreaking research, our knowledge of this human strength is growing. However, the discrepancy in research on positive versus negative human qualities remains huge. A search of psychological abstracts from 1967 through 1998 yields approximately 60,000 articles, book chapters and books on fear or anxiety and fewer than 500 on courage. Similarly, Myers reports that for every article on positive emotions (joy, happiness or life satisfaction) there are 21 articles on negative emotions (anger, anxiety and depression) . Psychology's focus on the negative may make evolutionary and historical sense. It has led to powerful techniques for reducing human suering and has increased our awareness of environmental stressors that may stunt human development. However, psychology's preoccupation with identifying, undoing and preventing damage has blinded us to human strength. Our theories are powerful in predicting failure, hopelessness and despair, but are impotent when it comes to explaining hope, persistence, creativity, compassion, love and the many other qualities that make life worthwhile. Worse, psychology's focus on protection from damage is harmful. It has contributed to a culture of victimology and may be responsible for the widespread epidemic of depression in our young people. Over the last half-century, several psychologists have called for an increasing focus on the positive. Humanistic psychologists including , 1963) argued that psychology ignored what was most important about being human, creativity, love, joy and our capacity for growth. However, these calls went largely unheeded and no systematic Behaviour Research and Therapy 37 (1999) S163±S173

El objetivo del presente trabajo es generar y comunicar políticas públicas de gestión en forma adecuada utilizando teoría de juegos y tomando como caso de estudio la gestión de bienes públicos. Los juegos aplicados al caso de estudio escogido son ampliamente utilizados en la economía experimental, y reproducen las condiciones que se presentan cuando una comunidad emprende la ejecución de un proyecto para la obtención de un bien público. Se diseñó un nuevo juego de bienes públicos con características innovadoras en el modelo y en la implementación de talleres. El juego fue planteado para conocer el grado de cooperación, generar políticas que aumenten el grado de cooperación y optimizar la comunicación. Se realizaron talleres en distintas comunidades de Jujuy (Argentina), y también se implementó el juego en Internet. Los participantes y las autoridades de las comunidades destacaron la importancia de los resultados obtenidos.The aim of this work is to generate and communicate suitable ...

The distinction between automatic processes and controlled processes is a central organizational theme across areas of psychology. However, this dichotomy conceals important differences among qualitatively different processes that independently contribute to ongoing behavior. The Quadruple process model is a multinomial model that provides quantitative estimates of 4 distinct processes in a single task: the likelihood that an automatic response tendency is activated; the likelihood that a contextually appropriate response can be determined; the likelihood that automatic response tendencies are overcome when necessary; and the likelihood that in the absence of other information, behavior is driven by a general response bias. The model integrates dual-process models from many domains of inquiry and offers a generalized, more nuanced framework of impulse regulation across these domains. The model offers insights into many central questions surrounding the operation and the interaction of automatic and controlled processes. Applications of the model to empirical and theoretical concerns in a variety of areas of psychology are discussed.

Markus and Kitayama&#39;s (1991) theory of independent and interdependent self-construals had a major influence on social, personality, and developmental psychology by highlighting the role of culture in psychological processes. However, research has relied excessively on contrasts between North American and East Asian samples, and commonly used self-report measures of independence and interdependence frequently fail to show predicted cultural differences. We revisited the conceptualization and measurement of independent and interdependent self-construals in 2 large-scale multinational surveys, using improved methods for cross-cultural research. We developed (Study 1: N = 2924 students in 16 nations) and validated across cultures (Study 2: N = 7279 adults from 55 cultural groups in 33 nations) a new 7-dimensional model of self-reported ways of being independent or interdependent. Patterns of global variation support some of Markus and…

The primate anterior hippocampus (which corresponds to the rodent ventral hippocampus) receives inputs from brain regions involved in reward processing, such as the amygdala and orbitofrontal cortex. To investigate how this affective input may be incorporated into primate hippocampal function, we recorded neuronal activity while rhesus macaques performed a reward-place association task in which each spatial scene shown on a video monitor had one location that, if touched, yielded a preferred fruit juice reward and a second location that yielded a less-preferred juice reward. Each scene had different locations for the different rewards. Of 312 neurons analyzed in the hippocampus, 18% responded more to the location of the preferred reward in different scenes, and 5% responded to the location of the less-preferred reward. When the locations of the preferred rewards in the scenes were reversed, 60% of 44 hippocampal neurons tested reversed the location to which they responded, showing t...

Se evaluaron los efectos de dos diferentes tipos de descripción precontacto (i. e. descripciones que pueden adquirir una función instruccional: a) una específi ca pertinente (EP) de los componentes situación de estímulo (SE), respuesta (R) y consecuencia (C) y, b) otra que muestra variantes de la forma incorrecta y correcta de ejecutar la tarea (IC). Utilizando una tarea de igualación de la muestra de primer orden, 24 estudiantes universitarios fueron asignados a uno de los seis grupos que se diferenciaron por el tipo de instrucción (EP o IC) y la retroalimentación recibida (continua, acumulada o ausente). Los participantes que recibieron instrucciones de tipo EP obtuvieron mejores resultados en una prueba de transferencia, independientemente de la retroalimentación recibida, excepto para el grupo IC con retroalimentación acumulada. Se discuten los resultados en términos de los factores que facilitan a las descripciones precontacto la adquisición de una función instruccional. Palabras clave: Descripciones de contingencias, instrucciones, ejecución instrumental, descripciones poscontacto, igualación de la muestra, estudiantes universitarios.

We agree with Clapp and colleagues (2024) that the representational view of language presents an impoverished account of communicative speech acts. Empirical research shows how people’s conceptual inferences and moral reactions to bioethical phenomena often respond to, or reflect, the socio-relational context of a decision among other potential background factors. In this commentary, we propose that methodologies drawn from experimental bioethics (see, e.g., Earp et al. 2021a; Lewis, Demaree-Cotton and Earp 2023) can be used to shed light on such factors and illustrate our contention with a high-level preview of forthcoming research into public perceptions of brain organoids research. This work is based on the pragmatist assumption that how we refer to these stem-cell-based models (e.g., as “mini-brains”, “brains-in-a-dish”, neural or cerebral organoids), in combination with social and contextual cues, may affect people’s intuitions about how these models are, or should be, used, or their willingness to donate biospecimens for such purposes. We explain how empirical-cum-normative investigations into the eliciting factors and cognitive processes that shape people’s perceptions and attitudes about such research -- and what the ethical upshot of such investigations might be -- can support the authors’ vision of a “pragmatist” bioethics.

The method of reproduction was used to measure the illusion generated by that Muller-Lyer figure with obliques directed inward. In Exp. I, the angle between the obliques and the shaft of the figure was varied. The illusion decreased with increasing angle of the obliques. In Exp. II, length of obliques was concomitantly varied with angle size so as to keep distance between opposite obliques constant. Experiment II showed no effect of the angle of the obliques, indicating that the Muller-Lyer illusion results in part from confusion of the shaft length with the distance between the ends of obliques. In Exp. Ill, the distance between ends of obliques was varied along with the angle size in a factorial design. The results indicated a strong effect of the distance and an interaction between the two variables. The latter effect is also explainable by the confusion hypothesis.

Until recently, the development of the modem sciences has usually been described as a continuous unfolding of constantly expanding and differentiating research institutions on the one hand, and the accumulation of more and better knowledge on the other. The changes that have occurred both in scientific institutions and in the direction and content of research in the course of revolutions or comparable political changes pose significant challenges to such accounts.

College students were given eight concept identification problems. The first six problems (the training problems) were taken from one of two domains, single-attribute or conjunctive, while the last two problems were taken from the other of these two domains. The proportion of hypotheses sampled from the training domain increased across Problems 1-6. Subjects . previously instructed about the two types of solutions tended to sample both domains and thus were less likely than noninstructed subjects to sample the training domain. Instructed subjects abandoned the training domain sooner on Problem 7 than did noninstructed subjects. On Problem 8, subjects trained with single-attribute problems were likely to sample the conjunctive domain, whereas those trained with conjunctive problems sampled both domains about equally often. This tendency to switch from simple to complex domains was related to the Einstellung phenomenon.

College students were given eight concept identification problems. The first six problems (the training problems) were taken from one of two domains, single-attribute or conjunctive, while the last two problems were taken from the other of these two domains. The proportion of hypotheses sampled from the training domain increased across Problems 1-6. Subjects . previously instructed about the two types of solutions tended to sample both domains and thus were less likely than noninstructed subjects to sample the training domain. Instructed subjects abandoned the training domain sooner on Problem 7 than did noninstructed subjects. On Problem 8, subjects trained with single-attribute problems were likely to sample the conjunctive domain, whereas those trained with conjunctive problems sampled both domains about equally often. This tendency to switch from simple to complex domains was related to the Einstellung phenomenon.

According to the embodied approach of language, concepts are grounded in sensorimotor mental states, and when we process language, the brain simulates some of the perceptions and actions that are involved when interacting with real objects. Moreover, several studies have highlighted that cognitive performances are dependent on the overlap between the motor action simulated and the motor action required by the task. On the other hand, in the field of memory, the role of action is under debate. The aim of this work was to show that performing an action at the stage of retrieval influences memory performance in a recognition task (experiment 1) and a cued recall task (experiment 2), even if the participants were never instructed to consider the implied action. The results highlighted an action-based memory effect at the retrieval stage. These findings contribute to the debate about the implication of motor system in action verb processing and its role for memory.

Resumen: Los límites del paradigma conductista privilegiaron el crecimiento de la moderna ciencia cognitiva. Su desarrollo se logró con base en una estructura interdisciplinar en donde originalmente se vieron involucradas disciplinas tales como la psicología cognitiva, la neurociencia, la informática o la lingüística entre otras. En la actualidad la ciencia cognitiva se integra por una multiplicidad de ciencias, que en torno al eje del conocimiento humano, han generado una serie de propuestas tanto teóricas como prácticas cuyo impacto ha sido sumamente amplio en la sociedad. Los sistemas informáticos y computacionales se han desarrollado considerando los esquemas organizacionales cerebrales humanos. Las redes neurales que integran al sistema nervioso del hombre son la base conceptual sobre la cual se basan los sistemas computacionales y la red informática mundial. Esta es la base sobre la que opera la sociedad del conocimiento o sociedad de la información. Sociedad sumamente cambiante y basada en la incertidumbre que necesita de una nueva forma de educación que permita generar a un nuevo trabajador: el trabajador del conocimiento. Este nuevo ciudadano deberá de poseer capacidades de aprender durante toda la vida, en la vida y para la vida en un ambiente de incertidumbre. Tanto la sociedad del conocimiento como la emergencia de un nuevo ciudadano implican una nueva escuela que retome las propuestas surgidas de la ciencia cognitiva y que permita que todos sus procesos de enseñanza se centren en el aprendizaje y en el desarrollo de las capacidades tanto cognitivas como afectivas de quien aprende.

The concept of novelty in terms of 'uncommonness' of ideas is one of the most considered in design studies. Accordingly, the metric developed by Shah, Vargas-Hernandez and Smith in 2003 (SNM) is still one of the most largely used. Nonetheless, it presents non-negligible and still unsolved problems when applied to realistic sets of ideas implementing heterogeneous numbers of attributes. This paper aims at identifying the roots of these problems and at proposing a refined assessment approach, capable to extend the applicability of SNM to any set of ideas. Generic boundary cases have been used to demonstrate the validity of the proposal, while its potential impact on the final novelty values has been estimated by assessing a real set of 100 ideas.

All experimenters know that human and animal subjects do not respond uniformly to experimental treatments. Yet theories and findings in experimental psychology either ignore this causal effect heterogeneity or treat it as uninteresting error. This is the case even when data are available to examine effect heterogeneity directly, in within-subjects designs where experimental effects can be examined subject by subject. Using data from four repeated-measures experiments, we show that effect heterogeneity can be modeled readily, that its discovery presents exciting opportunities for theory and methods, and that allowing for it in study designs is good research practice. This evidence suggests that experimenters should work from the assumption that causal effects are heterogeneous. Such a working assumption will be of particular benefit, given the increasing diversity of subject populations in psychology.

Dans ce travail, on presente une etude des performances d’un capteur solaire plan double passe destine a la production de l’air chaud permettant d’alimenter et d’ameliorer les techniques de sechage. On analyse les cas d’un absorbeur avec et sans ailettes.Les modeles theoriques relatifs au capteur a air double passe avec et sans ailettes ont ete etablis et resolus numeriquement a l’aide de codes elabores en Fortran pour obtenir une approche globale de leur comportement ou alors a l’aide de Comsol multiphysique pour une etude plus locale. Un dispositif experimental a ete concu pour valider les resultats obtenus numeriquement. Une des particularites du capteur mis au point au laboratoire est relative a son systeme d&#39;isolation. A cet effet, un materiau local compose de tiges de mil broyees (biosource) a ete realise dans le but d’augmenter les performances du capteur solaire. Les proprietes des materiaux biosources utilises pour l’isolation ont ete identifiees a l’aide de moyens exis...

SummaryPrevious crashing memory studies have shown that adults can be led to believe they witnessed video footage of news events for which no video footage actually exists. The current study is the first to investigate adults&#39; tendency to report memories of viewing footage that took place when they were children: the plane crash in Pennsylvania on 11 September 2001. We found that in a computer questionnaire, 33% indicated a false memory with at least one false detail. In a more detailed face‐to‐face interview, only 13% of the group described a detailed false memory. Familiarity with the news story, fantasy proneness, alcohol use, and frequency of negative emotions after 9/11 were all associated with a Persistent False Memory. Participants who had received prior suggestion were more likely to later report false memories in the subsequent interview. We discuss our novel results and the importance of the paradigm.Copyright © 2015 John Wiley & Sons, Ltd.

In a binary response setting, it has been frequently observed that small numbers are reacted to faster with the left hand and large numbers with the right hand (i. e., the SNARC-effect) which reflects the spatial left-right orientation of the mental number line ( Dehaene, Bossini, & Giraux, 1993 ). In line with the work of Keus and Schwarz (in press ), we investigated the locus of the conflict in the SNARC effect in a parity judgment task with the Arabic numerals 1, 2, 8, or 9. Differences between compatible (left-hand response to 1 or 2 and right-hand response to 8 and 9) and incompatible SNARC conditions (left-hand response to 8 or 9 and right-hand response to 1 or 2) were observed in the lateralized readiness potential (LRP) but not in the peak latency of the P300. In accordance with Keus and colleagues ( Keus, Jenks, & Schwarz, 2005 ), we argue that the locus of the conflict is situated at intermediate response-related stages. However, instead of adopting a single-route processi...

The aim of this article is to compare Stiegler's analyses of television with the internet. The problem, in my view, arises from the fact that the internet desynchronizes consciousnesses that television, according to Stiegler, had synchronized, while also producing the same effects of uniformity, and even increasing the production of "available brain time." The idea of P. Le Lay, that the aim of television is to "produce available brain time", the importance of which Stiegler emphasizes, holds true for the internet just as it does for television. The question that forms the core of an analysis of the internet inspired by Stiegler is to understand how, in the desynchronization of consciousness, the production of available brain time occurs. This is what I will call the "zombie work" that remains irreducibly human at the moment when general automation is established.

Anxiety is a widely studied psychiatric disorder and is thought to be a complex and multidimensional phenomenon. Sensitive behavioral discrimination of animal models of anxiety is crucial for the elucidation of the behavioral components of anxiety and the physiological processes that mediate them. Commonly used behavior paradigms of anxiety usually include only a few automatically collected measures; these do not exhaust the behavioral richness exhibited by animals, thus perhaps missing important differences between preparations. The aim of the present study was to expand the repertoire of automatically collected measures in a classical test of anxiety: behavior in relation to the wall in the open field. We present an algorithm, based on the Software for the Exploration of Exploration strategy, which automatically partitions the mouse path into intrinsically defined patterns of movement near the wall and in the center. These patterns are used to design new end points, which provide ...