Differential generalization of habituation across contexts as a function of stimulus significance

Orienting to one of two levels of stimulus significance (a distress squeal or a simulated mimic squeal) in female hooded rats was measured by suppression of ongoing drinking. Subsequent generalization tests with the same stimulus presented in different contexts showed that generalization of habituation across contexts was a function of stimulus significance: Habituation to the distress squeal was restricted to the context in which it first had been presented, whereas habituation to the mimic squeal generalized across the different contexts.     

Hindsight bias and developing theories of mind

Although hindsight bias (the "I knew it all along" phenomenon) has been documented in adults, its development has not been investigated. This is despite the fact that hindsight bias errors closely resemble the errors children make on theory of mind (ToM) tasks. Two main goals of the present work were to (a) create a battery of hindsight tasks for preschoolers, and (b) assess the relation between children's performance on these and ToM tasks. In two experiments involving 144 preschoolers, 3-, 4-, and 5-year olds exhibited strong hindsight bias. Performance on hindsight and ToM tasks was significantly correlated independent of age, language ability, and inhibitory control. These findings contribute to a more comprehensive account of perspective taking across the lifespan.     

Evangelical Christian Schools in England and The Netherlands

The Netherlands is well known for its great diversity of state-funded schools (including faith-based schools) and it is widely believed that starting a new school is a relatively easy process. This paper reflects on the process of policy-borrowing that occurred when British Evangelical Christian pressure groups looked to The Netherlands for inspiration. It shows that the reality of the Dutch situation is some distance from the rhetoric and that, until recently, it has actually been very difficult to start an Evangelical school. It describes the process by which two Evangelical Christian schools were established, and outlines the nature of the nine-year legal battle that one of them fought to obtain funding. The paper then discusses some of the ironies of this particular piece of policy-borrowing.     

Remembering: The role of extraneous reinforcement

In two experiments, pigeons' responding on an extraneous task was explicitly reinforced during delayed matching-to-sample trials. In Experiment 1, red or green sample stimuli were followed by retention intervals of 0.2, 1, 4, or 12 sec, during which pecks to a white center key were reinforced with 2.5-sec access to wheat according to extinction, variable-interval 30-sec, and variable-interval 15-sec schedules in different conditions. A proportion of .2, .5, .7, or .9 of subsequent red or green choice responses that matched the sample were reinforced with 3-sec access to wheat. The result was that increasing center key reinforcement, or reducing reinforcer probability, lowered overall accuracy. Initial discriminability fell, but with no change in the rate of forgetting. In Experiment 2, initial discriminability was affected by extraneous reinforcers that were contingent on center key pecking, but not by noncontingent reinforcers. A plausible conclusion is that initial discriminability decreases when reinforcers strengthen competing behaviors.     

Semantic Constraints on Word Learning: Proper Names and Adjectives

4 experiments examined 3- and 4-year-olds' interpretations of novel words applied to familiar objects in the sentence frame, "This Y is X," where X is a novel word, and Y is a familiar basic-level count noun (e.g., "dog", "cup"). These novel words are ambiguous and could be interpreted either as proper names (e.g., "Fred") or as adjectives/mass nouns (e.g., "red"/"lead"). The experiments addressed 2 questions. First, do children appreciate that the words can be construed either as proper names referring to individuals or as adjectives/mass nouns referring to salient properties/material kinds? The results showed that children could easily make either interpretation. Second, what factors affect children's tendency to make either a proper name or an adjective/mass noun interpretation? In the experiments, children learned the novel words for a range of animals and artifacts. Most children who learned the words for typical pets (e.g., a bird) made proper name interpretations, as did the majority of those who learned the words for certain non-pet animals (e.g., a caterpillar) described as possessed by someone, but only about half of those who learned the words for such non-pet animals not so described. Very few children who learned the words for either simple (e.g., a shoe) or complex (e.g., a boat) artifacts made proper name interpretations. The results provide clear evidence of the role of semantic information in constraining children's interpretation of a novel word, and they help to refine an understanding of what counts as a nameable individual for preschoolers.     

当代英语中的语法变迁——运用对应语料库追踪语言变化

本文阐述一种基于语料库研究语言变化的方法,集中探讨英国英语和美国英语中最近的语法变迁。该研究方法对匹配的对应语料库进行比较,所用语料库均采用准确对等的抽样方法对间隔大致相同时间的书面语言进行抽样提取语料样本。该研究揭示了英语用法增加和减少极为显著地模式,如进行体使用的增加与被动语态使用的减少,并通过口语化、美国化、密集化和规约化进程来解释上述变化。