Review of The mind’s we: Contextualism in cognitive psychology.

Reviews the book, The mind's we: Contextualism in cognitive psychology by Diane Gillespie (1992). In this text the author has both expanded on several of the key insights previously outlined in the critical literature and provided a congenial introductory text for the newcomer; a text to serve as a conceptual bridge between traditional cognitive psychological approaches and their newly emergent contextualist alternatives. As stated in her preface, Gillespie's purpose in preparing this book was to "bring together the work of psychologists who are interested in telling the contextualist story of cognition" and to "reveal and strengthen their insights and perspectives" (p. xiv). Given the philosophical range and theoretical diversity of those interested in telling such a story, the task is certainly a formidable one, but it is nonetheless one that she accomplishes with a commendable degree of elegance. Gillespie clearly articulates the diverse work of a large number of psychological theorists into a coherent and meaningful account that will do much toward imposing order on a field that is, by its very nature, somewhat scattered and contentious. Each of the book's six chapters proceeds carefully through a detailed and representative historical and conceptual analysis of traditional mechanistic approaches to human cognition prior to advancing their contextualist critiques and alternatives. Through a systematic analysis of the manner in which this "contextualist story" has arisen within the mechanistic milieu of traditional scientific psychology, she is able to clarify both the implications and relative merits and liabilities of two, quite often antithetical, conceptualizations of human cognitive phenomena. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit integration and consistent tangent modulus of a time‐dependent non‐unified constitutive model

This paper describes the implicit integration and consistent tangent modulus of an inelastic constitutive model with transient and steady strain rates, both of which are time‐ and temperature‐dependent; the transient rate is influenced by the evolution of back stress decomposed into parts, while the steady rate depends only on applied stress and temperature. Such a non‐unified model is useful for high‐temperature structural analysis and is practical owing to the ease in determining material constants. The implicit integration is shown to result in two scalar‐valued coupled equations, and the consistent tangent modulus is derived in a quite versatile form by introducing a set of fourth‐rank constitutive parameters into the discretized evolution rule of back stress. The constitutive model is, then, implemented in a finite element program and applied to a lead‐free solder joint analysis. It is demonstrated that the implicit integration is very accurate if the multilinear kinematic hardening model of Ohno and Wang is employed, and that the consistent tangent modulus certainly affords quadratic convergence to the Newton–Raphson iteration in solving nodal force equilibrium equations. Copyright © 2003 John Wiley & Sons, Ltd.     

Banach空间Fuzzy多值隐拟变分包含

在Banach空间中并在不具紧性的条件下，引入和研究了一类fuzzy多值隐拟变分包含及相应的fuzzy隐预解算子方程，借助预解算子技巧，建立了Banach空间中fuzzy多值隐拟变分包含与预解算子方程的等价性，得到了该类fuzzy多值隐拟变分包含的迭代算法与某些解的存在性定理及解的迭代逼近。     

Anthony D. Wagner: Award for Distinguished Scientific Early Career Contributions to Psychology.

Presents the citation for Anthony D. Wagner, who received the Award for Distinguished Scientific Early Career Contributions to Psychology (cognition and human learning) "for outstanding and innovative research on the neural basis of memory and executive control." A brief profile and a selected bibliography accompany the citation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal Power Assertion in Discipline and Moral Discourse Contexts: Commonalities, Differences, and Implications for Children's Moral Conduct and Cognition.

Parental power assertion is traditionally studied in the behavioral domain--discipline triggered by the child's immediate misbehavior--but rarely in the cognitive domain--parent-child discussions of the child's past misbehavior. Maternal power assertion was observed in "do" and "don't" discipline contexts from 14 to 45 months and in the context of mother-child discourse about a recent misbehavior at 56 months. Mothers' use of power cohered across the "do," "don't," and discourse contexts, but its implications were domain specific. Power assertion in the "don't" discipline context predicted behavioral outcomes (more moral conduct at 56 and 73 months, less antisocial conduct at 73 months) but not cognitive outcomes (moral cognition at 56 and 73 months). Power assertion in the discourse context predicted less mature moral cognition but not moral or antisocial conduct. Mothers' high Neuroticism predicted more power assertion in all three contexts. Child effects were examined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"I know, you know": Epistemic egocentrism in children and adults.

This article reviews the evidence and theory pertaining to a form of perspective-taking failure--a difficulty in setting aside the privileged information that one knows to be unavailable to another party. The authors argue that this bias (epistemic egocentrism, or EE) is a general feature of human cognition and has been tapped by 2 independent and largely uncommunicating research traditions: the theory-of-mind tradition in developmental psychology and, with more sensitive probes, the "heuristics and biases" tradition in the psychology of human judgment. This article sets the stage for facilitating communication between these traditions as well as for the recognition of EE's breadth and potential interdisciplinary significance. The authors propose a life-span account and a tentative taxonomy of EE; and they highlight the interdisciplinary significance of EE by discussing its implications for normative ethics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gaze cueing of attention: Visual attention, social cognition, and individual differences.

During social interactions, people's eyes convey a wealth of information about their direction of attention and their emotional and mental states. This review aims to provide a comprehensive overview of past and current research into the perception of gaze behavior and its effect on the observer. This encompasses the perception of gaze direction and its influence on perception of the other person, as well as gaze-following behavior such as joint attention, in infant, adult, and clinical populations. Particular focus is given to the gaze-cueing paradigm that has been used to investigate the mechanisms of joint attention. The contribution of this paradigm has been significant and will likely continue to advance knowledge across diverse fields within psychology and neuroscience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multisensory exploration and object individuation in infancy.

Recent research indicates that by 4.5 months, infants use shape and size information as the basis for individuating objects but that it is not until 11.5 months that they use color information for this purpose. The present experiments investigated the extent to which infants' sensitivity to color information could be increased through select experiences. Five experiments were conducted with 10.5- and 9.5-month-olds. The results revealed that multimodal (visual and tactile), but not unimodal (visual only), exploration of the objects prior to the individuation task increased 10.5-month-olds' sensitivity to color differences. These results suggest that multisensory experience with objects facilitates infants' use of color information when individuating objects. In contrast, 9.5-month-olds did not benefit from the multisensory procedure; possible explanations for this finding are explored. Together, these results reveal how an everyday experience--combined visual and tactile exploration of objects--can promote infants' use of color information as the basis for individuating objects. More broadly, these results shed light on the nature of infants' object representations and the cognitive mechanisms that support infants' changing sensitivity to color differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit, long-term spatial contextual memory.

Learning and memory of novel spatial configurations aids behaviors such as visual search through an implicit process called contextual cuing (M. M. Chun & Y. Jiang, 1998). The present study provides rigorous tests of the implicit nature of contextual cuing. Experiment 1 used a recognition test that closely matched the learning task, confirming that memory traces of predictive spatial context were not accessible to conscious retrieval. Experiment 2 gave explicit instructions to encode visual context during learning, but learning was not improved and conscious memory remained undetectable. Experiment 3 illustrates that memory traces for spatial context may persist for at least 1 week, suggesting a long-term component of contextual cuing. These experiments indicate that the learning and memory of spatial context in the contextual cuing task are indeed implicit. The results have implications for understanding the neural substrate of spatial contextual learning, which may depend on an intact medial temporal lobe system that includes the hippocampus (M. M. Chun & E. A. Phelps, 1999). (PsycINFO Database Record (c) 2010 APA, all rights reserved)