How much does a shared name make things similar? Part 1. Linguistic labels and the development of similarity judgment.

Most theoretical proposals considering effects of language on similarity assume that labels affect similarity in a qualitative all-or-nothing manner. This article proposes another theoretical alternative—a model of the label as a discrete attribute of an object. According to this model, the relative weight of labels decreases with the child's age. Predictions derived from the model were tested in 3 experiments. In these experiments, children aged 6–12 years were presented with triads of schematic faces and were asked to make similarity judgments. Similarity of faces was manipulated via systematic variation of distinct facial features. It was found that (a) labels contribute to similarity judgment in a quantifiable manner, (b) labels' weight decreased with age, and (c) effects of labels are likely to stem from the cross-modality of labels. These results are discussed in relation to theories of development on categorization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Processing of logically valid and logically invalid conditional inferences in discourse comprehension.

Two competing theories of processing of conditionals (if-then) were tested. Syntactic theories posit that people only draw inferences conforming to the logically valid modus ponens (MP) schema. Mental models theories predict that people draw MP and invalid affirming-the-consequent (AC) inferences. Three experiments tested these predictions. Participants read short stories that conformed to either the MP or AC form but without conclusions, and they completed either priming or recognition tasks. Results indicate that both MP and AC inferences occur during discourse processing: MP and AC premise forms prime their respective conclusions, participants erroneously judged that they had read the conclusions to MP and AC arguments, and AC inferences did not stem from a biconditional interpretation of conditionals. Findings support mental models theories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Induction and Categorization in Young Children: A Similarity-Based Model.

The authors present a similarity-based model of induction and categorization in young children (SINC). The model suggests that (a) linguistic labels contribute to the perceived similarity of compared entities and (b) categorization and induction are a function of similarity computed over perceptual information and linguistic labels. The model also predicts young children's similarity judgment, induction, and categorization performance under different stimuli and task conditions. Predictions of the model were tested and confirmed in 6 experiments, in which 4- to 5-year-olds performed similarity judgment, induction, and categorization tasks using artificial and real labels (Experiments 1-4) and recognition memory tasks (Experiments 5A and 5B). Results corroborate the similarity-based account of young children's induction and categorization, and they support both qualitative and quantitative predictions of the model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction of modern telecommunications equipment in Russia andthe New Republics

We describe the process of introducing new equipment for the telecommunications networks of the former USSR, taking into account our personal experience. First, it is important that we are dealing mainly with local switching, so the examples discussed are mainly from this particular field. Today the former Soviet Union is still a united country from the point of view of telecommunications (and telephony in particular). Though different countries have gained their independence, the telephone network is still united and built according to the same technical standards and regulations. In all the new countries; local calls are not billed as yet and additional services are virtually nonexistent, so it is impossible to generate revenue providing them. Local administrations need to install new equipment in order to upgrade their services, thus making it possible to earn more income from users. The three main sources of income are: installation and subscriber fees; payments on a per-call or per-time-unit basis; and payments for services and special features. Currently, the Republic's administrations are trying to increase the first item, which can be achieved by upgrading the old electromechanical switches and the analog network     

What's behind different kinds of kinds: Effects of statistical density on learning and representation of categories.

This research examined how differences in category structure affect category learning and category representation across points of development. The authors specifically focused on category density--or the proportion of category-relevant variance to the total variance. Results of Experiments 1-3 showed a clear dissociation between dense and sparse categories: Whereas dense categories were readily learned without supervision, learning of sparse categories required supervision. There were also developmental differences in how statistical density affected category representation. Although children represented both dense and sparse categories on the basis of the overall similarity (Experiment 4A), adults represented dense categories on the basis of similarity and represented sparse categories on the basis of the inclusion rule (Experiment 4B). The results support the notion that statistical structure interacts with the learning regime in their effects on category learning. In addition, these results elucidate important developmental differences in how categories are represented, which presents interesting challenges for theories of categorization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Understanding of logical necessity: developmental antecedents and cognitive consequences

Does abstract reasoning develop naturally, and does instruction contribute to its development? In an attempt to answer these questions, this article specifically focuses on effects of prolonged instruction on the development of abstract deductive reasoning and, more specifically, on the development of understanding of logical necessity. It was hypothesized that instructional emphasis on the metalevel of deduction within a knowledge domain can amplify the development of deductive reasoning both within and across this domain. The article presents 2 studies that examine the development of understanding of logical necessity in algebraic and verbal deductive reasoning. In the first study, algebraic and verbal reasoning tasks were administered to 450 younger and older adolescents selected across different instructional settings in England and in Russia. In the second study, algebraic and verbal reasoning tasks were administered to 287 Russian younger and older adolescents selected across different instructional settings. The results support the hypothesis, indicating that prolonged instruction with an emphasis on the metalevel of algebraic deduction contributes to the development of understanding of logical necessity in both algebraic and verbal deductive reasoning. Findings also suggest that many adolescents do not develop an understanding of logical necessity naturally.     

Similarity, induction, naming, and categorization (SINC): Generalization or inductive reasoning? Reply to Heit and Hayes (2005).

This article is a response to E. Heit and B. K. Hayes's (see record 2005-14939-011) comment on the target article "Induction and Categorization in Young Children: A Similarity-Based Model" (V. M. Sloutsky & A. V. Fisher, 2004a). The response discusses points of agreement and disagreement with Heit and Hayes; phenomena predicted by similarity, induction, naming, and categorization (SINC); and relationships between SINC and models of verbal inductive reasoning, as well as contributions and limitations of SINC and directions for future research. Overall, the authors disagree with Heit and Hayes's analysis of limitations of SINC and with their analysis of SINC in the context of verbal inductive reasoning. At the same time, the authors agree that more research is needed to provide a unified account of similarity, induction, categorization, and recognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)