Edna Ullmann-Margalit provides an original account of the emergence of norms. Her main thesis is that certain types of norms are possible solutions to problems posed by certain types of social interaction situations. She presents illuminating discussions of Prisoners' Dilemma, co-ordination, and inequality situations.

Dual-process models of cognition suggest that there are two types of thought: autonomous Type 1 processes and working memory dependent Type 2 processes that support hypothetical thinking. Models of creative thinking also distinguish between two sets of thinking processes: those involved in the generation of ideas and those involved with their refinement, evaluation, and/or selection. Here we review dual-process models in both these literatures and delineate the similarities and differences. Both generative creative processing and evaluative creative processing involve elements that (...) have been attributed to each of the dual processes of cognition. We explore the notion that creative thinking may rest upon the nature of a shifting process between Type 1 and Type 2 dual processes. We suggest that a synthesis of the evidence bases on dual-process models of cognition and of creative thinking, together with developing time-based approaches to explore the shifting process, could better inform the development of i.. (shrink)

Perceptual learning involves an improvement in perceptual judgment with practice, which is often specific to stimulus or task factors. Perceptual learning has been shown on a range of visual tasks but very little research has explored chromatic perceptual learning. Here, we use two low level perceptual threshold tasks and a supra-threshold target detection task to assess chromatic perceptual learning and category effects. Experiment 1 investigates whether chromatic thresholds reduce as a result of training and at what level of analysis learning (...) effects occur. Experiment 2 explores the effect of category training on chromatic thresholds, whether training of this nature is category specific and whether it can induce categorical responding. Experiment 3 investigates the effect of category training on a higher level, lateralized target detection task, previously found to be sensitive to category effects. The findings indicate that performance on a perceptual threshold task improves following training but improvements do not transfer across retinal location or hue. Therefore, chromatic perceptual learning is category specific and can occur at relatively early stages of visual analysis. Additionally, category training does not induce category effects on a low level perceptual threshold task, as indicated by comparable discrimination thresholds at the newly learned hue boundary and adjacent test points. However, category training does induce category effects on a supra-threshold target detection task. Whilst chromatic perceptual learning is possible, learnt category effects appear to be a product of left hemisphere processing, and may require the input of higher level linguistic coding processes in order to manifest. (shrink)

We examined whether children's ability to integrate speech and gesture follows the pattern of a broader developmental shift between 3- and 5-year-old children regarding the ability to process two pieces of information simultaneously. In Experiment 1, 3-year-olds, 5-year-olds, and adults were presented with either an iconic gesture or a spoken sentence or a combination of the two on a computer screen, and they were instructed to select a photograph that best matched the message. The 3-year-olds did not integrate information in (...) speech and gesture, but 5-year-olds and adults did. In Experiment 2, 3-year-old children were presented with the same speech and gesture as in Experiment 1 that were produced live by an experimenter. When presented live, 3-year-olds could integrate speech and gesture. We concluded that development of the integration ability is a part of the broader developmental shift; however, live-presentation facilitates the nascent integration ability in 3-year-olds. (shrink)

Fierce debates surround the conceptualization and measurement of job-related distress in occupational health science. The use of burnout as an index of job-related distress, though commonplace, has increasingly been called into question. In this paper, we first highlight foundational problems that undermine the burnout construct and its legacy measure, the Maslach Burnout Inventory. Next, we report on advances in research on job-related distress that depart from the use of the burnout construct. Tracing the genesis of the burnout construct, we observe (...) that burnout’s definition was preestablished rather than derived from a rigorous research process and the MBI has little in the way of a theoretical or empirical foundation. Historical analysis suggests that the burnout construct was cobbled together from unchallenged personal impressions and anecdotal evidence before getting reified by the MBI. This state of affairs may account for many of the disconcerting problems encountered in burnout research. We close our paper by presenting the Occupational Depression Inventory, a recently developed instrument reflective of a renewed approach to job-related distress. The ODI has demonstrated robust psychometric and structural properties across countries, sexes, age groups, occupations, and languages. The instrument addresses job-related distress both dimensionally and categorically. A dimensional approach can be useful, for instance, in examining the dynamics of etiological processes and symptom development. A categorical approach can serve screening and diagnostic purposes and help clinicians and public health professionals in their decision-making. It is concluded that the ODI offers occupational health specialists a promising way forward. (shrink)

This presentation was delivered at the Self, Motivation & Virtue Project's 2015 Interdisciplinary Moral Forum, held at Marquette University in Milwaukee, Wisconsin.

Expert perceivers may learn more than just where to apply visual processing, or which part of the output from the visual system to attend to. Their early visual system may be modified, as a result of their specific needs, through a process of early visual learning. We argue that this is, in effect, a form of long-term, indirect cognitive penetration of early vision.

The aim of unpaid volunteer classroom assistants is to give extra support to children learning to read. The impact of using volunteers to improve children's acquisition of reading skills is unknown. To assess whether volunteers are effective in improving children's reading, we undertook a systematic review of all relevant randomised controlled trials (RCTs). An exhaustive search of all the main electronic databases was carried out (i.e. BEI, PsycInfo, ASSIA, PAIS, SSCI, ERIC, SPECTR, SIGLE). We identified eight experimental studies, of which (...) seven were RCTs. One of the RCTs was excluded because it did not meet the inclusion criteria. One RCT randomised intact classes and the other six studies randomised individual children and could therefore be included in a meta-analysis. All of the trials were fairly small, with the largest including 99 pupils. Four of the trials showed a positive outcome, while three showed a negative effect and the remaining study was equivocal. We pooled the four most homogeneous trials. The pooled data indicated an effect size of 0.19, which was not statistically significant ( p = 0.54, 95% confidence interval = -0.31 to 0.68). Overall, volunteering appeared to have a small effect on reading outcomes. However, the confidence intervals were wide, which could conceal a potentially large benefit or a harmful effect. Thus, more good quality RCTs are required in order to provide more conclusive evidence. (shrink)

This collection treats classic problems in decision theory such as Newcomb's Problem and the Prisoner's Dilemma. The reviews describes and evaluates the essays.