scholarly journals Double standards: Memory loading in temporal reference memory

2004 ◽  
Vol 57 (1b) ◽  
pp. 55-77 ◽  
Author(s):  
Luke A. Jones ◽  
J. H. Wearden
2008 ◽  
Vol 34 (6) ◽  
pp. 1524-1544 ◽  
Author(s):  
Ruth S. Ogden ◽  
J. H. Wearden ◽  
Luke A. Jones

2009 ◽  
Vol 62 (5) ◽  
pp. 909-924 ◽  
Author(s):  
Ruth S. Ogden ◽  
Luke A. Jones

The ability of the perturbation model (Jones & Wearden, 2003) to account for reference memory function in a visual temporal generalization task and auditory and visual reproduction tasks was examined. In all tasks the number of presentations of the standard was manipulated (1, 3, or 5), and its effect on performance was compared. In visual temporal generalization the number of presentations of the standard did not affect the number of times the standard was correctly identified, nor did it affect the overall temporal generalization gradient. In auditory reproduction there was no effect of the number of times the standard was presented on mean reproductions. In visual reproduction mean reproductions were shorter when the standard was only presented once; however, this effect was reduced when a visual cue was provided before the first presentation of the standard. Whilst the results of all experiments are best accounted for by the perturbation model there appears to be some attentional benefit to multiple presentations of the standard in visual reproduction.


2019 ◽  
Vol 42 ◽  
Author(s):  
Marco Del Giudice

Abstract The argument against innatism at the heart of Cognitive Gadgets is provocative but premature, and is vitiated by dichotomous thinking, interpretive double standards, and evidence cherry-picking. I illustrate my criticism by addressing the heritability of imitation and mindreading, the relevance of twin studies, and the meaning of cross-cultural differences in theory of mind development. Reaching an integrative understanding of genetic inheritance, plasticity, and learning is a formidable task that demands a more nuanced evolutionary approach.


Author(s):  
Marc Ouellet ◽  
Julio Santiago ◽  
Ziv Israeli ◽  
Shai Gabay

Spanish and English speakers tend to conceptualize time as running from left to right along a mental line. Previous research suggests that this representational strategy arises from the participants’ exposure to a left-to-right writing system. However, direct evidence supporting this assertion suffers from several limitations and relies only on the visual modality. This study subjected to a direct test the reading hypothesis using an auditory task. Participants from two groups (Spanish and Hebrew) differing in the directionality of their orthographic system had to discriminate temporal reference (past or future) of verbs and adverbs (referring to either past or future) auditorily presented to either the left or right ear by pressing a left or a right key. Spanish participants were faster responding to past words with the left hand and to future words with the right hand, whereas Hebrew participants showed the opposite pattern. Our results demonstrate that the left-right mapping of time is not restricted to the visual modality and that the direction of reading accounts for the preferred directionality of the mental time line. These results are discussed in the context of a possible mechanism underlying the effects of reading direction on highly abstract conceptual representations.


Author(s):  
Elena Lindeman ◽  
◽  
Darya Moseeva ◽  

The quality of programs in library and information activity offered by various advanced professional training centers are discussed along with the issues and vectors of advanced training of the RNPLS&T staff. The RNPLS&T has to choose between expensive courses when new knowledge and skills are guaranteed, and online express courses (fast, easy, cheaply) where no new competences are guaranteed though employees get standard certificates. This trend facilitates establishing more and more online training centers that are just making money due to the demand for standardized certification. The double standards of education programs evaluation influence the quality of knowledge, though documented and certified. The authors argue that the above mentioned educational organizations have to be controlled, the more so, as the libraries are to accomplish their staff appraisal.


2016 ◽  
pp. 7-38
Author(s):  
Grzegorz Gil

Following the end of the cold war, the incidence of statebuilding interventions has visibly increased in the case of dysfunctional (failed) states. Today, such interventionism in a good faith promotes liberal values and is believed to be in line with international legal regimes that makes it distinctive from neo-imperial politics. Even if state-building does not generally refer to regular warfare, it often takes analogous forms to occupation, which was codified in jus in bello at the beginning of the XXth century. While the occupation law requires occupants to maintain status quo on the occupying territory (article 43 of Hague Regulations), armed state-building is transformative by definition that seems to undermine conservative provisions of the former. The article presents traditional criteria for occupation in the Hague and Geneva conventions as well as prospects and limitations of its refinement (jus post bellum). In theory, such a redefinition could launch the formulation of the statebuilding regime, which aims to reduce deficits or double-standards in international state-building by focusing on the interests of local stakeholders of transformative projects. Hence, the Author addresses three interlocking issues: occupation within state-building, the occupation law and state-building, and transformative occupation as state-building.


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