Memory retrieval as temporal discrimination

Temporal distinctiveness models of memory retrieval claim that memories are organised partly in terms of their positions along a temporal dimension, and suggest that memory retrieval involves temporal discrimination. According to such models the retrievability of memories should be related to the discriminability of their temporal distances at the time of retrieval. This prediction is tested directly in three pairs of experiments that examine (a) memory retrieval and (b) identification of temporal durations that correspond to the temporal distances of the memories. Qualitative similarities between memory retrieval and temporal discrimination are found in probed serial recall (Experiments 1 and 2), immediate and delayed free recall (Experiments 3 and 4) and probed serial recall of grouped lists (Experiments 5 and 6). The results are interpreted as consistent with the suggestion that memory retrieval is indeed akin to temporal discrimination. (C) 2008 Elsevier Inc. All rights reserved.

When some is actually all: Scalar inferences in face-threatening contexts

Accounts of the scalar inference from 'some X-ed' to 'not all X-ed' are central to the debate between contemporary theories of conversational pragmatics. An important contribution to this debate is to identify contexts that decrease the endorsement rate of the inference. We suggest that the inference is endorsed less often in face-threatening contexts, i.e., when X implies a loss of face for the listener. This claim is successfully tested in Experiment 1. Experiment 2 rules out a possible confound between face-threatening contexts and lower-bound contexts. Experiment 3 shows that whilst saying 'some X-ed' when one knew for a fact that all X-ed is always perceived as an underinformative utterance, it is also seen as a nice and polite thing to do when X threatens the face of the listener. These findings are considered from the perspective of Relevance Theory as well as that of the Generalized Conversational Inference approach. (C) 2009 Elsevier B.V. All rights reserved.

Temporal Decentering and the Development of Temporal Concepts

This article reviews some recent research on the development of temporal cognition, with reference to Weist's (1989) account of the development of temporal understanding. Weist's distinction between two levels of temporal decentering is discussed, and empirical studies that may be interpreted as measuring temporal decentering are described. We argue that if temporal decentering is defined simply in terms of the coordination of the temporal locations of three events, it may fail to fully capture the properties of mature temporal understanding. Characterizing the development of mature temporal cognition may require, in addition, distinguishing between event-dependent and event-independent thought about time. Experimental evidence relevant to such a distinction is described; these findings suggest that there may be important changes between 3 and 5 years in children's ability to think about points in time independently of the events that occur at those times.

Regret as autobiographical memory

We apply all autobiographical memory framework to the Study of regret. Focusing oil the distinction between regrets for specific and general events we argue that the temporal profile of regret, usually explained in terms of the action-inaction distinction, is predicted by models of autobiographical memory. In two studies involving Participants in their sixties we demonstrate a reminiscence bump for general, but not for specific regrets. Recent regrets were more likely to be specific than general in nature. Coding regrets as actions/inactions revealed that general regrets were significantly more likely to be due to inaction while specific regrets were as likely to be clue to action as to inaction. In Study 2 we also generalised all of these findings to a group of participants in their 40s. We re-interpret existing accounts of the temporal profile of regret within the autobiographical memory framework, and Outline the practical and theoretical advantages Of Our memory-based distinction over traditional decision-making approaches to the Study of regret. (C) 2008 Elsevier Inc. All rights reserved.

Deciding between theories of how reasoning develops is hard

Although Sloutsky agrees with our interpretation of our data, he argues that the totality of the evidence supports his claim that children make inductive generalisations on the basis of similarity. Here we take issue with his characterisation of the alternative hypotheses in his informal analysis of the data, and suggest that a thorough Bayesian analysis, although practically very difficult, is likely to result in a more finely balanced outcome than he suggests. (c) 2008 Elsevier B.V. All rights reserved.

Do development and learning really decrease memory? On similarity and category-based induction in adults and children

In a recently published study, Sloutsky and Fisher [Sloutsky, V. M., & Fisher, A.V. (2004a). When development and learning decrease memory: Evidence against category-based induction in children. Psychological Science, 15, 553-558; Sloutsky, V. M., & Fisher, A. V. (2004b). Induction and categorization in young children: A similarity-based model. Journal of Experimental Psychology: General, 133, 166-188.] demonstrated that children have better memory for the items that they generalise to than do adults. On the basis of this finding, they claim that children and adults use different mechanisms for inductive generalisations;whereas adults focus on shared category membership, children project properties on the basis of perceptual similarity. Sloutsky & Fisher attribute children's enhanced recognition memory to the more detailed processing required by this similarity-based mechanism. In Experiment I we show that children look at the stimulus items for longer than adults. In Experiment 2 we demonstrate that although when given just 250 ms to inspect the items children remain capable of making accurate inferences, their subsequent memory for those items decreases significantly. These findings suggest that there are no necessary conclusions to be drawn from Sloutsky & Fisher's results about developmental differences in generalisation strategy. (C) 2007 Elsevier B.V. All rights reserved.

Probed serial recall in Williams syndrome: Lexical influences on phonological short-term memory

Williams syndrome is a genetic disorder that, it has been claimed, results in an unusual pattern of linguistic strengths and weaknesses. The current study investigated the hypothesis that there is a reduced influence of lexical knowledge on phonological short-term memory in Williams syndrome. Fourteen children with Williams syndrome and 2 vocabulary la matched control groups, 20 typically developing children and 13 children with learning difficulties, were tested on 2 probed serial-recall tasks. On the basis of previous findings, it was predicted that children with Williams syndrome would demonstrate (a) a reduced effect of lexicality on the recall of list items, (b) relatively poorer recall of list items compared with recall of serial order, and (c) a reduced tendency to produce lexicalization errors in the recall of nonwords. in fact, none of these predictions were supported. Alternative explanations for previous findings and implications for accounts of language development in Williams syndrome are discussed.

Temporal concepts and episodic memory: A response to Hoerl

Hoerl claims that episodic memory is necessary for a concept of the past, and that we should consider some severely amnesic patients as lacking such a concept. I question whether this description of such patients is plausible, and whether it helps us understand lack of insight in amnesia. I finish by arguing that Hoerl's analysis of what constitutes a concept of the past raises interesting developmental issues.

Patrimonio e Identidad en la Investigación Educativa Basada en las Artes desde un Enfoque Multimodal

Este artículo describe dos experiencias de investigación de nuestro grupo interconectadas, la primera desarrollada durante el año 2007 a través del proyecto internacional CALVINO del Programa Cultura 2000 de la Unión Europea, y la segunda implementada durante el año 2014 en el marco del Proyecto Investigación e Innovación en Secundaria en Andalucía (PIIISA). Ambos proyectos tienen en común el eje temático de la identidad a partir de una idea de patrimonio y el hecho de haber puesto en práctica metodologías de investigación basadas en las artes visuales con un enfoque multimodal. Desde estos dos puntos de anclaje relativos a la temática (qué) y a la metodología (cómo) analizamos lo acontecido para obtener conclusiones relevantes que, por una parte, pongan en valor estas prácticas significativas y, por otra, aporten nuestra experiencia para futuras propuestas de investigación en el ámbito temático y/o metodológico.

Stylistics, criticism and mythrepresentation again: squaring the circle with Ray Mackay's subjective solution for all problems

This article is a response to an article by Ray Mackay (1996) which constitutes an attack on stylistic analysis in general, and the writings of the above authors and Ron Carter in particular. Mackay's article (in Language and Communication) accuses stylistics of 'scientificness' and claims that its attempt to provide objective analyses of literary texts is futile.1 We suggest that Mackay has misrepresented what stylisticians have said about objectivity, and that his understanding of objectivity, science and the nature of text-interpretative argument is seriously flawed.

Humour: Stylistic Approaches

An important focus in contemporary stylistics has been on the connections between style and verbal humor, and this article charts the ways in which stylisticians have used a variety of linguistic models to analyze humorous discourse. The idea of stylistic incongruity is identified as being especially important in triggering the humor reflex. The principle of incongruity applies to any level of language or discourse, as is illustrated here by examples of puns and related forms of humor as well as by incongruities that are more to do with mismatches between text and discourse context. The principle of incongruity is also aligned with the concept of irony, through which a number of points are made about the stylistic analysis of both parody and satire.