Separate Modifiability, Mental Modules, and the Use of Pure and Composite Measures to Reveal Them

Total Page:16

File Type:pdf, Size:1020Kb

Separate Modifiability, Mental Modules, and the Use of Pure and Composite Measures to Reveal Them University of Pennsylvania ScholarlyCommons IRCS Technical Reports Series Institute for Research in Cognitive Science January 2001 Separate modifiability, mental modules, and the use of pure and composite measures to reveal them Saul Sternberg University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/ircs_reports Sternberg, Saul, "Separate modifiability, mental modules, and the use of pure and composite measures to reveal them" (2001). IRCS Technical Reports Series. 25. https://repository.upenn.edu/ircs_reports/25 University of Pennsylvania Institute for Research in Cognitive Science Technical Report No. IRCS-01-08. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/ircs_reports/25 For more information, please contact [email protected]. Separate modifiability, mental modules, and the use of pure and composite measures to reveal them Abstract How can we divide a complex mental process into meaningful parts? In this paper, I explore an approach in which processes are divided into parts that are modular in the sense of being separately modifiable. Evidence for separate modifiability is provided by an instance of selective influence: two factors F and G (usually experimental manipulations) such that part A is influenced by F but invariant with respect to G, while part B is influenced by G but invariant with respect to F. Such evidence also indicates that the modules are functionally distinct. If we have pure measures MA and MB, each of which reflects only one of the parts, we need to show that MA is influenced by F but not G, while MB is influenced by G but not F. If we have only a composite measure MAB of the entire process, we usually also need to confirm a combination rule for how the parts contribute to MAB. I present a taxonomy of separate-modifiability methods, discuss their inferential logic, and describe several examples in each category. The three categories involve measures that are derived pure (based on different transformations of the same data; example: separation of sensory and decision processes by signal detection theory), direct pure (based on different data; example: selective effects of adaptation on spatial-frequency thresholds), and composite (examples: the multiplicative-factor method for the analysis of response rate; the additive-factor method for the analysis of reaction time). Six of the examples concern behavioral measures and functional processes, while four concern brain measures and neural processes. They have been chosen for their interest and importance; their diversity of measures, species, and combination rules; their illustration of different ways of thinking about data; the questions they suggest about possibilities and limitations of the separate-modifiability approach; and the case they make for the fruitfulness of searching for mental modules. Comments University of Pennsylvania Institute for Research in Cognitive Science Technical Report No. IRCS-01-08. This technical report is available at ScholarlyCommons: https://repository.upenn.edu/ircs_reports/25 Separate modifiability, mental modules, and the use of pure and composite measures to reveal them Saul Sternberg University of Pennsylvania Reprinted from Acta Psychologica, 106, 147-246, 2001, with permission from Elsevier Science. This pdf file contains: Table of Contents: Text (page 143) Table of Contents: Appendices (page 144) List of Examples (page 145) Some Features of the Examples (page 145) Lists of Tables, Figures, and Equations (page 146) The Article (pages 147-246). Note that page numbers for the article in the pdf file (147 - 246) match the page numbers for the article as printed. Separate Modifiability, Mental Modules, and the Use of Pure and Composite Measures to Reveal Them Contents (Par t 1: TEXT) 148 1. Introduction 1.1 Antecedents 1.2 Notation . 1.3 Twofold partition as an initial step in understanding a complex process 1.4 Processes, measures, factors, and selective influence 1.5 Statistical issues 1.6 Process decomposition versus task comparison 1.7 Relevance of brain measurement to process decomposition 1.8 Organization of the paper 155 2. Pure measures: Definitions and inferential logic 2.1 Selective influence of factors on processes and their measures 2.2 Hypothesis, prediction, and inference for pure measures 2.3 Why all four properties are important 158 3. Composite measures: Definitions and inferential logic 3.1 Composite measures based on summation 3.1.1. Illustration: The Additive-Factor Method. 3.2 Composite measures based on multiplication 3.3 Factor ial exper iments 163 4. Introduction to three examples of inference based on derived pure measures 164 5. Isolation of a timing module in the rat (Example 1) 5.1 Two kinds of elaboration of the two-module analysis 5.2 Comments 167 6. Parallel neural modules revealed by the lateralized-readiness potential (Example 2) 6.1 Comments 172 7. Separation of sensory and decision processes by signal detection theory (Example 3) 7.1 Why has SDT failed in this respect? 7.2 An approximation to full modularity of sensory and decision processes when reinforcer ratio is controlled 7.3 Comments 178 8. Introduction to three examples of inference based on direct pure measures 179 9. Evidence for modular spatial-frequency analyz ers from selective adaptation (Example 4) 9.1 Comments 182 10. Evidence from individual neurons for temporally-delimited (serial) neural modules (Example 5) 10.1 Estimation of stage durations 10.2 Relation of these findings to the demonstration of separate modifiability 10.3 Comments 186 11. Evidence from fMRI for modular neural processes implemented by anatomically delimited processors (Example 6) 11.1 Comments 190 12. Introduction to four examples of inference based on composite measures 191 13. Evidence for modular spatial-frequency analyz ers from ‘probability summation’ at threshold (Example 7) 13.1 Justification of a multiplicative combination rule for non-detection probability 13.2 Three tests of the joint hypothesis 13.3 Comments 196 14. Evidence from amplitude of the event-related potential for modular neural processes (Example 8) 14.1 The additive-amplitude method 14.2 Application of the additive-amplitude method to word classification 14.3 Comments 200 15. Multiplicative combination rule for response rate (Example 9) 15.1 A plausible systematic deviation from additivity measured by multiplicative interaction of scaled factor levels 15.2 Comments 206 16. Reaction time as a composite measure: Selective effects of sleep deprivation (Example 10) 16.1 Comments 210 17. General Discussion Separate Modifiability, Mental Modules, and the Use of Pure and Composite Measures to Reveal Them Contents (Par t 2: APPENDICES, GLOSSARY, ACKNOWLEDGEMENTS, REFERENCES) . 213 Appendix A1. Process decomposition versus task comparison A1.1 Introduction A1.2 Qualitative task comparison A1.2.1 Behavioral studies of memory. A1.2.2 Effects of sleep deprivation A1.2.3 Task-specific effects of localized brain lesions. A1.2.4 Task-specific effects on localized brain activation. A1.3 Quantitative task comparison: Subtraction and division methods A1.3.1 Donders’ subtraction method. A1.3.2 Jacoby’s division method. A1.3.3 Derived pure measures from subtraction and division methods. 221 Appendix A2. Considerations in the choice of factors A2.1 Unitary factors and qualitative process invariance A2.2 Manipulated versus selective factors A2.3 Inferential logic when hypotheses about modules specify the factors 223 Appendix A3. Composite measures, combination rules, and stochastic independence A3.1 Measures, combination rules, and plausibility A3.2 Multiplication as combination rule: Implications for data analysis of the zero-correlation requirement A3.3 Stochastic independence of process contributions as further evidence of modularity 226 Appendix A6. Evidence for neural and functional modules that correspond 228 Appendix A7. Details of the analysis of brightness discrimination by pig eons A7.1 Support for the equal-var iance Gaussian detection model A7.2 Evaluation of an alternative measure of the decision process 229 Appendix A9. Factorial experiments and multiple-level factors with pure measures A9.1 Advantages of a factor ial design. A9.2 Advantages of multiple factor levels. 231 Appendix A10. Inferring neural processing stages from single-unit recordings A10.1 Classification of neurons A10.2 Combining activation times over neurons A10.3 Effects of stimulus and response factors on stage durations 233 Appendix A11. fMRI and modular processes: Requirements and statistical issues A11.1 Requirements for a process-decomposition study A11.2 Statistical issues 235 Appendix A13. Fitting and testing one-channel and two-channel models of detection 236 Appendix A15. Numerical scaling of factor levels for multiplicative and hybrid combination rules 237 Appendix A16. Processing stages as modules A16.1 Multiplicative combination rule for the proportion of response omissions A16.2 What is a ‘stage’? A16.3 Additive effects of factors on mean reaction time: Alternative inter pretations 240 ACKNOWLEDGEMENTS 241 GLOSSARY 242 REFERENCES Examples (Examples 11 and 12 are not numbered in the text.) Pa ges Ex.# Example TEXT APPX 1 Isolation of a timing module in the rat 164 — 2 Parallel neural modules revealed by the lateralized-readiness potential 167 — 3 Separation of sensory and decision processes by signal detection theory 172 228 4 Evidence for modular spatial-frequency analyzers from selective adaptation 179 229 5 Evidence from
Recommended publications
  • Distinguished Contributions to Engineering Psychology
    Who Made Distinguished Contributions to Engineering Psychology EDITED BY Henry L. Taylor Contents Introduction 1 HENRY L TAYLOR APA Division 21: Roots and Rooters 4 EARL A. ALLUISI Paul Morris Fitts, 1912-1965 23 RICHARD W. PEW Jack W. Dunlap, 1902-1977 45 JESSE ORLANSKY Alexander Coxe Williams, Jr., 1914-1962 68 STANLEY N. ROSCOE Ross A. McFarland, 1901-1976 94 MALCOLM L. RITCHIE George Edward Briggs, 1926-1974 108 W. C. HOWELL Jerome Hirsch Ely, 1924-1963 117 MARTIN A. TOLCOTT Introduction HENRY L. TAYLOR Director, Institute of Aviation, University of Illinois at Urbana-Champaign John J. O'Hare proposed in 1987 establishing an ad hoc Committee on Monographs of Distinguished Division 21 members. The Executive Committee, at its August 1987 meeting, approved the proposal and requested that he chair the committee. The criteria for the selection of candidates for a monograph were that a person be a past member of Division 21, deceased, and distinguished for his or her contribution to engineering psychology. The criteria for selection of authors to write about the candidates were familiarity with the candidate, willingness to allow the APA to hold copyright of materials, agreement that all royalties for sale of publication would be assigned to Division 21, and agreement that each essay would be completed in time to make a Division 21 contribution to the celebration of the APA's centenary. The following announcement was published in the fall1988 issue of the Division 21 Newsletter,16(1): Monographs of Distinguished Members As a contribution to the celebration of APA's centenary in 1992, Division 21 would like to prepare monographs on deceased members of our Division who have made distinguished contributions to the field of applied experimental psychology or engineering psychology.
    [Show full text]
  • HANDBOOK of PSYCHOLOGY: VOLUME 1, HISTORY of PSYCHOLOGY
    HANDBOOK of PSYCHOLOGY: VOLUME 1, HISTORY OF PSYCHOLOGY Donald K. Freedheim Irving B. Weiner John Wiley & Sons, Inc. HANDBOOK of PSYCHOLOGY HANDBOOK of PSYCHOLOGY VOLUME 1 HISTORY OF PSYCHOLOGY Donald K. Freedheim Volume Editor Irving B. Weiner Editor-in-Chief John Wiley & Sons, Inc. This book is printed on acid-free paper. ➇ Copyright © 2003 by John Wiley & Sons, Inc., Hoboken, New Jersey. All rights reserved. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, e-mail: [email protected]. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials.
    [Show full text]
  • Fellowship, Fall/Winter 2017
    feThe Newsletterll of the Woodrowow Wilson National Fellowshipsh Foundationip FALL/WINTER 2017 WW Academy Receives Degree-Granting Authority; Design Fellows Begin Work t the end of October, the Woodrow Wilson Academy Aof Teaching and Learning was formally approved as a graduate school by the Massachusetts Board of Higher Education. The competency-based master’s in education degree offered by the WW Academy will blend online, face-to-face, and clinical education to prepare graduates for 21st-century classrooms. In 2015, the Woodrow Wilson National Fellowship Foundation announced its intent to develop competency-based master’s degree programs in teaching and school leadership through the new WW Academy. In 2016, the Commonwealth of Massachusetts granted informal approval for the Academy to offer initial, post-baccalaureate licensure for middle and The 2017-18 WW Academy Design Fellows (L to R): Mustafa Abdul-Rahim, secondary school teachers in biology, chemistry, and math. Breauna Campbell, Alexandra Trunnell, Jane Strauch, Jason Heitler-Klevans, Lucinda Robinson, Katarina Rolf, Xavier Tirado, Doyung Lee, Genevieve O'Connell. In September, the WW Academy’s inaugural class of Design “I really knew I wanted to walk into my first classroom being as Fellows set about their work helping Academy faculty and staff prepared as I possibly could be. It’s so amazing here that not redesign teacher preparation. The ten Fellows will spend the only is someone teaching me how to teach, but I also get to think next year testing and refining the WW Academy’s curriculum about what might be the best way for me to learn,” says Ms.
    [Show full text]
  • Download PDF 12.54 MB
    PHOTOS BY ALAN DIXON ’83 in Chester A new generation of Swarthmore student activists is determined to help rehabilitate one of the poorest cities in the nation. “Sometimes I get very upset,” says Salem Chester Tutorial, an adjunct to Upward here.’ It was a gray day and, believe me, Shuchman ’84. “I see a lot of students who Bound, encourages Swarthmore students to Chester looks horrible on a gray day. But are concerned about the war in El Salvador spend one night a week tutoring students in after a lot of discussion, we decided to move and the deployment of missiles in Europe, Chester on a variety of subjects. in. and some other very important issues— But “With my family background, I have a lot “The biggest thing I had to overcome in I wonder how some of them can be so con­ of opportunities and I think most students living there was that I always knew in the cerned about problems that are 3,000 or here do or they wouldn’t be here. But for back of my mind that I could leave—that I 4,000 miles away, when they don’t even most of the kids in Chester that opportunity could just walk out that door and come back want to look at the social problems just is never going to be there,” Shuchman points to campus to live__ But Chester was good 3x/i miles away in Chester (Pa.).” out. “A kid growing up with his mom on for me because it gave me a chance to test Shuchman’s conviction that Swarthmore welfare just doesn’t have much hope of ever my skills.
    [Show full text]
  • Do Nutritional Supplements Improve Cognitive Function in the Elderly?
    ORAL SUPPLEMENTATION AND COGNITIVE FUNCTION IN THE ELDERLY: LETTERS TO THE EDITOR 3. According to Table III, the scores of “deficient” and “ade- Do Nutritional Supplements Improve quate” subjects overlapped remarkably little. Figure 1 shows Cognitive Function in the Elderly? this problem for three of the tests (the most extreme exam- ples). The normal distributions shown in Figure 1 are based To the Editor: In 2001 in this journal, R. K. Chandra reported that on the means and standard deviations. For each test, the scores of “deficient” and “adequate” subjects were linearly a vitamin and trace-element supplement taken for a year greatly transformed so that the scores of the “adequate” subjects had improved the performance of elderly subjects on tests of memory a mean of 0 and a standard deviation of 1, and the “defi- and other cognitive functions.1 Because the subjects were drawn cient” scores were less than the “adequate” ones. This from the general population, the results seemed to imply that degree of separation is highly implausible because the def- millions of people would benefit from such supplements, as the inition of “deficient” was arbitrary (the lowest 5%) and 2 New York Times report on this paper would imply. Chandra holds general (a deficiency in any of 14 nutrients would cause a 3 a patent on the particular formula used, which is now being subject to be classified “deficient”). marketed. Moreover, at least some of the results bore little resemblance to We began to question the results, as did Shenkin et al.,4 because other uses of the same tests with persons the same age.
    [Show full text]
  • Psychologist
    Spring, 2003 Volume 38 Number 1 The Psychologist A publication of the Society for General Psychology Division One of the American Psychological Association Officers 2003 President J.Bruce Overmier Professor of Psychology University of Minnesota N-218 Elliott Hall 75 E River Rd. Minneapolis, MN 55455\ Email: [email protected] Tel: 612-625-1835 Past–President Linda Bartoshuk President–Elect A year ago, TGP went online with Peter Salovey a pdf version available on the Secretary Michael Wertheimer Society’s web page. Members Department of Psychology University of Colorado with email addresses were noti- Boulder, CO 80302 fied and more than 90% of these Treasurer began to receive their issues in Lee H. Matthews this fashion. This meant that Members-at-Large Wayne Camara some 60% of the members were Frank Farley able to save the Society the cost Susan Mineka Bonnie Strickland of printing, postage and handling Wendy Williams the three issues from last year, a Representative to APA Council Michael Wertheimer savings of several thousand dollars and a big stack of paper. Editor: The General Psychologist C. Alan Boneau All those who have been partici- 6518 Ridge Drive Bethesda, MD 20816 pating in this experiment are [email protected] hereby thanked. Historian Donald Dewsbury This is the election issue with Editor: Review of General Psychology bios and blurbs from candidates Douglas Candland for the office of President-Elect Department of Psychology Bucknell University of the Society contained within. Lewisburg, PA 17837 [email protected] The Psychologist Messages from Society President Overmier One of the challenges that faces our Society of economics and not in psychology.
    [Show full text]
  • What Is Psychological Explanation?
    To appear in P. Calvo and J. Symons (ed.) Routledge companion to philosophy of psychology. London: Routledge What is Psychological Explanation? William Bechtel Cory D. Wright Department of Philosophy and Interdisciplinary Program in Cognitive Science University of California, San Diego Abstract Due to the wide array of phenomena that are of interest to them, psychologists offer highly diverse and heterogeneous types of explanations. Initially, this suggests that the question “What is psychological explanation?” has no single answer. To provide appreciation of this diversity, we begin by noting some of the more common types of explanations that psychologists provide, with particular focus on classical examples of explanations advanced in three different areas of psychology: psychophysics, physiological psychology, and information-processing psychology. To analyze what is involved in these types of explanations, we consider the ways in which lawlike representations of regularities and representations of mechanisms factor in psychological explanations. This consideration directs us to certain fundamental questions, e.g., “To what extent are laws necessary for psychological explanations?” and “What do psychologists have in mind when they appeal to mechanisms in explanation?” In answering such questions, it appears that laws do play important roles in psychological explanations, although most explanations in psychology appeal to accounts of mechanisms. Consequently, we provide a unifying account of what psychological explanation is. 1. What does psychological explanation refer to? Frequently the expression psychological explanation is used as a catch-all term denoting any attempt to understand phenomena related to intelligent behavior. The philosophy of psychology would benefit from a more precise analytical conception of what constitutes explanation in psychology.
    [Show full text]
  • Cognition and Intelligence
    P1:KOD/LCL P2: IYP/LCL-IVO QC: KOD CB738-Sternberg-FM CB738-Sternberg-v1 January 25, 2005 14:24 This page intentionally left blank ii P1:KOD/LCL P2: IYP/LCL-IVO QC: KOD CB738-Sternberg-FM CB738-Sternberg-v1 January 25, 2005 14:24 Cognition and Intelligence In 1957,Lee Cronbach called on the membership of the American Psy- chological Association to bring together experimental and differential approaches to the study of cognition. The field of intelligence research is an example of a response to that call, and Cognition and Intelligence: Identifying the Mechanisms of the Mind investigates the progress of this research program in the literature of the past several decades. With contributions from formative experts in the field, including Earl Hunt and Robert Sternberg, this volume reviews the research on the study of intelligence from diverse cognitive approaches, from the most bottom- up to the most top-down. The authors present their findings on the underlying cognitive aspects of intelligence based on their studies of neuroscience, reaction time, artificial intelligence, problem solving, metacognition, and development. The book summarizes and synthe- sizes the literature reviewed and makes recommendations for the pur- suit of future research in the field. Robert J. Sternberg is IBM Professor of Psychology and Education at Yale, Director of the PACE Center at Yale, and 2003 President of the American Psychological Association. He is the author of more than 1,000 publications on topics related to cognition and intelligence and has received over $18 million in grants for his research. He has won numerous awards from professional associations and holds five honorary doctorates.
    [Show full text]
  • A Comment on Theory Testing
    UC San Diego UC San Diego Previously Published Works Title How persuasive is a good fit? A comment on theory testing Permalink https://escholarship.org/uc/item/5vt0z72k Journal Psychological Review, 107(2) Authors Roberts, Seth Pashler, Harold Publication Date 2000 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Psychological Review (in press) Running head: Testing Theories With Free Parameters How Persuasive is a Good Fit? Seth Roberts Harold Pashler University of California, Berkeley University of California, San Diego Quantitative theories with free parameters often gain credence when they "fit" data closely. This is a mistake, we argue. A good fit reveals nothing about (a) the flexibility of the theory (how much it cannot fit), (b) the variability of the data (how firmly the data rule out what the theory cannot fit), and (c) the likelihood of other outcomes (perhaps the theory could have fit any plausible result)–and a reader needs to know all three to decide how much the fit should increase belief in the theory. As far as we can tell, the use of good fits as evidence receives no support from philosophers of science nor from the history of psychology; we have been unable to find examples of a theory supported mainly by good fits that has led to demonstrable progress. We consider and rebut arguments used to defend the use of good fits as evidence–for example, that a good fit is meaningful when the number of free parameters is small compared to the number of data points, or when one model fits better than others.
    [Show full text]
  • 1 of 56 VITA David A. Rosenbaum September 20, 2009 Position And
    VITA David A. Rosenbaum September 20, 2009 Position And Coordinates Distinguished Professor of Psychology Department of Psychology 642 Moore Building Pennsylvania State University University Park, PA 16802 814-863-1991 (Office) 814-863-1120 (Lab) 814-863-0987 (Secretary) 814-863-7002 (FAX) 814-867-9227 (Home) 814-571-1891 (Cell) [email protected] (Email) http://psych.la.psu.edu/directory/faculty-bios/rosenbaum.html http://rosenb13.googlepages.com/davidrosenbaum2 Home: 931 McKee Street, State College, PA 16803 Background And Education Born October 3, 1952 Central High School, Philadelphia, PA, June 1970 Swarthmore College, Swarthmore, PA, B.A., Psychology, May 1973 Stanford University, Stanford, CA, Ph.D., Experimental Psychology, August 1977 Professional Positions Member of Technical Staff, Human Information Processing Research Department (Saul Sternberg, Head), Bell Laboratories, Murray Hill, NJ, 1977-1981 1 of 56 Assistant Professor, 1981-1984, Associate Professor, 1984-1987, Hampshire College, Amherst, MA Visiting Scientist, Center for Cognitive Science, Massachusetts Institute of Technol- ogy, Cambridge, MA, 1984-1985 Adjunct Associate Professor, 1985-1987, Associate Professor, 1987-1989, Professor, 1989-1994, Department of Psychology, University of Massachusetts, Amherst, MA Fellow, Netherlands Institute for Advanced Study in the Humanities and Social Sciences, Wassenaar, The Netherlands, 1989-1990 Member, Neuroscience and Behavior Program, University of Massachusetts, Am- herst, 1989-1994 Professor, 1994–2000, Distinguished Professor, 2000 - , Department of Psychology, Pennsylvania State University, University Park, PA Adjunct Scientist, Moss Rehabilitation Research Institute, MossRehab Hospital, Philadelphia, Pennsylvania, 1997 – 2000. Visiting Professor, Nijmegen Institute For Cognition and Information, University of Nijmegen, Nijmegen, The Netherlands, August 1999 – July 2000. Visiting Professor, Department of Psychology, University of Leiden, Leiden, The Netherlands, February – June 2000.
    [Show full text]