Bates, Stephen (June 20, 1926). "Youthful Prodigies at Genius Meeting" (PDF). The New York Times. p.8 . Retrieved January 16, 2023. Bonin, P., Méot, A., Aubert, L., Malardier, N., Niedenthal, P., & Capelle-Toczek, M.-C. (2003a). Normes de concrétude, de valeur d’imagerie, de fréquence subjective et de valence émotionnelle pour 866 mots [Concreteness, imageability, subjective frequency and emotional valence norms for 866 words]. L’Année Psychologique, 104, 655–694. Sidis, William James. "Table of Contents". The Tribes and the States . Retrieved May 25, 2011– via Sidis.net. The difficulties Sidis encountered in dealing with the social structure of a collegiate setting may have shaped opinion against allowing such children to rapidly advance through higher education in his day. Research indicates that a challenging curriculum can relieve social and emotional difficulties gifted children commonly experience. [48] Bibliography [ edit ]

Nairne, J. S., VanArsdall, J. E., Pandeirada, J. N. S., Cogdill, M., & LeBreton, J. M. (in press). Adaptive memory: The mnemonic value of animacy. Psychological Science. doi: 10.1177/0956797613480803 After a group of Harvard students physically threatened Sidis, his parents secured him a job at the William Marsh Rice Institute for the Advancement of Letters, Science, and Art (now Rice University) in Houston, Texas, as a mathematics teaching assistant. He arrived at Rice in December 1915 at age 17. He was a graduate fellow working toward his doctorate. Mahony, Dan. "Frequently Asked Questions About W. J. Sidis". Sidis.net . Retrieved January 12, 2018.First and foremost, it should be remembered that VanArsdall et al. ( 2013) initially found that animate items were remembered better than inanimate items using nonwords. The use of nonwords was justified by the authors by the fact that using words would require matching the stimuli on numerous dimensions and also because “demonstrating that people are more likely to remember animals than household objects might not be seen as particularly convincing by the community of memory researchers” (p. 173). Since the same nonwords were used (with different participants) with animate and inanimate properties in VanArsdall et al.’s ( 2013) study, it is difficult to assume that the animacy effect was due to uncontrolled properties of the stimuli. Somewhat paradoxically, in a further publication (Nairne et al., in press), the authors investigated the animacy effect in long-term memory using words (and thus contrary to their claim that finding an animacy effect with words would not be accepted by the research community). In our study, animate words were given SER ( M = 3.00, SD = 0.81) that did not differ reliably from inanimate words ( M = 3.08, SD = 0.67), t< 1. It was also the case in the Nairne et al. ( in press) study ( M = 3.04, SD = 0.82, vs. M = 3.38, SD = 0.46), t< 1. Paivio, A., & Csapo, K. (1973). Picture superiority in free recall: Imagery or dual coding? Cognitive Psychology, 5, 176–206. doi: 10.1016/0010-0285(73)90032-7 Masc nouns that show acc-gen (sg & plural) syncretism: муж [muʂ] husband, сын [sɨn] son, лев [lʲef] lion, конь [konʲ] horse. [4] Sidis taught three classes: Euclidean geometry, non-Euclidean geometry, and freshman math (he wrote a textbook for the Euclidean geometry course in Greek). [15] After less than a year, frustrated with the department, his teaching requirements, and his treatment by students older than himself, he left his post and returned to New England. When a friend later asked him why he had left, he replied, "I never knew why they gave me the job in the first place—I'm not much of a teacher. I didn't leave: I was asked to go." Sidis abandoned his pursuit of a graduate degree in mathematics and enrolled at Harvard Law School in September 1916, but withdrew in good standing in his final year in March 1919. [16] Politics and arrest (1919–1921) [ edit ]

Also in accord with the controlled processing hypothesis, Bonin et al. ( 2013) found that the animacy effect in word recognition is specific to recollection, using a recognition “remember/know” paradigm. In that paradigm, for each item that is recognized as old, participants indicate if they “remember” details of the prior presentation, or whether they simply “know” that the item was studied before. Bugaiska et al. ( 2016) also found that the animacy effect in recognition arises from an animacy advantage in “remember” judgments, with no effect on the probability of “know” judgments. The localization of the animacy effect to recognition judgments that are judged to be “ Sidis, William James (June 1938). "Libertarian". Continuity News. Cambridge, Massachusetts (2): 4 – via Sidis.net. Nairne, J. S. (2010). Adaptive memory: Evolutionary constraints on remembering. In B. H. Ross (Ed.), The psychology of learning and motivation (Vol. 53, pp. 1–32). Burlington, VT: Academic Press.Kroneisen, M., & Erdfelder, E. (2011). On the plasticity of the survival processing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1553–1562. doi: 10.1037/a0024493

Yang, J., Wang, A., Yan, M., Zhu, Z., Chen, C., & Wang, Y. (2012). Distinct processing for pictures of animals and objects: Evidence from eye movements. Emotion, 12, 540–551. doi: 10.1037/a0026848 In The Animate and the Inanimate, Sidis writes that the universe is infinite and contains sections of "negative tendencies" where [35] the laws of physics are reversed, juxtaposed with "positive tendencies", which swap over epochs of time. He writes that there was no "origin of life": life has always existed and has only changed through evolution. Sidis adopted Eduard Pflüger's cyanogen-based life theory, and cites "organic" things such as almonds that have cyanogen that does not kill. Because cyanogen is normally highly toxic, almonds are a strange anomaly. Sidis describes his theory as a fusion of the mechanistic model of life and the vitalist model, as well as entertaining the notion that life came to earth from asteroids (as advanced by Lord Kelvin and Hermann von Helmholtz). Sidis also writes that functionally speaking, stars are "alive" and undergo an eternally repeating light-dark cycle, reversing the second law in the dark portion of the cycle. [36] Cutler, A. (1981). Making up materials is a confounded nuisance, or: Will we be able to run any psycholinguistic experiments at all in 1990? Cognition, 10, 65–70. doi: 10.1016/0010-0277(81)90026-3 Nairne, J. S., Thompson, S. R., & Pandeirada, J. N. S. (2007). Adaptive memory: Survival processing enhances retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 263–273. doi: 10.1037/0278-7393.33.2.263 a b c d e f Frarie, Susan E. (1992). Animacy in Czech and Russian. University of North Carolina at Chapel Hill.Bonin, P., Peereman, R., Malardier, N., Méot, A., & Chalard, M. (2003b). A new set of 299 pictures for psycholinguistic studies: French norms for name agreement, image agreement, conceptual familiarity, visual complexity, image variability, age of acquisition, and naming latencies. Behavior Research Methods, Instruments, & Computers, 35, 158–167. doi: 10.3758/BF03195507

Capitani, E., Laiacona, M., Mahon, B., & Caramazza, A. (2003). What are the facts of semantic category-specific deficits? A critical review of the clinical evidence. Cognitive Neuropsychology, 20, 213–261. doi: 10.1080/02643290244000266 For example, syncretism in Polish conditioned by referential animacy results in forms like the following: Animate words were categorized reliably faster ( M = 960 ms, SD = 219) than inanimate words ( M = 1,064 ms, SD = 234), t(39) = 5.58, p< .001. More animate words were correctly recalled ( M = 4.78, SD = 2.08) than inanimate words ( M = 2.08, SD = 1.40), yielding a reliable main effect of the Type of Word factor, t(39) = 7.50, p< .001. With regard to extralist intrusions, animate words ( M = 1.05, SD = 1.08) did not yield more intrusions than inanimate ones ( M = 1.10, SD = 0.90), t(39) = 0.24. Although Experiment 1 of VanArsdall et al.’s ( 2013) study used recognition memory for nonwords, the animacy effect has previously only been reported with words in free-recall tasks (Nairne et al., in press). The aim of Experiment 3 was therefore to assess whether it would also appear in a recognition task. More importantly, we collected “remember” and “know” responses for each item judged as “recognized” since such responses are thought to reflect the kind of memory trace formed during encoding. Two important findings emerged from the analyses. First of all, the animacy property enhanced the quantity of recognized words, as more animate than inanimate words were recognized. Secondly, animate words yielded higher R-responses than inanimate words, indicating greater conscious awareness of encoding these stimuli, suggesting that animacy enhances the quality of memory traces leading to greater episodic retrieval. This finding suggests that the participants were spontaneously engaged in elaborative encoding for animate words. These findings also support the idea that the mnemonic advantage of animate words is provided by the recollection component. From an evolutionary perspective, the key uses of episodic memory are to maintain a sense of self-continuity, to ensure successful social interaction, and to direct future behavior on the basis of information about past events (Raby & Clayton, 2012). Given the functions of episodic memory and the properties of animate objects (e.g., animates can act whereas inanimates move only when something/someone acts on them; animates can know, perceive, emote, learn and think; Gelman & Spelke, 1981), it is likely that animate objects will be recollected with more episodic details than inanimate objects. Examples of languages in which an animacy hierarchy is important include the Totonac language in Mexico and the Southern Athabaskan languages (such as Western Apache and Navajo) whose animacy hierarchy has been the subject of intense study. The Tamil language has a noun classification based on animacy.Rajaram, S. (1996). Perceptual effects on remembering: Recollective processes in picture recognition memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 365–377. doi: 10.1037/0278-7393.22.2.365