Some relationships between factors and components

The asymptotic correlations between the estimates of factor and component loadings are obtained for the exploratory factor analysis model with the assumption of a multivariate normal distribution for manifest variables. The asymptotic correlations are derived for the cases of unstandardized and standardized manifest variables with orthogonal and oblique rotations. Based on the above results, the asymptotic standard errors for estimated correlations between factors and components are derived. Further, the asymptotic standard error of the mean squared canonical correlation for factors and components, which is an overall index for the closeness of factors and components, is derived. The results of a Monte Carlo simulation are presented to show the usefulness of the asymptotic results in the data with a finite sample size.The author is indebted to anonymous referees for their comments, corrections and suggestions which have led to the improvement of this article.     

Some relationships between behavioral and traditional assessment

Psychometric principles and procedures were developed within the context of traditional approaches to assessment. In order to illustrate the frequent, if not uniform, applicability of these principles to behavior assessment, we first discuss the differences and similarities between traditional and behavioral assessment. We then point out ways in which, given the nature of behavior assessment, attention to certain psychometric principles and procedures would expedite the development of more adequate behavior assessment devices and procedures.     

Amygdala circuitry in attentional and representational processes

The amygdala has long been implicated in the display of emotional behavior and emotional information processing, especially in the context of aversive events. In this review, we discuss recent evidence that links the amygdala to several aspects of food-motivated associative learning, including functions often characterized as attention, reinforcement and representation. Each of these functions depends on the operation of separate amygdalar subsystems, through their connections with other brain systems. Notably, very different processing systems seem to be mediated by the central nucleus and basolateral amygdala, subregions of the amygdala that differ in their anatomy and in their connectivity. The basolateral amygdala is involved in the acquisition and representation of reinforcement value, apparently through its connections with ventral striatal dopamine systems and with the orbitofrontal cortex. The dentral nucleus, however, contributes heavily to attentional function in conditioning, by way of its influence on basal forebrain cholinergic systems and on the dorsolateral striatum.     

No commonality between attentional capture and attentional blink

Visual search for a unique target is impaired when a salient distractor is presented (attentional capture). This phenomenon is said to occur because attention is diverted to a distractor before it reaches the target. Similarly, perception of the second of two targets embedded in a rapid stream of nontargets is impaired, suggesting attentional deprivation due to the processing of the first target (attentional blink). We examined whether these phenomena emerge from a common underlying attentional mechanism by using correlation studies. If these phenomena share a common foundation, the magnitude of these deficits should show within-subject correlations. Participants (N = 135) revealed significant attentional deficits during spatial and temporal capture and the attentional blink tasks. However, no significant correlation was found among these tasks. Experiment 2 (N = 95) replicated this finding using the same procedure as that used in Experiment 1 but included another attentional blink task that required spatial switching between the two targets. Strong correlations emerged only between the two attentional blink tasks (with/without spatial switching). The present results suggest that attentional deficits during spatial and temporal capture and the attentional blink tasks reflect different aspects of attention.     

No commonality between attentional capture and attentional blink

Visual search for a unique target is impaired when a salient distractor is presented (attentional capture). This phenomenon is said to occur because attention is diverted to a distractor before it reaches the target. Similarly, perception of the second of two targets embedded in a rapid stream of nontargets is impaired, suggesting attentional deprivation due to the processing of the first target (attentional blink). We examined whether these phenomena emerge from a common underlying attentional mechanism by using correlation studies. If these phenomena share a common foundation, the magnitude of these deficits should show within-subject correlations. Participants (N?=?135) revealed significant attentional deficits during spatial and temporal capture and the attentional blink tasks. However, no significant correlation was found among these tasks. Experiment 2 (N?=?95) replicated this finding using the same procedure as that used in Experiment 1 but included another attentional blink task that required spatial switching between the two targets. Strong correlations emerged only between the two attentional blink tasks (with/without spatial switching). The present results suggest that attentional deficits during spatial and temporal capture and the attentional blink tasks reflect different aspects of attention.     

Goal-completion processes affect the attentional blink

People are notably limited in processing information from the outside world. For instance, they frequently fail to identify the second of two targets presented in close succession (attentional blink, AB). Theories of the AB have mostly focused upon early stimuli processing. However, here we show that late, goal-completion processes play an important role. We report findings from a rapid serial visual presentation task with three targets (T1, T2, and T3). Participants set to achieve one single goal for T1 and T2 (reporting the sum of the two), and to detect T3, showed an AB effect upon T3 but not upon T2, while participants set to achieve separate goals for the three targets showed an AB effect upon both T2 and T3. This finding raises questions about the nature of AB, suggesting that theories of the AB must take into account processes involved in goal switching.     

Phase-specific relationships between team learning processes and transactive memory development

With this study we seek to contribute to the research on the emergence of transactive memory, that is, the knowledge of “who knows what”, as part of the structural component of transactive memory systems (TMSs). Based on our theoretical model of team learning and transactive memory development, we analyse the relationships among different team learning behaviours and transactive memory during various phases of team development. We use a longitudinal design with three points of measurement at the beginning, in the middle, and at the end of a semester, to examine real student project teams over their full life cycle. The results support our presumptions of phase-specific influences of team learning behaviours on transactive memory development. This shows that knowledge-based processes (storage and retrieval) play a more important role during early stages of project-based teamwork, followed by a shift to a higher relevance of communication-based processes (reflection and co-construction) in later stages. Implications for further research and team management phenomena are discussed.     

A computerized task for investigating the relation between attentional and emotional processes in children

The authors' goals in this article are to (a) describe a new task for the assessment of shifting attention between different affective stimuli, The Children's Attentional Shifting Task (CAST); (b) present the theoretical background for the development of the CAST; and (c) report initial information on the developmental appropriateness and validity of the CAST. The task was tested using a sample of kindergarten and 1st-grade children, 50% of whom had social and conduct problems. Preliminary analyses showed that the CAST was not subject to problems arising from fatigue or loss of interest. Moreover, children's ability to shift attention away from angry facial expressions was positively related to teachers' ratings of their ability to shift attention and parents' reports of children's emotion regulation. Shifting away from negative affect also predicted children's academic performance as reported by teachers.