Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks

Research has demonstrated that use of texting slang (textisms) when text messaging does not appear to impact negatively on children's literacy outcomes and may even benefit children's spelling attainment. However, less attention has been paid to the impact of text messaging on the development of children's and young people's understanding of grammar. This study therefore examined the interrelationships between children's and young adults’ tendency to make grammatical violations when texting and their performance on formal assessments of spoken and written grammatical understanding, orthographic processing and spelling ability over the course of 1 year. Zero‐order correlations showed patterns consistent with previous research on textism use and spelling, and there was no evidence of any negative associations between the development of the children's performance on the grammar tasks and their use of grammatical violations when texting. Adults’ tendency to use ungrammatical word forms (‘does you’) was positively related to performance on the test of written grammar. Grammatical violations were found to be positively associated with growth in spelling for secondary school children. However, not all forms of violation were observed to be consistently used in samples of text messages taken 12 months apart or were characteristic of typical text messages. The need to differentiate between genuine errors and deliberate violation of rules is discussed, as are the educational implications of these findings.     

A longitudinal study of children's text messaging and literacy development

Recent studies have shown evidence of positive concurrent relationships between children's use of text message abbreviations ('textisms') and performance on standardized assessments of reading and spelling. This study aimed to determine the direction of this association. One hundred and nineteen children aged between 8 and 12 years were assessed on measures of general ability, reading, spelling, rapid phonological retrieval, and phonological awareness at the beginning and end of an academic year. The children were also asked to provide a sample of the text messages that they sent over a 2-day period. These messages were analyzed to determine the extent to which textisms were used. It was found that textism use at the beginning of the academic year was able to predict unique variance in spelling performance at the end of the academic year after controlling for age, verbal IQ, phonological awareness, and spelling ability at the beginning of the year. When the analysis was reversed, reading and spelling ability were unable to predict unique variance in textism usage. These data suggest that there is some evidence of a causal contribution of textism usage to spelling performance in children aged 8-12 years. However, when the measure of rapid phonological retrieval (rapid picture naming) was controlled in the analysis, the relationship between textism use and spelling ability just failed to reach statistical significance, suggesting that phonological access skills may mediate some of the relationship between textism use and spelling performance.     

Exploring the relationship between children's knowledge of text message abbreviations and school literacy outcomes

This paper presents a study of 88 British 10–12‐year‐old children's knowledge of text message (SMS) abbreviations (‘textisms’) and how it relates to their school literacy attainment. As a measure of textism knowledge, the children were asked to compose text messages they might write if they were in each of a set of scenarios. Their text messages were coded for types of text abbreviations (textisms) used, and the ratio of textisms to total words was calculated to indicate density of textism use. The children also completed a short questionnaire about their mobile phone use. The ratio of textisms to total words used was positively associated with word reading, vocabulary, and phonological awareness measures. Moreover, the children's textism use predicted word reading ability after controlling for individual differences in age, short‐term memory, vocabulary, phonological awareness and how long they had owned a mobile phone. The nature of the contribution that textism knowledge makes to children's word reading attainment is discussed in terms of the notion of increased exposure to print, and Crystal's (2006a) notion of ludic language use.     

Alphabet knowledge and early literacy skills in French beginning readers

Numerous studies in various alphabetic languages have shown that letter knowledge is a strong predictor of reading and spelling achievement. However, this issue has rarely been addressed in French. Three studies are reported in order to examine the question of the development of letter knowledge in connection with literacy skills in French beginning readers before and during formal instruction. The level of the different alphabet-related skills was studied in kindergarten and two short longitudinal studies were conducted while the children were receiving formal instruction. In Study 1, upper-case letters resulted in higher scores. In Study 2, in the case of consonants, no significant advantage of phoneme position in letter names was found. In Study 3 children with good letter-name knowledge in kindergarten performed better in reading and spelling tasks in first grade. Finally, alphabet knowledge is viewed as a multi-faceted type of knowledge, which includes different skills such as alphabet reciting, letter naming and letter-sound knowledge. An early ability in this domain could be highly predictive of subsequent literacy development.     

A comparison of diversity, frequency, and severity self-reported offending scores among female offending youth

[Correction Notice: An Erratum for this article was reported in Vol 24(3) of Psychological Assessment (see record 2012-04601-001). The article contained a number of errors which are corrected in the erratum.] Despite general consensus over the value of measuring self-reported offending, discrepancies exist in methods of scoring self-reported offending and the length of the reference period over which offending is assessed. This analysis compared the concurrent interassociations and longitudinal predictive strength of diversity, frequency, and severity offending scores measured over the past 6 months and diversity and severity scores measured "ever" between assessments. For violent offending, different scorings were highly correlated and equally predictive of adulthood offending. For nonviolent offending, there was significant continuity in diversity and severity-weighted diversity scores over the transition to adulthood but not in nonviolent frequency or severity-weighted frequency scores. Results support the use of offending diversity scores rather than offending frequency scores and highlight the importance of examining nonviolent and violent offending as separate constructs. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Text messaging, personality, and the social context

The purpose of this research was to undertake some analyses of how the language used in text messaging varies as a function of personality traits and the interpersonal context. After completing personality questionnaires, participants provided their most recent text messages and indicated their relationship with the message recipient on several dimensions. Correlations between Linguistic Inquiry and Word Count (LIWC) categories and personality traits and relationship status were examined. There were significant correlations between certain LIWC categories and extraversion (e.g., personal pronouns), neuroticism (e.g., negative emotion words) and agreeableness (e.g., positive emotion words), suggesting that personality traits are displayed in how one texts. One of the defining features of texting - linguistic alterations (e.g., abbreviations) - varied as a function of both personality traits and relationship status. Overall, the results provide a snapshot of what text messages look like, and how they reflect the texter’s personality and the interpersonal context.     

Correction to oudekerk, erbacher, and reppucci (2012)

Reports an error in "A comparison of diversity, frequency, and severity self-reported offending scores among female offending youth" by Barbara A. Oudekerk, Monica K. Erbacher and N. Dickon Reppucci (Psychological Assessment, Advanced Online Publication, Jan 16, 2012, np). The article contained a number of errors which are corrected in the erratum. (The following abstract of the original article appeared in record 2012-00740-001.) Despite general consensus over the value of measuring self-reported offending, discrepancies exist in methods of scoring self-reported offending and the length of the reference period over which offending is assessed. This analysis compared the concurrent interassociations and longitudinal predictive strength of diversity, frequency, and severity offending scores measured over the past 6 months and diversity and severity scores measured "ever" between assessments. For violent offending, different scorings were highly correlated and equally predictive of adulthood offending. For nonviolent offending, there was significant continuity in diversity and severity-weighted diversity scores over the transition to adulthood but not in nonviolent frequency or severity-weighted frequency scores. Results support the use of offending diversity scores rather than offending frequency scores and highlight the importance of examining nonviolent and violent offending as separate constructs. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Lung function, adherence and denial in asthma patients who exhibit a repressive coping style

Lung function, adherence and denial were explored in asthma patients who possess a repressive coping style (repressors). Repressors (low trait anxiety, high defensiveness) and non-repressors were identified by their trait anxiety and defensiveness scores. Participants completed measures of self-reported adherence, denial, morbidity and demographic data. A lung function measure (FEV(1)) was obtained for a subset of patients. Repressors, who comprised 33% of the sample, had significantly worse lung function but scored significantly higher on self-reported adherence, compared to non-repressors. Age was positively correlated with adherence. Although repressive coping was positively correlated with denial, denial was significantly correlated with defensiveness but not trait anxiety. The study provides evidence that repressors are an important group to identify in future studies of asthma.     

Implicit coping and enhancement motives predict unique variance in drinking in Asian Americans

Automatic cognitive processes have been shown to be unique predictors of drinking behavior and can be assessed using implicit measures. Drinking motives (e.g., enhancement and coping motives), which are also predictive of alcohol use, have not been studied using implicit measures. Moreover, in the US, implicit measures have been studied in samples largely consisting of Caucasian or White Americans. This study adapted the Implicit Association Test (IAT) to examine automatic analogues of enhancement and coping drinking motives and approach/avoid tendencies in 56 Asian American undergraduates. Enhancement and coping IATs were correlated with self-reported drinking motives and predicted unique variance in drinking frequency and heavy drinking when controlling for self-reported motives. Approach IAT scores were neither associated with self-reported approach/avoid tendencies nor predictive of drinking behaviors. These findings provide initial support for the unique predictive utility of drinking motives in Asian Americans, an understudied population.     

Relationships between need for cognition, knowledge, and verbal ability

The authors investigated the relationships between need for cognition, knowledge, and verbal ability. Participants completed scales that measured their need for cognition, verbal ability, and knowledge about people and events that occurred during the Vietnam War era. Correlational analyses showed that the participants' need for cognition scores were modestly but positively correlated with verbal ability and knowledge and that verbal ability and knowledge were also positively correlated. The correlation between need for cognition and knowledge was small but significant when verbal ability was controlled. The conclusion drawn from these results is that need for cognition contributes to the acquisition of knowledge beyond the contribution of verbal ability.     

Relationships Between Need for Cognition,Knowledge, and Verbal Ability

The authors investigated the relationships between need for cognition. knowledge, and verbal ability. Participants completed scales that measured their need for cognition, verbal ability, and knowledge about people and events that occurred during the Vietnam War era. Correlational analyses showed that the participants' need for cognition scores were modestly but positively correlated with verbal ability and knowledge and that verbal ability and knowledge were also positively correlated. The correlation between need for cognition and knowledge was small but significant when verbal ability was controlled. The conclusion drawn from these results is that need for cognition contributes to the acquisition of knowledge beyond the contribution of verbal ability.     

Hypnotic susceptibility and its relationship to outcome in the behavioral treatment of asthma: some preliminary data

12 subjects from an experiment on relaxation therapy for asthma were given the Harvard Group Scale of Hypnotic Susceptibility, Form A. Full scale hypnotic susceptibility scores were positively correlated, at a borderline significance, with improvement in the methacholine challenge test, a measure of asthma severity. Performance on the amnesia item of the Harvard Group Scale was correlated with improvement in self-reported symptoms of asthma.     

学业成就、创造力与跨学科概念图创作能力的关系

为了从知识基础和创造性思维视角探讨跨学科知识整合的条件,以125名高二学生为被试采用相关研究设计考察了学业成就、创造力与跨学科概念图创造能力的关系。结果发现：（1）学业成就与跨学科概念图创作能力正相关;高成就组在命题、交叉和总分维度上的表现优于低成就组;而中成就组在命题和总分维度上的表现优于低成就组;（2）创造力与跨学科概念图创作能力正相关;创造力的流畅性和独创性与跨学科概念图的所有维度正相关;灵活性与概念图创作的命题、交叉、范例和总分正相关;（3）学业成就与创造力能够中等程度地预测跨学科概念图创作不同能力组被试的分布。这表明学业成就和创造力是跨学科知识整合的基础。     

Home literacy activities and their influence on early literacy skills.

The relationship between the home environments of 66 children and their language and literacy development was examined. After accounting for child age, parent education, and child ability as indexed by scores on a rapid automatized naming task and Block Design of the WPPSI-R, shared book reading at home made no contribution to the prediction of the literacy skills of letter name and letter sound knowledge in kindergarten. In contrast, home activities involving letters predicted modest and statistically significant amounts of variance. For the areas of receptive vocabulary and phonological sensitivity, neither shared book reading nor letter activities were predictive. Follow-up to mid-Grade 2 underscored the importance of letter name/sound knowledge and phonological sensitivity in kindergarten in accounting for individual differences in later achievement in reading comprehension, phonological spelling, and conventional spelling.     

Adolescents’ Text Message Communication and Growth in Antisocial Behavior Across the First Year of High School

This study examined whether adolescents communicate about antisocial topics and behaviors via text messaging and how adolescents’ antisocial text message communication relates to growth in rule-breaking and aggression as reported by youth, parents, and teachers. Participants (n?=?172; 82 girls) received BlackBerry devices configured to capture all text messages sent and received. Four days of text messages during the 9th grade year were coded for discussion of antisocial activities. The majority of participants engaged in at least some antisocial text message communication. Text messaging about antisocial activities significantly predicted increases in parent, teacher, and self-reports of adolescents’ rule-breaking behavior, as well as teacher and self-reports of adolescents’ aggressive behavior. Text message communication may provide instrumental information about how to engage in antisocial behavior and reinforce these behaviors as normative within the peer group.     

Visual field asymmetries in attention vary with self-reported attention deficits

The purpose of this study was to determine whether an index of self-reported attention deficits predicts the pattern of visual field asymmetries observed in behavioral measures of attention. Studies of “normal” subjects do not present a consistent pattern of asymmetry in attention functions, with some studies showing better left visual field (LVF) performance, others showing no asymmetry or even a right visual field (RVF) advantage. Here we found that a participant variable (a measure of self-reported attention problems) may help to explain these inconsistencies. We used Conners’ Adult ADHD Rating Scales to measure self-reported attention problems in a group of 36 normal (non-ADHD) subjects, and we used two behavioral tasks to directly measure their attentional abilities: a lateralized Attention Network Task (ANT) and a visual search task. Comparing subjects with relatively Low versus High scores on the attention-deficit (AD) scale, we found that subjects with High scores were less efficient in orienting attention to the left visual field. When LVF targets were preceded by a valid spatial cue, response times were positively correlated with AD scores, indicating slower covert-attention shifts as attention-deficit scores increased. Right visual field data showed a different pattern of results. Subjects with High AD scores were at least as efficient as those with Low AD scores in orienting attention to the RVF. This study provides evidence that visual field asymmetries in orienting attention vary across individuals, and that level of self-reported attention problems correlates with behavioral deficiencies in orienting attention to the left visual field.     

Emotional intelligence and emotional creativity

Three studies examined the relationship between emotional intelligence (EI) and emotional creativity (EC) and whether each construct was predictive of creative behavior. It was hypothesized that the relationship between EI and EC corresponds to the relationship between cognitive intelligence and creative ability. Therefore, EI and EC were expected to be two distinct sets of abilities. Intercorrelations and confirmatory factor analyses supported the hypothesis. Furthermore, it was hypothesized that EC, but not EI, would correlate with behavioral creativity. Self-report measures of EC significantly correlated with laboratory and self-reported creativity measures in both studies, while ability measures of EC only correlated with self-reported artistic activity. EI was uncorrelated with creative behavior.     

Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts

The purpose of this study was to examine the connections between the oral reading abilities and the spelling behaviors of third and fifth grade students. Seventy-two third graders and sixty fifth graders from two different schools (one urban and one suburban) were the subjects of the study. Each subject read a selection one level above his/her current grade placement, spelled the words on the appropriate grade level list of the Qualitative Inventory of Word Knowledge and took the appropriate level of the Gates-MacGinitie Reading Tests. Oral readings were scored for accuracy, rate and phrasing. Spellings were scored for accuracy, phonetic quality and stage of spelling development. These scores were then analyzed using correlations, partial correlations and multiple regression techniques. At both grade levels there were high, significant correlations between spelling and reading variables, with spelling variables accounting for from 40% to 60% of the variance in oral reading measures and a smaller, but still significant percentage of the variance when standardized test scores were used as a control. These results confirm a strong relationship between spelling skill and oral reading ability, supporting the argument that a common body of conceptual word knowledge underlies both.     

Sex differences in verbal skills: Use of spelling-sound and lexical information

An experiment is described in which possible sex differences in lexical and phonological skills were investigated. A spelling test was used which could not be done on a phonological basis alone and which entailed lexical access for good performance. Women were judged on the evidence for this task to have better lexical ability than men, but no difference was found on a task designed to tap knowledge and use of phonological information in the form of spelling-sound correspondences.     

Text On Screen: Can Emotionally Incongruent Combinations of Media Frames and Messages Elicit Coactivation in the Motivational Systems

ABSTRACT

Social media is becoming one of the most common deployment methods for antidrug and risk message campaigns. This is largely due to the low cost and high distribution that social media affords. This article argues that the social media approach to antidrug messaging also results in greater attention to the message over time. This article reports results from a study that examined how the combination of a short gain-or-loss framed text message interacts with a subsequent pleasant or unpleasant antidrug video message to influence motivational activation and information processing. Based on previous work investigating how different emotional trajectories in public service announcements (PSAs) elicit different patterns of motivational activation and cognitive processing, it was predicted, and found, that emotionally incongruent combinations of the text frame and video content resulted in the coactivation of the motivational systems. Placing a gain frame before a video message affects the overall processing of the subsequent message such that even an unpleasant message is rated more positively and results in a pattern of resource availability more like what we see for pleasant messages. Motivational activation and the subsequent effects on cognitive and emotional reactions are discussed within the context of multi-modal anti-drug campaigns.