Linguistically guided anticipatory eye movements in scene viewing

The present study replicated the well-known demonstration by Altmann and Kamide (1999) that listeners make linguistically guided anticipatory eye movements, but used photographs of scenes rather than clip-art arrays as the visual stimuli. When listeners heard a verb for which a particular object in a visual scene was the likely theme, they made earlier looks to this object (e.g., looks to a cake upon hearing The boy will eat …) than when they heard a control verb (The boy will move …). New data analyses assessed whether these anticipatory effects are due to a linguistic effect on the targeting of saccades (i.e., the where parameter of eye movement control), the duration of fixations (i.e., the when parameter), or both. Participants made fewer fixations before reaching the target object when the verb was selectionally restricting (e.g., will eat). However, verb type had no effect on the duration of individual eye fixations. These results suggest an important constraint on the linkage between spoken language processing and eye movement control: Linguistic input may influence only the decision of where to move the eyes, not the decision of when to move them.     

Surviving the Transformation: Social Quality in Central Asia and the Caucuses

This paper develops a sociologically informed understanding of what influences the lives and life-choices of people living in Kazakhstan and Kyrgyzstan (Central Asian Republics) and Armenia and Georgia (the Caucasus), four of the successor states of the Soviet Union that suffered significant social and economic changes following the collapse of the Union in 1991. The focus is on the nature of these societies for their citizens; ultimately we are concerned to understand what makes a society liveable for all, what type of society enables people to be generally satisfied with their lives. To do this we use the Social Quality model to derive indicators from which to model what makes for a liveable or at least tolerable society. The model is validated by reference to subjective satisfaction—how people feel about life in general—as the ultimate outcome indicator of individual well-being. The data we use were collected as part of a broader study of living conditions, lifestyles and health in eight of the successor states of the Soviet Union, the Confederation of Independent States (CIS).     

Refining the understanding of inhibitory processes: how response prepotency is created and overcome

Understanding (a) how responses become prepotent provides insights into when inhibition is needed in everyday life. Understanding (b) how response prepotency is overcome provides insights for helping children develop strategies for overcoming such tendencies. Concerning (a), on tasks such as the day‐night Stroop‐like task, is the difficulty with inhibiting saying the name of the stimulus due to the name being semantically related to the correct response or to its being a valid response on the task (i.e. a member of the response set) though incorrect for this stimulus? Experiment 1 (with 40 4‐year‐olds) suggests that prepotency is caused by membership in the response set and not semantic relation. Concerning (b), Diamond, Kirkham and Amso (2002) found that 4‐year‐olds could succeed on the day‐night task if the experimenter sang a ditty after showing the stimulus card, before the child was to respond. They concluded that it was because delaying children’s responses gave them time to compute the correct answer. However, Experiment 2 (with 90 3‐year‐olds) suggests that such a delay helps because it gives the incorrect, prepotent response time to passively dissipate, not because of active computation during the delay.     

Choosing between predictable shock schedules: Long- versus short-duration signals

Two experiments assessed the relative aversiveness of different duration preshock signals (5 and 20 seconds) and different duration stimuli identifying shock-free periods. In the first experiment, the responding of 15 of 18 rats was maintained when it produced changes from a predictable-shock condition with a 5-second preshock signal to an identical schedule with a 20-second preshock signal; responding was not maintained when it produced the opposite changes. These results occurred with intershock intervals of both 120 seconds and 240 seconds. The second experiment assessed whether changing to the 20-second schedule was maintained by properties of the preshock signals identifying the shock periods or by properties of the stimuli identifying the shock-free periods. Four subjects were given training with the two signaled schedules in an operant chamber and then later given off-baseline preference tests in a shuttlebox. When given a choice between preshock signals, subjects chose the 5-second signals over the 20-second signals. However, when given a choice between stimuli identifying shock-free periods, subjects chose the stimulus identifying the shorter shock-free periods (i.e., the one previously correlated with the 20-second signals). These findings are discussed within the Rescorla and Wagner model of stimulus compounds and within the context of safety as a contrast phenomenon.     

Influence of exploration time on haptic and visual matching of complex shape

The time adult Ss were allowed to explore stimuli was varied during intra- and cross-model equivalence matching involving vision and touch. Increasing time to explore either each standard, each comparison, or both standard and comparison from 4 to 16 sec significantly improved haptic intramodel matching. However, cross-modal matching, from either vision to touch or touch to vision, improved significantly only when time to explore each standard was increased. Videotape recordings of Ss’ hand movements revealed use of a greater variety of haptic scanning strategies by Ss in groups where increased exploration time enhanced accuracy. The difference in effects of exploration time on intra- compared to cross-model shape matching was discussed in terms of possible differences in requirements between the two tasks.     

Self-concept and sociometric outcomes: a comparison of only children and sibling children from urban and rural areas in the People's Republic of China.

We investigated differences in self-concept between 360 only children and 555 sibling children in the sixth grade of three urban schools and three rural schools in the People's Republic of China. Peer perceptions and teacher perceptions were also collected using sociometric measures. Self-concept was determined by the Self-Perception Profile for Children (Harter, 1985). Comparisons of sibling children and only children showed no differences on self-concept; however, urban residents had higher self-concept scores than children from rural areas, and boys scored higher than girls. No significant interaction effects between sibling status, gender, and residence were found.     

Opening the Black Box: Using Process Evaluation Measures to Assess Implementation and Theory Building

The past decade has seen increasing recognition in prevention science of the need to move away from a black box approach to intervention evaluation and toward an approach that can elaborate on the mechanisms through which changes in the outcomes operate (Chen & Rossi, 1989; Durlak & Wells, 1997; Spoth et al., 1995). An approach that examines issues of program implementation is particularly critical in the design of efficacy studies of school-based preventive interventions. Numerous preventive intervention strategies are now delivered within the schools, often by regular classroom teachers. The extent to which teachers faithfully deliver a particular curriculum or incorporate instructional strategies emphasized by an intervention is a critical question for the overall project evaluation. This article illustrates the utilization of process measures from a multicomponent school-based prevention program to examine implementation of a teaching staff development intervention, and the program's underlying theoretical basis. Given the nested study design, the analyses utilize hierarchical linear models (Bryk & Raudenbush, 1992) to examine changes in teaching strategies by condition and investigate the hypothesized relationships between teaching practices and student behaviors based on the program's theoretical framework. Results suggest that teaching practices in two of the six intervention focus areas were positively impacted in the first 18 months of the project. Findings also support th relationships between teachers' instructional practices and students' behaviour.     

Early social attention impairments in autism: social orienting, joint attention, and attention to distress

This study investigated social attention impairments in autism (social orienting, joint attention, and attention to another's distress) and their relations to language ability. Three- to four-year-old children with autism spectrum disorder (ASD; n = 72), 3- to 4-year-old developmentally delayed children (n = 34), and 12- to 46-month-old typically developing children (n = 39), matched on mental age, were compared on measures of social orienting, joint attention, and attention to another's distress. Children with autism performed significantly worse than the comparison groups in all of these domains. Combined impairments in joint attention and social orienting were found to best distinguish young children with ASD from those without ASD. Structural equation modeling indicated that joint attention was the best predictor of concurrent language ability. Social orienting and attention to distress were indirectly related to language through their relations with joint attention. These results help to clarify the nature of social attention impairments in autism, offer clues to developmental mechanisms, and suggest targets for early intervention.     

An Information Packaging Approach to Presuppositions and Conventional Implicatures

Within the relevant semantics and pragmatics literature the terms “presupposition” and “conventional implicature” are used in a variety of different, but frequently overlapping, ways. The overlaps are perhaps not surprising, given that the two categories of conveyed meaning share the property of remaining constant in the scope of other operators—the property (Tonhauser et al. in Language 89:66–109, 2013) usefully characterize as projectivity. One of my purposes in this paper will be to try to clarify these different usages. In addition to that we will explore two additional properties which are shared by some of these projective contents—strong contextual felicity (Tonhauser et al. in Language 89:66–109, 2013), and neutralizability (Abbott in Drawing the boundaries of meaning: Neo-Gricean studies in pragmatics and semantics in honor of Laurence R. Horn. John Benjamins, Philadelphia, 2006). The idea is to try to explain all three properties by taking into account information packaging.