Video Game Use and The Development of Sociocognitive Abilities in Children: Three Surveys of Elementary School Students1

The purpose of the present study was to examine the validity of the popular hypothesis that video game use will prevent children from socially adjusting. Three surveys of elementary school children were reported. The primary results were as follows: (a) The frequency of video game use had no correlation with children's popularity among classmates. (b) The frequency of video game use had slightly negative correlations with boys' sociocognitive abilities such as empathy, cognitive complexity, and cognitive abstractness. (c) However, it was likely that the negative correlations were not due to the causal relation that video game use affected boys' sociocognitive abilities, which supported the hypothesis, but rather the causal relation that video game use was affected by their abilities; and (d) In the case of computer use, such as word processing or programming, the frequency of use had few correlations with sociocognitive abilities.     

Signing environment in an institution: Teaching sign vocabulary to residents with mental retardation for communication with deaf peers

Two experiments were conducted so that deaf adults with mental retardation could develop their communication skills in an institution. Deaf and hearing residents were taught sign vocabulary using the following four procedures: sign language lessons in a large group, posters, review lessons, and distribution of a sign language book. Experiment 1 was a pilot study to assess the effect of a sign language lesson, and Experiment 2 was a systematic study to evaluate the 4 procedures using a multiple baseline design. Sign language use in natural settings was monitored for 10 months, starting with the first sign language lesson. Results showed that a sign language lesson was an effective way for most hearing residents to acquire expressive signs. Three out of 4 deaf residents learned expressive signs gradually during experiments. In natural settings, hearing residents were seen to use signs spontaneously with deaf residents in many different social contexts. Additional comprehensive assessment was conducted to confirm whether or not residents could understand one another's expressive signs. Seven out of 10 residents showed correct responses more than 80% of the time.     

Variability among Deese-Roediger-McDermott lists in eliciting false recall for people's names

According to previous research, the variability of lists in eliciting false recall in the Deese-Roediger-McDermott (DRM) paradigm is large. A list structure made by Mukai, in which people's names were used as critical lures, was used to investigate the variability of lists. The materials were composed of 6 pairs of lists, in which the critical lure and its contextually associated study item (referred to as critical presented item) were assumed to play an important role in eliciting false recall. 80 participants (M age = 21.7 yr.; SD = 2.6) were tested. The difference of the list pair in eliciting false recall was positively correlated with list pair differences in free association rate from critical presented item to critical lure (r = .82, p < .05) and negatively correlated with the length of critical lure (r = -.94, p <.01). It was shown that the variability of lists in eliciting false recall can be explained by these two factors. Moreover, the length of the lure was also negatively correlated with an index of unsuccessful source monitoring (r = -.87, p < .05). The results were discussed in terms of the activation/monitoring theory.     

Young children produce categorical false recall without activation of the lure items

Individuals who study a list of words that are all related to another word that is not presented (a lure word) sometimes produce a false memory of having studied the lure word. The false memories are observed in lists of words that are in the same category as (category list) or associated with (associative list) a word that was not presented in an attempt to elicit false recall. The present study investigated whether young children create these types of false recall. Following the study of a categorical list, false recall was elicited in young children to the same degree as in adults, but studying an associative list elicited false recall only in adults. Furthermore, categorically related lure words did not have a priming effect in young children. These results suggest that the categorical false recall is produced via a different mechanism from the associative false recall.     

Chemical ordering of Co and Ni in a W-(AlCoNi) crystalline approximant related to Al–Co–Ni decagonal quasicrystals studied by atomic resolution energy-dispersive X-ray spectroscopy

A W-(AlCoNi) crystalline approximant, which is closely related to Al–Co–Ni decagonal quasicrystals, in an Al_72.5Co₂₀Ni_7.5 alloy has been studied by atomic resolution energy-dispersive X-ray spectroscopy (EDS), in an instrument attached to a spherical aberration (Cs)-corrected scanning transmission electron microscope. On high-resolution EDS maps of Co and Ni elements, obtained by integrating many sets of EDS data taken from undamaged areas, chemical ordering of Co and Ni is clearly detected. In the structure of the W-(AlCoNi) phase, consisting of arrangements of transition-metal (TM) atoms located at vertices of pentagonal tilings and pentagonal arrangements of mixed sites (MSs) of TM and Al atoms, Co atoms occupy the TM atom positions with the pentagonal tiling and Ni is enriched in part of the pentagonal arrangements of MSs.