The relationship between allocentric and egocentric frames of reference and categorical and coordinate spatial information processing

We report two experiments on the relationship between allocentric/egocentric frames of reference and categorical/coordinate spatial relations. Jager and Postma (2003) suggest two theoretical possibilities about their relationship: categorical judgements are better when combined with an allocentric reference frame and coordinate judgements with an egocentric reference frame (interaction hypothesis); allocentric/egocentric and categorical/coordinate form independent dimensions (independence hypothesis). Participants saw stimuli comprising two vertical bars (targets), one above and the other below a horizontal bar. They had to judge whether the targets appeared on the same side (categorical) or at the same distance (coordinate) with respect either to their body-midline (egocentric) or to the centre of the horizontal bar (allocentric). The results from Experiment 1 showed a facilitation in the allocentric and categorical conditions. In line with the independence hypothesis, no interaction effect emerged. To see whether the results were affected by the visual salience of the stimuli, in Experiment 2 the luminance of the horizontal bar was reduced. As a consequence, a significant interaction effect emerged indicating that categorical judgements were more accurate than coordinate ones, and especially so in the allocentric condition. Furthermore, egocentric judgements were as accurate as allocentric ones with a specific improvement when combined with coordinate spatial relations. The data from Experiment 2 showed that the visual salience of stimuli affected the relationship between allocentric/egocentric and categorical/coordinate dimensions. This suggests that the emergence of a selective interaction between the two dimensions may be modulated by the characteristics of the task.     

A formal framework for modelling the developmental course of competence and performance in the distance,speed, and time domain

The developmental course in the distance–speed–time domain is still a matter of debate. Traditional stage models are contested by theories of continuous development and adaptive thinking. In the present work, we introduce a formal framework for modelling the developmental course in this domain, grounding on Competence-based Knowledge Space Theory. This framework, as a more general case, widely includes assumptions and facets of previous models and covers empirical findings collected based on different experimental paradigms. By a distinction of latent competences and observable performance, model validation is not bound to a certain experimental paradigm and no one-to-one correspondence between competences and tasks is required. Therefore, the framework has the potential to bridge the gap between stage models and models of continuous development. The approach also precisely defines misconceptions, for example overgeneralization, and empirically investigates their occurrence. In the present work, we established a prototypical model for the development of understanding the distance–speed–time system. We extended this model with definitions based on different perspectives of overgeneralization. The assumptions of the model and its extensions were examined on the basis of the results of two empirical investigations using six judgment task types. The results yielded a reasonably good fit of model and data. No evidence was found for the occurrence of overgeneralization in this domain. The theoretical model and empirical results are discussed with respect to their relationship to other developmental models and theories.     

Grammatical and nongrammatical contributions to closed-class word selection

Closed-class word selection was investigated by focusing on determiner production. Native speakers from three different languages named pictures of objects using determiner plus noun phrases (e.g., in French "la table" [the-sub(feminineA) table], while ignoring distractor determiners printed on the pictures (e.g., "le" [the-sub(masculine)]. The target and distractor expressed either shared or different grammatical and nongrammatical features (gender, number, and definiteness). A gender-facilitation effect was observed and attributed to noun processing. Crucially, across five experiments, distractors that shared a feature with the target determiner never resulted in longer naming latencies than distractors that were more different. These results indicate that activating related candidates is not detrimental for determiner retrieval, suggesting a noncompetitive mechanism of closed-class word selection.     

Keep an eye on your hands: on the role of visual mechanisms in processing of haptic space

The present paper reviews research on a haptic orientation processing. Central is a task in which a test bar has to be set parallel to a reference bar at another location. Introducing a delay between inspecting the reference bar and setting the test bar leads to a surprising improvement. Moreover, offering visual background information also elevates performance. Interestingly, (congenitally) blind individuals do not or to a weaker extent show the improvement with time, while in parallel to this, they appear to benefit less from spatial imagery processing. Together this strongly points to an important role for visual processing mechanisms in the perception of haptic inputs.     

Does bilingualism hamper lexical access in speech production?

In the present study, we tested the hypothesis that bilingualism may cause a linguistic disadvantage in lexical access even for bilinguals' first and dominant language. To this purpose, we conducted a picture naming experiment comparing the performance of monolinguals and highly-proficient, L1-dominant bilinguals. The results revealed that monolinguals name pictures faster than bilinguals, both when bilinguals perform picture naming in their first and dominant language and when they do so in their weaker second language. This is the first time it has been demonstrated that bilinguals show a naming disadvantage in their L1 in comparison to monolingual speakers.     

Children's dietary recalls from three validation studies: types of intrusion vary with retention interval

Using previously collected data of fourth‐grade children observed eating school meals and then interviewed, we categorized intrusions (food items reported but not observed eaten) as stretches (on the child's tray) or confabulations (not on the child's tray). We investigated intrusions, confabulations, and stretches and the role of liking, at different retention intervals (morning interviews about the previous day's intake; evening interviews about that day's intake) and under different reporting‐ order prompts (forward; reverse). As retention interval between consumption and report increased, the likelihood (1) increased that reported items were intrusions, that reported items were confabulations and that intrusions were confabulations; and (2) was constant that reported items were stretches. Results concerning reporting‐order prompts were inconclusive. Liking ratings were higher for matches (reports of items observed eaten) than stretches, for confabulations than stretches, and for matches than omissions (unreported items observed eaten), but did not vary by retention interval or reporting‐order prompts. Copyright © 2007 John Wiley & Sons, Ltd.     

Parental Awareness and Monitoring of Adolescent Internet Use

This study focused on four aspects of parental monitoring of Internet use by their children: parental supervision, communication and tracking, and adolescent disclosure. Data were obtained from a SAFT (Safety Awareness for Teens Project) national survey of Singapore youths and parents regarding Internet safety at home. Study 1 examined 1,124 adolescents and 1,002 parents; Study 2 examined a subsample of 169 dyads of adolescents and their parents. Frequency of use and engagement in risky Internet behaviors such as visiting inappropriate websites were analysed. The results indicated that parents tend to underestimate adolescents’ engagement in risky Internet behaviors and overestimate the amount of parental monitoring regarding Internet safety that occurs at home. The study suggested that mothers have a better awareness of their adolescents’ Internet use than fathers. The findings were explained in the context of parental monitoring. The results suggest that parental monitoring needs to be reconceptualized and that parents need to improve the communication with their adolescents regarding Internet use.     

I move, therefore I am: a new theoretical framework to investigate agency and ownership

The neurocognitive structure of the acting self has recently been widely studied, yet is still perplexing and remains an often confounded issue in cognitive neuroscience, psychopathology and philosophy. We provide a new systematic account of two of its main features, the sense of agency and the sense of ownership, demonstrating that although both features appear as phenomenally uniform, they each in fact are complex crossmodal phenomena of largely heterogeneous functional and (self-)representational levels. These levels can be arranged within a gradually evolving, onto- and phylogenetically plausible framework which proceeds from basic non-conceptual sensorimotor processes to more complex conceptual and meta-representational processes of agency and ownership, respectively. In particular, three fundamental levels of agency and ownership processing have to be distinguished: The level of feeling, thinking and social interaction. This naturalistic account will not only allow to “ground the self in action”, but also provide an empirically testable taxonomy for cognitive neuroscience and a new tool for disentangling agency and ownership disturbances in psychopathology (e.g. alien hand, anarchic hand, anosognosia for one’s own hemiparesis).     

Initial validation of a virtual environment for assessment of memory functioning: virtual reality cognitive performance assessment test.

The current project is an initial attempt at validating the Virtual Reality Cognitive Performance Assessment Test (VRCPAT), a virtual environment-based measure of learning and memory. To examine convergent and discriminant validity, a multitrait-multimethod matrix was used in which we hypothesized that the VRCPAT's total learning and memory scores would correlate with other neuropsychological measures involving learning and memory but not with measures involving potential confounds (i.e., executive functions; attention; processing speed; and verbal fluency). Using a sequential hierarchical strategy, each stage of test development did not proceed until specified criteria were met. The 15-minute VRCPAT battery and a 1.5-hour in-person neuropsychological assessment were conducted with a sample of 30 healthy adults, between the ages of 21 and 36, that included equivalent distributions of men and women from ethnically diverse populations. Results supported both convergent and discriminant validity. That is, findings suggest that the VRCPAT measures a capacity that is (a) consistent with that assessed by traditional paper-and-pencil measures involving learning and memory and (b) inconsistent with that assessed by traditional paper-and-pencil measures assessing neurocognitive domains traditionally assumed to be other than learning and memory. We conclude that the VRCPAT is a valid test that provides a unique opportunity to reliably and efficiently study memory function within an ecologically valid environment.