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.     

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.     

The role of contrast in the perception of achromatic transparency: comment on Singh and Anderson (2002) and Anderson (2003)

M. Singh and B. L. Anderson proposed a perceptual theory of achromatic transparency in which the perceived transmittance of a perceived transparent filter is determined by the ratio of the Michelson contrast seen in the region of transparency to that of the background seen directly. Subsequently, B. L. Anderson, M. Singh, and J. Meng proposed that Michelson contrast should be replaced by perceived contrast in this theory. However, their experimental stimuli were nongeneric (i.e., special cases), and their observers had little choice in their matching strategy. Here, the author shows that both of their ratio-of-contrasts theories are incorrect and that problems with their theoretical analyses and experimental designs led them to conclude that mean luminance does not affect perceived transmittance when contrast is held constant. The author also shows that B. L. Anderson's (2003) transmittance anchoring principle is not valid when a transparent surface is perceived to penetrate rather than overlay another surface. Finally, the author shows that M. Singh's (2004) theoretical proof that the ratio-of-Michelson-contrasts theory accurately predicts lightness matching through transparency is incorrect.     

Children’s Coping with In Vivo Peer Rejection: An Experimental Investigation

We examined children’s behavioral coping in response to an in vivo peer rejection manipulation. Participants (N=186) ranging between 10 and 13 years of age, played a computer game based on the television show Survivor and were randomized to either peer rejection (i.e., being voted out of the game) or non-rejection control. During a five-min. post-feedback waiting period children’s use of several behavioral coping strategies was assessed. Rejection elicited a marked shift toward more negative affect, but higher levels of perceived social competence attenuated the negative mood shift. Children higher in depressive symptoms were more likely to engage in passive and avoidant coping behavior. Types of coping were largely unaffected by gender and perceived social competence. Implications are discussed.