Sequential processing in hemispheric word recognition: the impact of initial letter discriminability on the OUP naming effect

The cerebral hemispheres have been proposed to engage different word recognition strategies: the left hemisphere implementing a parallel, and the right hemisphere, a sequential, analysis. To investigate this notion, we asked participants to name words with an early or late orthographic uniqueness point (OUP), presented horizontally to their left (LVF), right (RVF), or both fields of vision (BVF). Consistent with past foveal research, Experiment 1 produced a robust facilitatory effect of early OUP for RVF/BVF presentations, indicating the presence of sequential processes in lexical retrieval. The effect was absent for LVF trials, which we argue results from the disadvantaged position of initial letters of words presented in the LVF. To test this proposition, Experiment 2 assessed the discriminability of various letter positions in the visual fields using a bar-probe task. The obtained error functions highlighted the poor discriminability of initial letters in the LVF and latter letters in the RVF. To confirm that this asymmetry in initial letter acuity was responsible for the absent OUP effect for LVF presentations, Experiment 3 replicated Experiment 1 using vertical stimulus presentations. Results indicated a marked facilitatory effect of early OUP across visual fields, supporting our contention that the lack of OUP effect for LVF presentations in Experiment 1 resulted from poor discriminability of the initial letters. These findings confirm the presence of sequential processes in both left and right hemisphere word recognition, casting doubt on parallel models of word processing.     

The Effect of Competitive Outcome and Task-Involving,Ego-Involving,and Cooperative Structures on the Psychological Well-Being of Individuals Engaged in a Co-Ordination Task: A Self-Determination Approach

Differing task and motivational characteristics of the competitive setting (viz., task-involving/ego-involving climates, cooperative/individual, and win/loss competitive outcome) were explored in relation to need satisfaction and subjective well-being (SWB). Participants, one-on-one or in pairs, were required to participate in a physical co-ordination task. Results revealed participants exposed to a task-involving condition and those who worked in cooperation to report higher levels of need satisfaction and SWB. Conversely, individuals exposed to ego-involving conditions and those who competed individually experienced higher levels of negative affect. Winning resulted in higher levels of need satisfaction and SWB, whereas losing led to higher levels of negative affect. Losing individually in an ego-involving condition led to the highest levels of negative affect responses and attenuated levels of reported need satisfaction and SWB. Via structural equation modeling, a model of motivational processes grounded in self-determination theory was supported in which elements of the competitive situation that facilitated need satisfaction led to increments in reported indices of SWB.     

Book Reviews : Dane R. Gordon and David C. Durst (eds.), Civil Society in Southeast Europe,Rodopi, Amsterdam/New York, 2004.

Studies in East European Thought -     

ROCs in recognition with and without identification

Receiver operating characteristics (ROCs) for the recognition of unidentified word fragments were analysed and compared with ROCs for the recognition of identified word fragments. In all conditions reported here, the z-transformed ROCs (z-ROCs) for recognition without identification were linear, with slopes near 1.0. In contrast, the z-ROCs for recognition with identification each had both a linear and a quadratic component, and a slope of substantially less than 1.0. Because the recognition of unidentified word fragments likely results from a familiarity process, the present study examined how well the effect can be explained by global matching variants of signal detection theory. Global matching models predict that memory should be better for strong items from a mixed list than for strong items from a pure list, and should be worse for weak items from a mixed list than for weak items from a pure list; however, only the latter pattern was shown for the recognition of unidentified items.     

Focused attention is not enough to activate discontinuities in lines, but scrutiny is

We distinguish between the roles played by spatial attention and conscious intention in terms of their impact on the processing of segmentation signals, like discontinuities in lines, associated with the act of scrutinizing. We showed previously that the processing of discontinuities in lines can be activated. This is evidenced by an impairment in the detection of a gap between parallel elements when it follows a gap between collinear elements in the same location and orientation. This effect is no longer observed if attention is divided between two gaps in the first stimulus. The results from this study show that focusing attention on a gap between collinear elements is not enough to observe a modulation, consistently with the need to integrate, rather than to separate, collinear elements in usual conditions. The modulation is sensitive to the conscious expectations of subjects, suggesting that an intention can trigger modulations that spatial attention cannot.     

What perceptual rules do capuchin monkeys (Cebus apella) follow in completing partly occluded figures?

Capuchin monkeys (Cebus apella) matched a variety of rodlike figures, distinguishable only by their central portions. The monkeys were then tested for perceptual completion rules by examining which comparison figures they would choose as matching the sample with the critical central portion occluded by a horizontal belt. In Experiment 1, the monkeys overwhelmingly chose a straight rod over disconnected rods and rods having irregular shapes at their center, irrespective of the presence-absence of common motion of visible parts of the samples. The monkeys chose a connected rod for relatable rods and disconnected rods for non-relatable ones in Experiment 2. In Experiments 3 and 4, some of the monkeys chose rods specified by the global regularity of the contour, whereas others did not. Experiment 5 showed that humans and capuchin monkeys basically follow similar perceptual rules in completing occluded contours, but the global regularity rule may be stronger in humans.     

Recognition by humans and pigeons of novel views of 3-D objects and their photographs

Humans and pigeons were trained to discriminate between 2 views of actual 3-D objects or their photographs. They were tested on novel views that were either within the closest rotational distance between the training views (interpolated) or outside of that range (extrapolated). When training views were 60 degrees apart, pigeons, but not humans, recognized novel views of actual objects better than their pictures. Further, both species recognized interpolated views of both stimulus types better than extrapolated views, but a single distinctive geon enhanced recognition of novel views only for humans. When training views were 90 degrees apart, pigeons recognized interpolated views better than extrapolated views with actual objects but not with photographs. Thus, pigeons may represent actual objects differently than their pictures.     

Adults with dyslexia demonstrate space-based and object-based covert attention deficits: shifting attention to the periphery and shifting attention between objects in the left visual field

Performance on a covert visual attention task is compared between a group of adults with developmental dyslexia (specifically phonological difficulties) and a group of age and IQ matched controls. The group with dyslexia were generally slower to detect validly-cued targets. Costs of shifting attention toward the periphery when the target was invalidly cued were significantly higher for the group with dyslexia, while costs associated with shifts toward the fovea tended to be lower. Higher costs were also shown by the group with dyslexia for up-down shifts of attention in the periphery. A visual field processing difference was found, in that the group with dyslexia showed higher costs associated with shifting attention between objects in they LVF. These findings indicate that these adults with dyslexia have difficulty in both the space-based and the object-based components of covert visual attention, and more specifically to stimuli located in the periphery.     

Racial Differences in Responses to the Caregiver Strain Questionnaire

The aim of this study was to examine differences in responses to the Caregiver Strain Questionnaire (CGSQ) between African American and White caregivers of children with emotional and behavioral challenges. Significant item- and scale-level differences were detected across groups with African Americans consistently reporting less strain. We examined whether these differences were more likely due to nonequivalent measurement than to real differences in the experience of caregiver strain. Confirmatory factor analysis showed that the model fit the data well for both racial groups, but there were some differences in structural components. Internal consistency was equivalent across the groups. In an examination of criterion validity, regression analyses showed that African American caregivers experienced a slower rate of increase in objective caregiver strain at a given increase in child internalizing problems. No other race differences were found in the regression analyses. In general, we conclude that the CGSQ can be useful for detecting caregiver strain and identifying family support needs for both White and African American caregivers. Differences across groups in reports of caregiver strain, however, call for more research on racial differences in the impact on the family of caring for a child with emotional and behavioral disorders.     

Implementation of a comprehensive schoolwide behavioral intervention: The ABC program

The Academic and Behavioral Competencies (ABC) Program, a schoolwide program to reduce classroom disruption and encourage rule following, academic task completion, and homework completion, is described. The program was initially developed and implemented in an elementary school with a high-risk population. Data from teachers, parents, and children indicate high levels of satisfaction with the program. In addition, unobtrusive measures of program impact, reported as reductions in referrals to the principal's office, suspensions, and increases in homework completion rates relative to the year prior to implementation of the program, suggest a preliminary positive impact of the program. A replication is reported for another school district, with teacher evaluations of satisfaction and effectiveness reported, supporting the flexibility and adaptability of the program. Although the present article does not constitute a systematic evaluation of the ABC Program, it presents preliminary data on the process of implementation and stakeholder satisfaction.