The Differentiation of Narrative Styles in Individuals with High Psychopathic Deviate

Journal of Psycholinguistic Research - The current study was designed to show the differentiation of narrative styles in individuals with high scores in Psychopathic deviate (Pd) scale and develop...     

Factor structure of the Friends and Family interview

The aim of this study was to specify the latent construct structure of the Friends and Family Interview (FFI: Steele & Steele, 2005) based on its dimensional scale coding protocol. The FFI is a semi-structured interview measuring attachment in middle childhood. We analyzed data from 341 FFI interviews with children aged 7–12 years, recruited in the Scandinavian Öresund Region. Exploratory Factor Analysis revealed a three-component model as best fitting the data. The first component, denoting attachment security, gathered all dimensional scales for evidence of secure base/safe haven regarding mother/father and coherence in the child’s narrative style, along with scales regarding reflective functioning, self-perception, and social functioning. The second component comprised preoccupying feelings of anger, but also derogation. The third component gathered all scales coding idealization. Inter-relations among the components were consistent with attachment theory, and respondents’ scores for all three components differed significantly across the four categorical attachment classifications. Affect regulation of negative emotion through anger and through derogation co-occurred, and was distinct from regulation through maintaining a belief that things are better than they appear (idealization). These two affect regulation strategies appeared commonly when reflective functioning, and an organized self-perception, and positive peer relations were less in evidence. The multi-dimensional FFI coding system appears to measure successfully these diverse features of the child’s narrative provided in response to the interview. Overall, our findings support the construct validity of the FFI and provide further evidence of its usefulness for assessing attachment in middle childhood and early adolescence.     

Aphasic adults' understanding of complex adverbial sentences

Twelve aphasics with relatively preserved auditory comprehension were tested for their understanding of four adverbial sentence types expressing the temporal order of events. The relative effects of order of mention, adverbial choice, and adverbial clause placement on subjects' comprehension were investigated. Only adverbial choice was significant with aphasics producing more errors of temporal order on after than before sentences. Subjects' error patterns were not similar to those of children acquiring language. The results are discussed with respect to the theory of lexical marking and the regression hypothesis.     

Pigeons and Children: What Are the Differences?

The Psychological Record -     

The “Friendly visitor” program data: A reply to Denney

Conclusion In summary, Denney's failure to obtain the original results with her reanalyses can be attributed to the fact that she (a) scored some variables differently, (b) included an inappropriate subjects who was not entered into the original analyses, (c) excluded appropriate subjects who were used in the original analyses, (d) included an additional invalid dependent measure previously dicarded, and (e) may have used a different residualization algorithm. In view of these differences, it is not surprising that the multivariate and unvariate results that she obtained were different from those originally reported.We hope that now the procedural differences that account for the inconsistencies alleged by Denney are clear.     

Environmental topography and postural control demands shape aging-associated decrements in spatial navigation performance

This study tests the hypothesis that aging-induced cognitive permeation of sensorimotor functions contributes to adult age differences in spatial navigation performance. Virtual maze-like museums were projected in front of a treadmill. Sixteen 20-30-year-old men and sixteen 60-70-year-old men performed a way-finding task in city-block or variable topographies while walking with or without support. Walking support attenuated age-related decrements in navigational learning. Navigation load increased trunk-angle variability for older adults only. Age differences in spatial knowledge persisted despite perfect place-finding performance. City-block topography was easier than variable topography for younger adults only, indicating age-related differences in reliance on spatial relational learning. Attempts at supporting older adults' navigation performance should consider sensorimotor/cognitive interactions and qualitative differences in navigational activity.     

Computerized adaptive testing,anxiety levels,and gender differences

This study compares the amount of test anxiety experienced on a computerized adaptive test (CAT) to a paper-and-pencil test (P&P), as well as the state test anxiety experienced between males and females. Ninety-four middle school CAT examinees were compared to 65 middle school P&P examinees on their responses to the State-Trait Anxiety Inventory for Children (STAIC) after taking a standardized achievement test. Results of a multiple regression showed that P&P examinees had a higher mean STAIC score than CAT examinees after controlling for trait test anxiety and computer anxiety. Evidence of neither a main nor a moderator effect of gender was found. However, a subsequent path analysis gave evidence of an indirect effect of gender on STAIC score mediated by trait test anxiety. Results are discussed in the context of stereotype threat and the implications for the use of CAT in schools, given the digital divide between race and socioeconomic status. Recommendations for future research and practice are offered.     

Eye movements in reading: Old questions and new directions

Trends in the articles reported in this volume are identified: (1) landing position effects, (2) word skipping, (3) parafoveal‐on‐foveal effects, (4) eye movement control, and (5) eye movements and word identification. Each of these issues is discussed in the context of prior research on the issue. We also identify some issues that are not included in the present set of articles, as well as some research questions that need further attention.