ASPECTS OF SCHEMATA AND SYNTAX IN FIFTH GRADE CHILDREN'S INFERENTIAL READING COMPREHENSION OF CAUSAL RELATIONS

Seventy‐five urban middle class fifth grade children of average and above average reading ability served as subjects in an experiment designed to determine the effects of passage content (schemata) and syntactic structure (clause order) on inferential comprehension of causal structures. Subjects were presented with twelve passages varying in semantic level (easy vs. hard, based on congruence with childhood schemata background) and clause order for the target causal structure (cause‐effect vs. effect‐cause). Subjects were asked to specify the implied meaning of the target structure. An analysis of variance for the randomized block factorial design yielded significant effects for subject variability and semantic content. Although the syntactic variable was not significant, proportions correct suggested a trend favoring the clause order of cause‐effect. An interaction between the variables was not confirmed. The findings are discussed in terms of the roles of schemata and syntax in an interactive model of reading.     

Near-hand effects are robust: Three OSF pre-registered replications of visual biases in perihand space

ABSTRACT

Although previous work provides evidence that observers experience biases in visual processing when they view stimuli in perihand space, a few recent investigations have questioned the reliability of these near-hand effects. We addressed this controversy by running three pre-registered replication experiments. Experiment 1 was a replication of one of the initial studies on facilitated target detection near the hands in which participants performed an attentional cueing task while placing a single hand either near or far from the display. Experiment 2 tested the same paradigm while adopting the design of a recent experiment that called into question near-hand facilitation. Experiment 3 was a replication of a study in which hand proximity influenced working memory performance in a change detection paradigm. Across all three experiments, we found significant interactions between hand position and stimulus characteristics that indicated the hands’ presence altered visual processing, bolstering evidence favouring the robustness of near-hand effects.     

Positional acuity without monocular cues

The accuracy with which human observers can determine the spatial location of a shape boundary was measured by vernier alignment. The vernier targets were presented as random-dot stereograms, with varying amounts of camouflage in the monocular image. Camouflage decreased vernier acuity, but when the camouflage was broken by stereoscopic disparity, acuity was improved. In the limiting case when the shape boundaries were defined by disparity information alone, vernier thresholds (75% correct, binary forced-choice) were in the region of 40 s visual angle. This is poor acuity in comparison to vernier thresholds with monocular contour, but if the limited resolution acuity for stereopsis is taken into account, cyclopean and monocular positional acuities can be considered quite similar in relation to their respective resolution limits.     

Primary school children rate children with autism negatively on looks,speech and speech content

Adults and adolescents form negative first impressions of ASD adults and children. We examined the first impression ratings of primary school children (6–9 years) of their ASD peers. 146 school children rated either silent videos, speech or transcribe speech from 14 actors (7 ASD, 7 TD). The ASD actors were rated more negatively than the typically developing actors on all three stimulus types. Children with ASD are likely to be judged more negatively than their peers at the very start of their formal education. Contrary to previous research, for primary school children, the content of the speech was judged as negatively as the delivery of the speech.