Participant and Word Gender in Age of Acquisition Effects: The Role of Gender Socialization

The age of acquisition (AoA) effect represents the processing advantage for developmentally earlier-acquired words. An initial norming study identified early and late AoA words having either a strong female-oriented (e.g., flute) or male-oriented (e.g., cigar) semantic bias. Forty-seven female and 45 male Scottish university students participated in a lexical decision task using 100 early and late AoA female- and male-oriented words. Reaction time data showed significant AoA effects for both females and males across both female- and male-oriented words, with faster responses to earlier than later acquired words. Females, however, took longer to respond to male-oriented words, particularly late AoA ones. Males demonstrated no effect of semantic gender. The pattern of effects is consistent with differential gender role socialization.     

When is your head at? An exploration of the factors associated with the temporal focus of the wandering mind

Two experiments employed experience sampling to examine the factors associated with a prospective and retrospective focus during mind wandering. Experiment One explored the contribution of working memory and indicated that participants generally prospect when the task does not require continuous monitoring. Experiment Two demonstrated that in the context of reading, interest in what was read suppressed both past and future-related task-unrelated-thought. Moreover, in disinterested individuals the temporal focus during mind wandering depended on the amount of experience with the topic matter—less experienced individuals tended to prospect, while more experienced individuals tended to retrospect. Together these results suggest that during mind wandering participants’ are inclined to prospect as long as the task does not require their undivided attention and raise the intriguing possibility that autobiographical associations with the current task environment have the potential to cue the disinterested mind.     

Sibling Conflict Resolution Skills: Assessment and Training

Sibling conflict can rise to the level of a clinical problem. In Phase 1 a lengthy behavioral role-play analog sampling child reactions to normal sibling conflicts was successfully shortened. In Phase 2 normal children who lacked sibling conflict resolution skills were randomly assigned to a Training or Measurement Only condition. Training consisted of five clinic sessions focusing on verbal reasoning, assertiveness, and acceptance skills. Trained children outperformed Measurement Only children on the shortened role-play test. Parents of trained children, but not untrained children, perceived improved social competence in the home. The project provides an empirical foundation for future research with aggressive siblings.     

Early morphological processing is morphosemantic and not simply morpho-orthographic: A violation of form-then-meaning accounts of word recognition

Many studies have suggested that a word’s orthographic form must be processed before its meaning becomes available. Some interpret the (null) finding of equal facilitation after semantically transparent and opaque morphologically related primes in early stages of morphological processing as consistent with this view. Recent literature suggests that morphological facilitation tends to be greater after transparent than after opaque primes, however. To determine whether the degree of semantic transparency influences parsing into a stem and a suffix (morphological decomposition) in the forward masked priming variant of the lexical decision paradigm, we compared patterns of facilitation between semantically transparent (e.g., coolant—cool) and opaque (e.g., rampant—ramp) prime—target pairs. Form properties of the stem (frequency, neighborhood size, and prime—target letter overlap), as well as related—unrelated and transparent—opaque affixes, were matched. Morphological facilitation was significantly greater for semantically transparent pairs than for opaque pairs. Ratings of prime—target relatedness predicted the magnitude of facilitation. The results limit the scope of form-then-meaning models of word recognition and demonstrate that semantic similarity can influence even early stages of morphological processing. The research reported here was supported by National Institute of Child Health and Development Grant HD-01994 to Haskins Laboratories.     

Skill transfer through goal-driven representation mapping

In this paper, we present an approach to transfer that involves analogical mapping of symbols across different domains. We relate this mechanism to Icarus, a theory of the human cognitive architecture. Our system can transfer skills across domains hypothesizing maps between representations, improving performance in novel domains. Unlike previous approaches to analogical transfer, our method uses an explanatory analysis that compares how well a new domain theory explains previous solutions under different mapping hypotheses. We present experimental evidence that the new mechanism improves transfer over Icarus’ basic learning processes. Moreover, we argue that the same features which distinguish Icarus from other architectures support representation mapping in a natural way and operate synergistically with it. These features enable our analogy system to translate a map among concepts into a map between skills, and to support transfer even if two domains are only partially analogous. We also discuss our system’s relation to other work on analogy and outline directions for future research.     

Diagnosing students’ misconceptions in algebra: Results from an experimental pilot study

Computer-based diagnostic assessment systems hold potential to help teachers identify sources of poor performance and to connect teachers and students to learning activities designed to help advance students’ conceptual understandings. The present article presents findings from a study that examined how students’ performance in algebra and their overcoming of common algebraic misconceptions were affected by the use of a diagnostic assessment system that focused on important algebra concepts. This study used a four-group randomized cluster trial design in which teachers were assigned randomly to one of four groups: a “business as usual” control group, a partial intervention group that was provided with access to diagnostic tests results, a partial intervention group that was provided with access to the learning activities, and a full intervention group that was given access to the test results and learning activities. Data were collected from 905 students (6th–12th grade) nested within 44 teachers. We used hierarchical linear modeling techniques to compare the effects of full, partial, and no (control) intervention on students’ algebraic ability and misconceptions. The analyses indicate that full intervention had a net positive effect on ability and misconception measures.     

Ethics Issues with Private Research Ethics Boards: A Breakout Session at the 2009 NCEHR National Conference

Research Ethics Boards (REBs) provide oversight for Canadians that research projects will comply with standards of ethics if the studies are carried out as described in the documents that have been approved. While REBs have traditionally been affiliated with institutions such as universities and hospitals, a number of factors - including the increased volume of research being conducted outside academic centres - have resulted in the establishment of some private or independent REBs. This, in turn, has raised concerns about the credibility of REBs in the private sector and their capacity to handle issues around conflict of interest. This Breakout Session was an opportunity to hear the perspectives of people associated with institutional and private REBs and examine perceived problems with boards in the private sector, scrutinize theoretical and structural differences between types of REBs, and look at whether or not there is room for both institutional and private boards in the Canadian research review landscape.     

The Ethics of Conducting Community-Engaged Homelessness Research

This paper focuses on some of the ethical issues which may arise when conducting research in the context of homelessness. These issues are considered from the viewpoints of researchers, research coordinators and interviewers, drawing from their extensive real world experience. In addition to negotiating the complex context of homelessness, community-based homelessness researchers need to address a number of ethical issues in research conception, design, implementation and dissemination. Although these issues are commonly considered in community-engaged research, research with people who are homeless may raise exceptional challenges. Such challenges include determining the nature of informed consent; protecting research participants and researchers, and determining appropriate compensation for participation. Understanding the context of homelessness to conduct ethical research will require sharing information and joint decision-making, processes that must include members of communities within which the research participants live. Furthermore, researchers should be sensitive to the changing context of homelessness, and vigilant for new ethical challenges.