Children's avoidance of lexical overlap: a pragmatic account

Children tend to choose an unfamiliar object rather than a familiar one when asked to find the referent of a novel name. This response has been taken as evidence for the operation of certain lexical constraints in children's inferences of word meanings. The present studies test an alternative--pragmatic--explanation of this phenomenon among 3-year-olds. In Study 1 children responded to a request for the referent of a novel label in the same way that they responded to a request for the referent of a novel fact. Study 2 intimated that children assume that labels are common knowledge among members of the same language community. Study 3 demonstrated that shared knowledge between a speaker and listener plays a decisive role in how children interpret a speaker's request. The findings suggest that 3-year-olds' avoidance of lexical overlap is not unique to naming and may derive from children's sensitivity to speakers' communicative intentions.     

Mediated imitation in 6-month-olds: remembering by association

In two experiments with 72 6-month-olds, we examined whether associating an imitation task with an operant task affects infants' memory for either task. In Experiment 1, infants who imitated target actions that were modeled for 60 s on a hand puppet remembered them for only 1 day. We hypothesized that if infants associated the puppet imitation task with a longer-remembered operant task, then they might remember it longer too. In Experiment 2, infants learned to press a lever to activate a miniature train-a task 6-month-olds remember for 2 weeks-and saw the target actions modeled immediately afterward. These infants successfully imitated for up to 2 weeks, but only if the train memory was retrieved first. A follow-up experiment revealed that the learned association was bidirectional. This is the first demonstration of mediated imitation in 6-month-olds across two very different paradigms and reveals that associations are an important means of protracting memories.     

The limitations of orthographic analogy in early reading development: performance on the clue-word task depends on phonological priming and elementary decoding skill, not the use of orthographic analogy

Two experiments investigated the mechanisms underlying analogical transfer in the clue-word reading task developed by Goswami and her colleagues. Across both experiments, an equivalent number of "analogy" responses were made regardless of whether the clue word was seen or just heard. In addition, the number of "analogy" responses to words sharing both orthographic and phonological overlap with the clue words was no greater than that shown to words sharing only pronunciations. These results provide no evidence for the view that beginning readers make genuine orthographic-based analogies. Instead, the findings are interpreted within a framework in which phonological priming, in combination with the children's own partial decoding attempts based on limited orthographic knowledge, account for their performance on the clue-word task. It is concluded that the extent to which beginning readers make orthographic analogies is overestimated and as a consequence, theories that emphasize the importance of orthographic analogy as a mechanism driving the development of early reading skills need to be questioned.     

Changes in limb stiffness under conditions of mental stress

In 2 experiments, the effects of mental stress on limb stiffness were investigated. The relative contribution to arm stiffness of individual muscle activity, co-contraction, muscle reflexes, and postural adjustments were examined. In each experiment, participants (N = 24, Experiment 1; N = 16, Experiment 2) held their supinated hand under a tray that they were required to return to horizontal after it had been suddenly released. Electromyographic activity in the biceps and triceps muscles was recorded, as were elbow and wrist angles and tray displacement. In Experiment 1, mental arithmetic stress was shown to lead to decreased tray displacement (i.e., increased resistance) compared with displacements under the control, unstressed condition, as well as to increased elbow flexion before tray release. In Experiment 2, the increased resistance to perturbation caused by mental stress was found to be independent of initial elbow angle, but to vary as a function of the amount of upward force exerted before tray release. The authors conclude that stress-induced increases in limb stiffness result from changes in the initial position of the elbow, specified by its angle, together with the initial force exerted by participants to counteract the mechanical perturbations.     

The Hood Mysticism Scale: does the presence of a neutral response-item affect response style

The widely used Hood Mysticism Scale (1975) was administered to one of two groups of college students in its original version and a modified version without the option of responding with "?" to an item. Scoring of the scale assigns an intermediate value to the "?" response, suggesting this response implies a meaning on the item somewhere between "probably true" and "probably not true." Omitting this response option requires respondents to make a forced-choice answer, either to agree or to disagree with a statement and eliminates the middle ground. It was hypothesized that, if the response reflects a neutral attitude, then randomly selected groups administered the scale with or without the option should show no difference in overall means. An intact group of 23 advanced psychology students achieved a mean of 114.4 (SD = 20.4) on the original mysticism scale, while 25 advanced psychology students in a second intact group had a mean of 113.3 (SD = 17.1) on the modified version. This difference was not significant and supported the hypothesis that the scales were equivalent. Advantages of the modification and implications for interpretation of the "?" response are discussed.     

Time scales in motor learning and development

A theoretical framework based on the concepts and tools of nonlinear dynamical systems is advanced to account for both the persistent and transitory changes traditionally shown for the learning and development of motor skills. The multiple time scales of change in task outcome over time are interpreted as originating from the system's trajectory on an evolving attractor landscape. Different bifurcations between attractor organizations and transient phenomena can lead to exponential, power law, or S-shaped learning curves. This unified dynamical account of the functions and time scales in motor learning and development offers several new hypotheses for future research on the nature of change in learning theory.     

Implicit memory is not immune to interference

Does interference, a primary source of forgetting in explicit memory, also affect implicit memory? Several early and highly influential studies have suggested that implicit memory is immune to interference. In contrast, a number of subsequent investigations have reported evidence for interference. As well, amnesic patients, whose performance relies primarily on implicit memory, often show interference effects. A review of methods, materials, and findings suggests that interference occurs on implicit tests when targets and nontargets are similar and so compete as potential responses to the memory cue. Further, there is some evidence that the degree of interference on implicit tasks is affected by the number of competing items and their strength relative to the target. Interference effects in implicit memory seem to parallel those in explicit memory, and the authors consider the implications of this conclusion for theoretical concepts of memory and the brain.     

Effect of inapplicable items in the factor structure of the Spanish version of the Ways of Coping Questionnaire

The aim of this work was to examine how the presence of inapplicable items might change the factor structure of the 1984 Ways of Coping Questionnaire by Lazarus and Folkman. The Spanish version of the Ways of Coping Questionnaire was administered to 156 subjects with university degrees. The 95 women and 61 men whose ages were from 18 and 45 years (M = 27.8, SD = 12.1) were of middle socioeconomic status. All were residents of Buenos Aires. To study whether relevant items modify the factor structure of the Ways of Coping Questionnaire, two factor analyses were carried out, one with items rated as not relevant (Item Mean) and the other with the same items rated as not chosen. In both factor analyses, principal axes method and oblimin rotation were performed, and five factors were considered. Congruence indexes were performed. Analysis showed that not choosing an item because it does not coincide with one's behavior or ideas is not the same as not selecting that item because it does not apply to the current threatening situation. Lack of discrimination between situations when analyzing data leads to a distorted interpretation of the way in which the subject actually behaves or copes with the situation.     

Relationship of numbing to alexithymia, apathy, and depression

The present study assessed the relationship between numbing and three associated conditions of alexithymia, apathy, and depression, utilizing data collected on 353 Vietnam combat veterans diagnosed with Posttraumatic Stress Disorder from in- and out-patient settings and an outreach center at various Department of Veterans Affairs Medical centers. All subjects completed four self-report measures: the Glover Numbing Scale, the Beck Depression Inventory, the Apathy Evaluation Scale, and the Toronto Alexithymia Scale-20. The correlation matrix indicated that scores on the four measures were moderately to highly correlated. Principal components analysis with a varimax rotation indicated a five-factor solution that provided evidence for the factorial validity of each of the constructs assessed. Results of the factor analysis of items from the four measures were consistent with numbing being a separate and distinct construct from alexithymia, apathy, and depression. In general, results indicated that all constructs measured were separate and distinct from one another.