Ageing and bilingualism: absence of a "bilingual advantage" in stroop interference in a nonimmigrant sample

Previous research has found an advantage for bilinguals relative to monolinguals on tasks of attentional control. This advantage has been found to be larger in older adults than in young adults, suggesting that bilingualism provides a buffer against age-related declines in executive functioning. Using a computerized Stroop task in a nonimmigrant sample of young and older monolinguals and bilinguals, the current investigation tried to replicate previous findings of a bilingual advantage. A bilingual advantage would have been demonstrated by smaller Stroop interference (i.e., smaller increases in response time for incongruent than for neutral trials) for bilinguals than for monolinguals. The results showed that bilingual young adults showed a general speed advantage relative to their monolingual counterparts, but this was not associated with smaller Stroop interference. Older adults showed no effect of bilingualism. Thus, the present investigation does not find evidence of a bilingual advantage in young or older adults and suggests limits to the robustness and/or specificity of previous findings.     

Error adaptation in mental arithmetic

Until now, error and conflict adaptation have been studied extensively using simple laboratory tasks. A common finding is that responses slow down after errors. According to the conflict monitoring theory, performance should also improve after an error. However, this is usually not observed. In this study, we investigated whether the characteristics of the experimental paradigms normally used could explain this absence. More precisely, these paradigms have in common that behavioural adaptation has little room to be expressed. We therefore studied error and conflict adaptation effects in a task that encounters the richness of everyday life's behavioural adaptation--namely, mental arithmetic, where multiple solution strategies are available. In accordance with our hypothesis, we observed that post-error accuracy increases after errors in mental arithmetic. No support for conflict adaptation in mental arithmetic was found. Implications for current theories of conflict and error monitoring are discussed.     

Body image change in obese and overweight women enrolled in a weight-loss intervention: the importance of perceived versus actual physical changes

Using the exercise and self-esteem model as a guiding framework, this study examined variables related to body image change among 88 overweight and obese women (M(age)=28.4±7.8; M(BMI)=31.6±3.5) participating in a 16-week diet and exercise weight-loss intervention. Measures of body image and potential mechanisms of body image change (actual and perceived physical changes, self-efficacy) were administered at baseline, Weeks 8 and 16. Body image improved significantly over the study time-points (ps<.001). Perceived physical changes accounted for most explained variance (12-37%) in body image change (total R(2)(adj)=.21-.50). Improved perceptions of body fat were a particularly important predictor in each model (ps≤.04). Results support the notion that to improve body image, perceived changes to the body are more important than actual changes. Such information is integral to developing theories to explain body image change and interventions to maximize it.     

Preparing or executing the wrong task: the influence on switch effects

In a previous study, it was proposed that executing a task leads to task strengthening. In other words, task activation at the moment of response execution determines subsequent switch effects (Steinhauser & Hübner, 2006). The authors investigated this issue by comparing switch effects after task and response errors. However, the use of bivalent stimulus-response mappings might have obscured some of the effects. Therefore, we replicated the experiment using univalent stimulus-response mappings. With this adjusted design, which overcomes some shortcomings of the original study, we were able to replicate the finding of switch benefits after task errors. Closer inspection of the data showed the importance of preexecution processes on subsequent switch effects. In a second experiment, we further elaborated on these preexecution processes. More precisely, we investigated the effect of task preparation on subsequent switch effects. Taken together, our data extend current accounts of task switching by showing that the preparatory processes occurring before the response on trial n influence the switch cost on trial n?+?1.     

Does temporal integration of face parts reflect holistic processing?

We examined whether temporal integration of face parts reflects holistic processing or response interference. Participants learned to name two faces “Fred” and two “Bob.” At test, the top and bottom halves of different faces formed composites and were presented briefly separated in time. Replicating prior findings (Singer & Sheinberg, Vision Research, 46, 1838–1847, 2006), naming of the target half for aligned composites was slowed when the irrelevant half was from a face with a different name rather than from the original face. However, no interference was observed when the irrelevant half had a name identical to the name of the target half but came from a different learned face, arguing against a true holistic effect. Instead, response interference was obtained when the target half briefly preceded the irrelevant half. Experiment 2 confirmed a double dissociation of holistic processing versus response interference for intact faces versus temporally separated face halves, suggesting that simultaneous presentation of facial information is critical for holistic processing.     

Age-related differences in interlingual priming: a behavioural and electrophysiological investigation

Reaction time (RT) and the N400 ERP component were measured to examine age-related differences in bilingual language processing. Although young bilinguals appear to access both languages simultaneously (i.e., non-selective access), little is known about language selection in older adults. The effect of language context on language selectivity was investigated using interlingual homographs (IH; i.e., words with identical orthography but distinct semantic features in two languages, e.g., coin meaning 'corner' in French and 'money' in English). Younger and older French/English bilinguals were presented with triplets of letter strings comprised of a language context cue, an IH, and a target word, in a lexical decision semantic priming task. RT and ERP results support non-selective language access in young adults; however, the older bilinguals used the language context cue to bias their reading of the IH. Results are discussed in terms of age-related changes in language processing and context use in bilinguals.     

An outcome evaluation study of a psycho‐educational course in a primary care setting

Rationale: To date relatively little research has examined the effectiveness of psycho‐educational courses provided in a primary care setting to adults with mild‐to‐moderate mental health concerns. Aims: To determine whether group psycho‐education could be a viable alternative to individual counselling by (1) assessing the clinical effectiveness of an 8‐week psycho‐educational course, and (2) examining the group outcomes in comparison with individual treatment outcomes from a previous study in the same counselling service. Method: A total of 57 participants attending a psycho‐educational course provided data over a 36‐month period, using the Clinical Outcomes in Routine Evaluation – Outcome Measure (CORE‐OM) pre‐ and post‐intervention. A comparison was then made with the data of 58 previous participants of individual counselling evaluation, using the same CORE‐OM system. Results: Participants reported significantly lower levels of psychological distress after attending the course and these results are comparable to outcomes measured in the same service for individual counselling, indicating that group interventions could be considered a legitimate alternative to individual counselling, thus increasing cost effectiveness and reducing waiting times. Limitations of the study and implications for practice and further investigation are considered.     

Exploring Academic Dishonesty among University Students in Barbados: An Extension to the Theory of Planned Behaviour

This paper applies Beck and Ajzen’s (Journal of Research in Personality 25:285–301, 1991) extended version of the theory of planned behaviour model to the decisions of students to engage in academic dishonesty (cheating and lying). The model proposes that students’ intentions to engage in dysfunctional behaviours may be influenced by attitudes, subjective norms, perceived behavioural control and moral obligation. This study was done using a survey questionnaire of 363 undergraduate students at a West Indian University. Based on the extended version of the theory of planned behaviour, with the exception of subjective norms which only predicted students’ intentions to cheat, it was found that attitudes, perceived behavioural control and moral obligation were significant predictors of students’ intentions to perform academic dishonesty behaviours in the form of cheating and lying. The results of the study have given further support to the use of the extended version of the theory of planned behaviour. Implications are discussed.