Just like new: newly segregated old objects capture attention

Subjects searched for target letters that were either contained in or segregated from a group of distracting letters and were either moving or stationary. Subjects were faster to identify targets that had recently become segregated from the group regardless of whether the segregation was accomplished by (1) the element itself moving away from the group or (2) the group moving away from the segregated element. The results show that attention can be captured by newly apparent objects that are produced by a new grouping of an existing scene.     

Inhibition of return in static and dynamic displays

Inhibition of return (IOR) causes people to be slower to return their attention to a recently attended object (object-based IOR) or location (location-based IOR). In attempts to separately measure the two components, moving stimuli have been used that permit the dissociation of the attended object from its location when it was attended. The implicit assumption has been that both object- and locationbased components of IOR will operate whenever the cued object and cued location are identical. We show here that although this assumption may be true in a static display, it appears to be unwarranted when moving stimuli are involved: Very little IOR is observed when a cued object moves away from, and then subsequently returns to, its initial location. Thus, the processes that underlie IOR operate very differently in static versus dynamic scenes.     

The Relation Between Test Formats and Kindergarteners’ Expressions of Vocabulary Knowledge

This study tested how 53 kindergarteners’ expressions of depth of vocabulary knowledge and use in novel contexts were related to in-context and out-of-context test formats for 16 target words. Applying multilevel, multi-categorical Logit to all 1,696 test item responses, the authors found that kindergarteners were more likely to express deep knowledge on the out-of-context test format and partial or decontextual knowledge on the in-context test format. No significant differences in kindergarteners’ uses of vocabulary in novel contexts were found that were related to test type. These results suggest that educators select test formats for kindergarteners based on their vocabulary learning objectives.     

An Evaluation of the Effects of Graphic Aids in Improving Decision Accuracy in a Continuous Treatment Design

Educators, school psychologists, and other professionals must evaluate student progress and decide to continue, modify, or terminate instructional programs to ensure student success. For this purpose, progress-monitoring data are often collected, plotted graphically, and visually analyzed. The current study evaluated the impact of three common formats for visual analysis (scatter plots, scatter plots with trend lines, and scatter plots with trend and aim lines) on the decision accuracy of 52 novice analysts. All participants viewed 18 time-series graphs that depicted student growth on a continuous metric (e.g., oral reading fluency). Participants rated each graph as depicting substantial progress, minimal progress, or no progress. The magnitude of the true slope for each graph was fixed to 3.00 (substantial progress), 0.75 (minimal progress), or 0 (no progress). Inferential analyses were used to determine the probability of a participant correctly identifying different magnitudes of trend in the presence of different visual aids (no visual aid, trend line, and trend line with aim line). The odds of correctly identifying trend were influenced by visual aid (p < .01) and trend magnitude (p < .01). The addition of a trend line resulted in a sharp increase in the probability of making a correct decision. Graphs depicting minimal progress reduced the probability of a correct decision.