An interactive activation approach to object processing: Effects of structural similarity,name frequency,and task in normality and pathology

Abstract

We present a computational model of the processes involved in retrieving stored semantic and name information from objects, using a simple interactive activation and competition architecture. We simulate evidence showing a cross-over in normal reaction times to make semantic classification and identification responses to objects from categories with either structurally similar or structurally dissimilar exemplars, and that identification times to objects from these two different classes correlate differentially with measures of the structural similarity of objects within the category and the frequency of the object's name. Structural similarity exerts a negative effect on object decision as well as naming, though this effect is larger on naming. Also, on naming, structural similarity interacts with the effects of name frequency, captured in the model by varying the weight on connections from semantic to name units; frequency effects are larger with structurally dissimilar items. In addition, (1) the range of potential errors for objects from these two classes, when responses are elicited before activation reached a stable state, differ–a wider range of errors occur to objects from categories with structurally similar exemplars; and (2) simulated lesions to different locations within the model produce selective impairments to identification but not to semantic classification responses to objects from categories with structurally similar exemplars. We discuss the results in relation to data on visual object processing in both normality and pathology.     

The Influence of Maternal Child-Rearing Attitudes and Teaching Behaviors on Preschoolers' Delay of Gratification

This study was an exploratory examination of the influence of mothers' teaching behaviors, strategies, and child-rearing attitudes on their children's ability to delay gratification. In an externally imposed delay of gratification situation, 30 mothers from a rural university community taught their children strategies that could help them refrain from touching a brightly wrapped present when the mothers left the room. Results showed that mothers of children who did not delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with a permissive parenting style, whereas mothers of children who did delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with an authoritative parenting style. The results of this study are discussed with respect to the development of children's self-control and self-regulatory abilities.     

Financial capability,money attitudes and socioeconomic status: Risks for experiencing adverse financial events

The risk of experiencing adverse financial events (e.g. bankruptcy) depends on the world economy and on individual differences in financial and psychological variables. Analysing data from 109,472 British survey respondents, this study reports the risks associated with financial capabilities, money attitudes, and socio-economic status for suffering negative financial outcomes. The results show that (1) socio-economic status is associated with financial capabilities but not with money attitudes; (2) money attitudes and financial capabilities are largely independent; (3) money attitudes and financial capabilities each contribute independently to the risk of experiencing adverse financial outcomes, even after adjusting for socio-economic status; and (4) financial capabilities are greater risk factors of adverse financial outcomes than money attitudes; the latter, however, are likely to be promising targets for interventions.     

Anchoring,Familiarity, and Confidence in the Detection of Deception

Anchoring in judgments is the tendency for the final judgment to be biased toward the initial estimate through insufficient adjustment. In the context of the detection of deception, it has been used to explain phenomena such as negative absolute leakage and the truthfulness bias. We examined the influence of order of judgment type on attitude ratings, accuracy, and the truthfulness bias. Receivers of communications should tend to anchor their judgments on the sender's attitudinal position if asked to make attitude judgments first and on the sender's behavior if asked to make truthfulness judgments first. The results partly support these predictions. Negative absolute leakage, accuracy, and the truthfulness bias were not significantly different for those who made attitude judgments before truthfulness judgments. However, results show that accuracy decreased as the session continued and there was no difference in the confidence with which truth and deception judgments were made, but there was a positive relation between confidence and truthfulness bias.     

Are good students desirable friends? Evidence for friendship selection among elementary students / ¿Son los buenos estudiantes amigos deseables? Evidencia para la selección de amistad entre estudiantes de educación primaria

Abstract

This study assesses the relationship between friendship networks and academic performance among third graders from one school in Santiago, Chile. Longitudinal social network analysis (RSiena) was used to test whether friendship selection is driven by academic performance and if befriended peers tend to influence each other on their academic performance, including gender as a covariate. Results show a positive relationship between academic performance and number of friendship nominations received, and a higher probability of same-gender friendships. Students with higher academic achievement are more likely to be nominated as friends, especially by peers with lower academic achievement. These results suggest that elementary students value high performance as a desirable characteristic in their friends.     

The Reading Fluency and Comprehension of Fifth- and Sixth-Grade Struggling Readers Across Brief Tests of Various Intervention Approaches

Although several different reading fluency intervention approaches appear promising for adolescents who are struggling readers, few studies have directly compared various approaches. The purpose of this study was twofold: 1) to determine the relative effects of word-oriented, fluency-oriented, comprehension-oriented, and multi-component interventions on the reading fluency performance of fifth and sixth grade struggling readers; and 2) to examine the concomitant effects of each intervention approach on comprehension. A within participant design, where all 29 participants received all interventions, was used. Outcomes were measured using instructional and transfer materials. The results provide support for a fluency-oriented and multi-component approach.