Attributional Retraining: A Motivation Treatment With Differential Psychosocial and Performance Benefits for Failure Prone Individuals in Competitive Achievement Settings

Our quasi-experimental, longitudinal treatment study examined whether Attributional Retraining (AR) facilitated adjustment among young adults (n = 324) making the challenging school-to-university transition. An AR by performance orientation group 2 × 4 design showed AR primarily benefited high-risk students: Failure-ruminators (high failure preoccupation, low perceived control) receiving AR reported higher intrinsic motivation and more adaptive attribution-related emotions than their no-AR peers. Failure-acceptors (low failure preoccupation, low perceived control) receiving AR had higher intrinsic motivation, higher grade point averages, and fewer course withdrawals than their no-AR counterparts. Thus, AR had differential benefits (emotions, achievement) for vulnerable students who were psychologically distinct.     

Processing temporary syntactic ambiguity: the effect of contextual bias

This paper reports two experiments using sentences with a temporary ambiguity between a direct object and a sentence complement analysis that is resolved toward the normally preferred direct object analysis. Postverbal noun phrases in these sentences could be ambiguously attached as either a direct object or the subject of a sentence complement, whereas in unambiguous versions of the sentences the subcategorization of the verb forced the direct object interpretation. Participants read these sentences in relatively long paragraph contexts, where the context supported the direct object analysis ("preferred"), supported the sentence complement analysis ("unpreferred"), or provided conflicting evidence about both analyses ("conflicting"). Self-paced reading times for ambiguous postverbal noun phrases were almost equivalent to the reading times of their unambiguous counterparts, even in unpreferred and conflicted context conditions. However, time to read a following region, which forced the direct object interpretation, was affected by the interaction of verb subcategorization ambiguity and contextual support. The full pattern of results do not fit well with either an unelaborated single-analysis ("garden path") model or a competitive constraint-satisfaction model, but are consistent with a race model in which multiple factors affect the speed of constructing a single initial analysis.     

Student teachers’ competence and career certainty: the effects of career anxiety and perceived control

In comparison to other professional faculties, student teachers are less certain about their career decisions. Consequently, examining the factors that influence their perceptions of career competence and certainty may be beneficial for their professional development. We examined how student teachers’ (n = 194) gender, grade of instruction, practicum, career anxiety, and perceived control affected their career competence and certainty. Anxiety had large and negative effects on competence and certainty. In contrast, primary control enhanced competence whereas secondary control enhanced certainty. High-practicum ratings were also associated with greater competence and certainty; however, these effects were mediated by anxiety and perceived control. These findings help us understand the transition that student teachers make from studentship to becoming professional teachers.     

The prosodic property of lexical stress affects eye movements during silent reading

The present study examined lexical stress in the context of silent reading by measuring eye movements. We asked whether lexical stress registers in the eye movement record and, if so, why. The study also tested the implicit prosody hypothesis, or the idea that readers construct a prosodic contour during silent reading. Participants read high and low frequency target words with one or two stressed syllables embedded in sentences. Lexical stress affected eye movements, such that words with two stressed syllables took longer to read and received more fixations than words with one stressed syllable. Findings offer empirical support for the implicit prosody hypothesis and suggest that stress assignment may be the completing phase of lexical access, at least in terms of eye movement control.     

Syntactic prediction in language comprehension: evidence from either...or

Readers' eye movements were monitored as they read sentences in which two noun phrases or two independent clauses were connected by the word or (NP-coordination and S-coordination, respectively). The word either could be present or absent earlier in the sentence. When either was present, the material immediately following or was read more quickly, across both sentence types. In addition, there was evidence that readers misanalyzed the S-coordination structure as an NP-coordination structure only when either was absent. The authors interpret the results as indicating that the word either enabled readers to predict the arrival of a coordination structure; this predictive activation facilitated processing of this structure when it ultimately arrived, and in the case of S-coordination sentences, enabled readers to avoid the incorrect NP-coordination analysis. The authors argue that these results support parsing theories according to which the parser can build predictable syntactic structure before encountering the corresponding lexical input.     

Overt reanalysis strategies and eye movements during the reading of mild garden path sentences

In an eye movement experiment, we examined the use of reanalysis strategies during the reading of locally ambiguous but globally unambiguous Spanish sentences. Among other measures, we examined regressive eye movements made while readers were recovering in reading mild garden path sentences. The sentences had an adverbial clause that, depending on the mood (indicative vs. subjunctive) of the subordinate clause verb, could attach high (to the main verb of the sentence) or low (to the verb in the subordinate clause). Although Spanish speakers favor low attachment, the high attachment version was quite easy to understand. Readers predominately used two alternative strategies to recover from the mild garden path in our sentences. In the more common reanalysis strategy, their eyes regressed from the last region (disambiguation+ 1) directly to the main verb in the sentence. Following this, they reread the rest of the sentence, fixating the next region and the adverb (the beginning of the ambiguous part of the sentence). Less frequently, readers regressed from the last region (disambiguation+1) directly to the adverb. We argue that both types of strategies are consistent with a selective reanalysis process as described by Frazier and Rayner (1982).     

The role of salience in conceptual combination

The present study investigated three factors that affect the interpretation of novel noun-noun (N-N) combinations: simple feature salience, ontological category, and assessed similarity. Participants read and defined a series of novel N-N combinations in which the feature salience of N1 and N2 was manipulated. Participants also rated the combinations for similarity. The combinations were constrained to be within ontological category. All interpretations were scored in terms of the strategies (property mapping vs. relation linking) used to produce the given interpretations. Highly salient features drove property-mapping interpretations based on those features. Natural kinds produced more property-mapping interpretations than did artifacts. There was no correlation between the proportion of property-mapping interpretations and the assessed similarity of the N-N combinations. These results are discussed as an extension of Estes and Glucksberg's (2000) interactive theory of conceptual combination and argue for the importance of feature salience as a factor in conceptual combination.