Emergent literacy skills and training time uniquely predict variability in responses to phonemic awareness training in disadvantaged kindergartners

The factors that predicted variability in responses to phonemic awareness training were investigated in kindergartners who live in poverty. Treatment children (n=42) received both analytic and synthetic phonemic awareness computer-assisted instruction, while controls (n=34) received no special training. Mean age of participants was approximately 5 years 7 months. Pretests included initial phonemic awareness, letter knowledge, word-level reading, invented spelling, vocabulary knowledge, and print concepts. Spelling skills emerged as the best consistent predictor of variability in phonemic awareness in response to instruction. We propose that relations between phonemic awareness and spelling skills are bidirectional: Spelling influenced growth in phonemic awareness and phonemic awareness contributed to growth in spelling skills. The amount of exposure that children had to the treatment intervention contributed uniquely to individual differences in posttest levels of phonemic awareness and spelling.     

The role of similarity in human associative learning

In 2 experiments, humans received sequences of patterns that were similar (AX-->BX, AY-->BY, AZ-->BZ) or dissimilar (CX-->DY, CY-->DZ, CZ-->DX). The patterns were portrayed as bugs that could be eliminated with 2 insecticide sprays (red or blue). Either spray eliminated bugs with Features A and C, and participants learned by trial and error to use one spray (e.g., red) to eliminate bugs with Feature B and the other spray (e.g., blue) to eliminate those with Feature D. In Experiment 1, participants' spray choice for bugs with Feature A came to match that used to eliminate bugs with Feature B, but there was no such associative transfer between Features C and D. That is, similarity promoted associative transfer of responding between paired patterns when the features used to manipulate similarity (i.e., X, Y, and Z) were irrelevant. In Experiment 2, in which X, Y, and Z were relevant to the solution of configural discrimination, similarity hindered such associative transfer. These results complement those found in pigeons (R. A. Rescorla & D. J. Gillan, 1980) and indicate that similarity should not be accorded independent status as a principle of associative learning.     

"Object categorization: reversals and explanations of the basic-level advantage" (Rogers & Patterson, 2007): a simplicity account

T. T. Rogers and K. Patterson (2007), in their article "Object Categorization: Reversals and Explanations of the Basic-Level Advantage" (Journal of Experimental Psychology: General, 136, 451-469), reported an impressive set of results demonstrating a reversal of the highly robust basic-level advantage both in patients with semantic dementia and in healthy individuals engaged in a speeded categorization task. To explain their results, as well as the usual basic-level advantage seen in healthy individuals, the authors employed a parallel distributed processing theory of conceptual knowledge. In this paper, we introduce an alternative way of explaining the results of Rogers and Patterson, which is premised on a more restricted set of assumptions born from standard categorization theory. Specifically, we provide evidence that their results can be accounted for based on the predictions of the simplicity model of unsupervised categorization.     

Book reviews

Private Practice Youngstown, Ohio 44512     

Predicting achievement, distress, and retention among lower-income Latino youth

This study used structural equation modeling to evaluate whether a combination of social cognitive and self-determination theories [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall; Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024–1037] would effectively predict high school students’ distress, achievement, and retention. Participants were 427 predominately Latino youth from an inner-city low-income high school. Results indicated that students who reported feeling connected to teachers and their school reported higher levels of autonomous motivation for attending school. Students reporting higher levels of autonomous motivation for attending school reported more confidence (i.e., self-efficacy) in their academic ability, and performed better academically. In addition, students who reported higher self-efficacy beliefs reported less physical and psychological distress and reported higher levels of achievement. Retention in school was predicted by a combination of achievement and the absence of physical/psychological distress. Implications for practice and further research on urban high school students’ academic development are described.     

Forgiveness and responsibility: A case study

Pastoral Psychology -     

Spatial attention can be biased towards an expected dimension

A commonly held view in both exogenous and endogenous orienting is that spatial attention is associated with enhanced processing of all stimuli at the attended location. However, we often search for a specific target at a particular location, so an observer should be able to jointly specify the target identity and expected location. Whether attention can bias dimension-specific processes at a particular location is not yet clear. We used a dual task to examine the effects of endogenous spatial cues on the accuracy of perceptual judgments of different dimensions. Participants responded to a motion target and a colour target, presented at the same or different locations. We manipulated a central cue to predict the location of the motion or colour target. While overall performance in the two tasks was comparable, cueing effects were larger for the target whose location was predicted by the cue, implying that when attending a particular location, processing of the likely dimension was preferentially enhanced. Additionally, an asymmetry between the motion and colour tasks was seen; motion was modulated by attention, and colour was not. We conclude that attention has some ability to select a dimension at a particular location, indicating integration of spatial and feature-based attention.