Cross cultural differences in unconscious knowledge

Previous studies have indicated cross cultural differences in conscious processes, such that Asians have a global preference and Westerners a more analytical one. We investigated whether these biases also apply to unconscious knowledge. In Experiment 1, Japanese and UK participants memorized strings of large (global) letters made out of small (local) letters. The strings constituted one sequence of letters at a global level and a different sequence at a local level. Implicit learning occurred at the global and not the local level for the Japanese but equally at both levels for the English. In Experiment 2, the Japanese preference for global over local processing persisted even when structure existed only at the local but not global level. In Experiment 3, Japanese and UK participants were asked to attend to just one of the levels, global or local. Now the cultural groups performed similarly, indicating that the bias largely reflects preference rather than ability (although the data left room for residual ability differences). In Experiment 4, the greater global advantage of Japanese rather English was confirmed for strings made of Japanese kana rather than Roman letters. That is, the cultural difference is not due to familiarity of the sequence elements. In sum, we show for the first time that cultural biases strongly affect the type of unconscious knowledge people acquire.     

A confirmatory factor analytic approach on perceptions of knowledge and skills in teaching (PKST)

This paper reports the cross-validation of the factor pattern of the Perceptions of Knowledge and Skills in Teaching (PKST) survey, which was used to assess the self-perceived pedagogical knowledge and skills of pre-service and beginning teachers. The sample comprised 323 pre-service teachers enrolled in a 1-yr. post-graduate teacher education program in Singapore. The survey had 37 items distributed across six scales: student learning, lesson planning, instructional support, accommodating diversity, classroom management, and care and concern. A confirmatory factor analysis (CFA) was used to cross-validate the survey's factor pattern. The results showed that the model was an acceptable fit to the data. The PKST survey can thus be adapted by different teacher education programs to assess pre-service and beginning teachers' progress in developing their pedagogical knowledge and skills.     

The Slip Induction Task: Creating a window into cognitive control failures

Regardless of age, education, or social status, we all experience moments where we ask ourselves, "what was I thinking?!?" Typically, we experience errors of this sort, or slips of action, during routine tasks that require a whole sequence of movements. However, most action slip research has focused on creating response conflict within single movements. The Slip Induction Task (SIT) is a step toward creating response conflict within truer to life action routines. As such, the SIT attempts to induce action slips in a well-learned movement routine through the occasional presentation of unexpected cues. We find that the SIT is able to reliably induce action slips, especially when the unexpected cue necessitates a movement to an unexpected target location. Furthermore, when participants are able to avoid an action slip, these changes in movement routine are accompanied by a cost in speed.     

A mixed model approach to meta-analysis of diagnostic studies with binary test outcome

We propose 2 related models for the meta-analysis of diagnostic tests. Both models are based on the bivariate normal distribution for transformed sensitivities and false-positive rates. Instead of using the logit as a transformation for these proportions, we employ the tα family of transformations that contains the log, logit, and (approximately) the complementary log. A likelihood ratio test for the cutoff value problem is developed, and summary receiver operating characteristic (SROC) curves are discussed. Worked examples showcase the methodology. We compare the models to the hierarchical SROC model, which in contrast employs a logit transformation. Data from various meta-analyses are reanalyzed, and the reanalysis indicates a better performance of the models based on the tα transformation. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

To have and to hold: gratitude promotes relationship maintenance in intimate bonds

This multimethod series of studies merges the literatures on gratitude and risk regulation to test a new process model of gratitude and relationship maintenance. We develop a measure of appreciation in relationships and use cross-sectional, daily experience, observational, and longitudinal methods to test our model. Across studies, we show that people who feel more appreciated by their romantic partners report being more appreciative of their partners. In turn, people who are more appreciative of their partners report being more responsive to their partners' needs (Study 1), and are more committed and more likely to remain in their relationships over time (Study 2). Appreciative partners are also rated by outside observers as relatively more responsive and committed during dyadic interactions in the laboratory, and these behavioral displays are one way in which appreciation is transmitted from one partner to the other (Study 3). These findings provide evidence that gratitude is important for the successful maintenance of intimate bonds.     

Post-stroke depression: Main phenomenological clusters and their relationships with clinical measures

Objectives: To investigate the principal psychopathological dimensions of post-stroke depression (PSD) through the assessment of the factorial structure of the Post-Stroke Depression Rating Scale (PSDRS). Methods: We enrolled ninety-eight subjects with PSD, who underwent the PSDRS, MMSE and Barthel Index. Information about demographic, clinical, and neuroanatomical factors was collected. Results: The factor analysis extracted three factors accounting for 63.4% of the total variance, and identified as: 1) "Depressive and Anxious Symptoms" (DAS); 2) "Lack of Emotional Control" (LEC); 3) "Reduced Motivation" (RM). On multivariate statistics, DAS severity was predicted by previous history of mood disorders and Barthel Index; LEC severity was predicted by Barthel Index; RM severity was predicted by age. Conclusions: The PSDRS displayed a reliable factor structure that agreed with previous interpretation of PSD. In particular, core depressive symptoms seem to be related to premorbid personality and functional status, whereas apathy/anhedonia may be connected to brain aging.     

Do humans prefer to see their grasping points?

ABSTRACT To grasp an object the digits need to be placed at suitable positions on its surface. The selection of such grasping points depends on several factors. Here the authors examined whether being able to see 1 of the selected grasping points is such a factor. Subjects grasped large cylinders or oriented blocks that would normally be grasped with the thumb continuously visible and the final part of the index finger's trajectory occluded by the object in question. An opaque screen that hid the thumb's usual grasping point was used to examine whether individuals would choose a grip that was oriented differently to maintain vision of the thumb's grasping point. A transparent screen was used as a control. Occluding the thumb's grasping point made subjects move more carefully (adopting a larger grip aperture) and choose a slightly different grip orientation. However, the change in grip orientation was much too small to keep the thumb visible. The authors conclude that humans do not particularly aim for visible grasping points.     

Effects of validity screening items on adolescent survey data

In 2 studies, we examined the use of validity screening items in adolescent survey data. In each study, adolescent respondents were asked whether they were telling the truth and paying attention in answering survey questions. In Study 1 (N = 7,801), the prevalence rates of student risk behaviors were significantly lower after inappropriate (invalid) responders were screened out of the sample. In addition, confirmatory and multigroup factor analyses demonstrated significant differences between the factor structures of school climate scales with valid versus invalid responders. In Study 2, student perceptions of school climate were correlated with teacher perceptions in 291 schools. A bootstrap resampling procedure compared the correlations obtained with valid versus invalid responding students in each school and found that valid responders had more positive views of school conditions and produced higher correlations with teacher perceptions. These findings support the value of validity screening items in improving the quality of adolescent survey data.     

A comparison of working memory profiles in school-aged children with Specific Language Impairment, Attention Deficit/Hyperactivity Disorder, Comorbid SLI and ADHD and their typically developing peers

The association between specific language impairment (SLI), attention deficit/hyperactivity disorder (ADHD), and working memory (WM) was examined. WM has been implicated in language acquisition and models of ADHD; however, evidence for WM deficits in SLI and ADHD has been inconsistent. The components of Baddeley's WM model were investigated in 18 children with SLI, 16 children with ADHD, 11 children with comorbid SLI+ADHD, and 24 typically developing (TD) children. The presence of SLI resulted in deficits in more components of WM than the presence of ADHD indicating that children with SLI are more vulnerable to WM deficits than those with ADHD.