Word and Person Effects on Decoding Accuracy: A New Look at an Old Question

The purpose of this study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors that affect decoding, using a crossed random-effects model. The sample was comprised of 196 English-speaking grade 1 students. A researcher-developed pseudoword list was used as the primary outcome measure. Because grapheme-phoneme correspondence (GPC) knowledge was treated as person and word specific, we are able to conclude that it is neither necessary nor sufficient for a student to know all GPCs in a word before accurately decoding the word. And controlling for word-specific GPC knowledge, students with lower phonemic awareness and slower rapid naming skill have lower predicted probabilities of correct decoding than counterparts with superior skills. By assessing a person-by-word interaction, we found that students with lower phonemic awareness have more difficulty applying knowledge of complex vowel graphemes compared to complex consonant graphemes when decoding unfamiliar words. Implications of the methodology and results are discussed in light of future research.     

Cognitive-emotional dysfunction among noisy minds: predictions from individual differences in reaction time variability

Mental noise can be defined as less reliable information processing. Individuals with high levels of mental noise are thought to be disadvantaged in cognitive, emotional, and behavioural realms. The present five studies (total N=298) investigated such potential disadvantages among normally functioning college undergraduates. Mental noise was operationalised in terms of the reaction time coefficient of variation (RTCV), a measure of RT variability that corrects for average levels of mental speed. Individuals with higher RTCV exhibited less effective cognitive control (Studies 1 and 5), less controlled behaviour (Study 2), and were more prone to negative emotional experiences (Study 3) and depressive symptoms (Study 4). Study 5 extended these results and found that individuals higher (versus lower) in RTCV were more adversely affected by their attentional lapses in daily life. Results converge on the idea that mental noise is an important individual difference dimension with multiple adverse correlates and consequences.     

Remembering all that and then some: recollection of autobiographical memories after a 1-year delay

We have previously shown that repeated retrievals of remote autobiographical memories over the course of one month led to an overall increase in reported detail (Nadel, Campbell, & Ryan, 2007). The current study examined the retrieval of those same memories 1 year later in order to determine whether the level of detail remained stable or whether the memories returned to their original state. Participants reported even more details than they had recalled at least 1 year earlier, including new details that were reported for the first time. This finding was consistent across both multiple and single retrieval conditions, suggesting that the critical factor leading to the increase in recall was the passage of time. These findings provide evidence for long-term effects of repeated retrieval on memory content.     

Behaviorally inhibited temperament is associated with severity of post-traumatic stress disorder symptoms and faster eyeblink conditioning in veterans

Prior studies have sometimes demonstrated facilitated acquisition of classically conditioned responses and/or resistance to extinction in post-traumatic stress disorder (PTSD). However, it is unclear whether these behaviors are acquired as a result of PTSD or exposure to trauma, or reflect preexisting risk factors that confer vulnerability for PTSD. Here, we examined classical eyeblink conditioning and extinction in veterans self-assessed for current PTSD symptoms, exposure to combat, and the personality trait of behavioral inhibition (BI), a risk factor for PTSD. A total of 128 veterans were recruited (mean age 51.2 years; 13.3% female); 126 completed self-assessment, with 25.4% reporting a history of exposure to combat and 30.9% reporting current, severe PTSD symptoms (PTSS). The severity of PTSS was correlated with current BI (R(2) = 0.497) and PTSS status could be predicted based on current BI and combat history (80.2% correct classification). A subset of the veterans (n = 87) also completed the eyeblink conditioning study. Among veterans without PTSS, childhood BI was associated with faster acquisition; veterans with PTSS showed delayed extinction, under some conditions. These data demonstrate a relationship between current BI and PTSS, and indicate that the facilitated conditioning sometimes observed in patients with PTSD may partially reflect personality traits such as childhood BI that pre-date and contribute to vulnerability for PTSD.     

Dealing with Hurt: An Assessment of Dispositional Style and Ethnicity in Coping Strategies

This study explored differences in coping styles based on the type of hurt experienced. Participants included 398 students (291 female and 87 male), who completed a computerized assessment of dispositional hurt, coping styles, and depression. The interrelationships amongst the two hurt typologies (introjective and retaliatory), 12 coping styles, and depression then were analyzed. Results showed that people with an introjective hurt disposition were more likely to use emotional support and instrumental support than those with a retaliatory hurt disposition, who were more likely to engage in planning and humor. Moreover, ethnic differences for two coping styles emerged; specifically, African Americans were more likely to use religion, whereas Caucasians were more likely to use substances as primary coping mechanisms.     

Constructions as categories of language

What causes children to categorize distinct utterances they hear into a constructional generalization? That is, what makes subjects create a constructional category instead of treating each utterance as a distinct unrelated idiom? One simple factor that encourages the learning of abstract categories is shared concrete similarity. When instances share concrete attributes, learners are more likely to categorize them together, and moreover are more likely to attend to their abstract commonalities [Gentner, D., & Medina, J. (1998). Similarity and the development rules. Cognition, 66, 236-297; Markman, A.B., & Gentner D. (1993). Splitting the difference: A structural alignment view of similarity. Journal of Memory and Language, 32, 517-535]. This paper reports results that confirm the prediction that presentation of items with concrete shared similarity early in training enhances language learning in adults.     

Implicit theories about groups and stereotyping: the role of group entitativity

The consequences of holding an entity (i.e., the belief that a group's characteristics are fixed) or incremental (i.e., the belief that a group's characteristics are malleable) implicit theory about groups was examined for stereotyping and perceptions of group entitativity. Two studies showed that implicit theories about groups affect stereotyping by changing perceptions of group entitativity. Study 1 found that entity theorists were more likely to stereotype than incremental theorists and that perception of group entitativity significantly accounted for this relation. In Study 2, implicit theories of groups were manipulated via instruction set and entity theorists stereotyped more and perceived groups as more entitative than incremental theorists. Again, the effect of implicit theory was significantly, although partially, mediated by perceptions of group entitativity. The roles of implicit theories about groups and perceptions of group entitativity are discussed regarding stereotyping.     

Play it again: did this melody occur more frequently or was it heard more recently? The role of stimulus familiarity in episodic recognition of music

Episodic recognition of novel and familiar melodies was examined by asking participants to make judgments about the recency and frequency of presentation of melodies over the course of two days of testing. For novel melodies, recency judgments were poor and participants often confused the number of presentations of a melody with its day of presentation; melodies heard frequently were judged as have been heard more recently than they actually were. For familiar melodies, recency judgments were much more accurate and the number of presentations of a melody helped rather than hindered performance. Frequency judgments were generally more accurate than recency judgments and did not demonstrate the same interaction with musical familiarity. Overall, these findings suggest that (1) episodic recognition of novel melodies is based more on a generalized "feeling of familiarity" than on a specific episodic memory, (2) frequency information contributes more strongly to this generalized memory than recency information, and (3) the formation of an episodic memory for a melody depends either on the overall familiarity of the stimulus or the availability of a verbal label.     

The time of our lives: life span development of timing and event tracking

Life span developmental profiles were constructed for 305 participants (ages 4-95) for a battery of paced and unpaced perceptual-motor timing tasks that included synchronize-continue tapping at a wide range of target event rates. Two life span hypotheses, derived from an entrainment theory of timing and event tracking, were tested. A preferred period hypothesis predicted a monotonic slowing of a preferred rate (tempo) of event tracking across the life span. An entrainment region hypothesis predicted a quadratic profile in the range of event rates that produced effective timing across the life span; specifically, age-specific entrainment regions should be narrower in childhood and late adulthood than in midlife. Findings across tasks provide converging support for both hypotheses. Implications of these findings are discussed for understanding critical periods in development and age-related slowing of event timing.     

Garner interference is not solely driven by stimulus uncertainty

The speeded classification tasks popularized by Garner (1974), with their accompanying labels of separable and integral dimensions, have become the dominant paradigm for characterizing perceptual interactions between stimulus dimensions. Separable dimensions like color and shape can be selectively attended to at will, but integral dimensions like hue and brightness cannot. When classifying stimuli with respect to a single dimension, integral stimuli lead to faster performance in the baseline block, where only that single dimension varies, than in the filtering block, in which a second dimension is allowed to vary irrelevantly. No such difference is predicted for separable dimensions lead to no difference. The comparison between baseline and filtering confounds a change in the number of stimuli with a change in the number of variant dimensions. A new experimental condition is proposed utilizing three stimulus dimensions to hold the number of stimuli constant while introducing variance along a second irrelevant dimension. Data indicate that interference increases, suggesting that changes in the number of potential stimuli within a block are not necessary for Garner interference, in contrast to the accounts provided by extant quantitative models.