Portuguese adaptation of the Gudjonsson Suggestibility Scales (GSS1 and GSS2): Empirical findings

In study 1 (n = 51, M_age = 21.4 years, SD = 5.7), the validity of the Portuguese adaptation of the Gudjonsson Suggestibility Scales ( Pires, 2011) was shown through the comparison of means of the original ( Gudjonsson, 1997) and the translated scales and the analysis of the correlations between the GSS1 and GSS2 scores. The relationships between interrogative suggestibility and the big five were also addressed and the results point to independence between suggestibility and personality, which is in line with Polczyk’s findings (2005). Study 2 (n = 87, M_age = 48.9 years, SD = 20.7) explored the relationships among interrogative suggestibility, the state–trait anxiety and demographic variables (i.e., age and gender). There were no significant relationships between anxiety and suggestibility. These results are in line with other studies that point to a lack of relationship between suggestibility and anxiety in normal samples (  and ). As for the relationships between age and interrogative suggestibility, ANCOVA confirmed that the increased suggestibility in old age was not due to age differences but rather to the limited memory capacity of the older adults group. There were no significant gender differences in the GSS1 subscales.     

Strategic Numeracy: Self-Serving Reasoning About Health Statistics

This research shows that the same people who appear to have low numerical competence when analyzing personally irrelevant health-related numerical information are able to overcome their reasoning shortcomings and make better judgments when they are shown equivalent information that is personally relevant, and when only a sophisticated kind of reasoning enables them to interpret this information in a favorable way. The fact that people can engage in poorer or more sophisticated numerical reasoning depending on whether that reasoning produces favorable or unfavorable conclusions has implications both for the concept of numeracy as an individual-difference variable and for health communication.     

Acquired Procedural Dyscalculia Associated to a Left Parietal Lesion in a Child

We report the case of an 11-year-old boy who developed an anarithmetia in association with a left temporo-parietal tumor. His oral and written language were normal as well as his ability to judge magnitudes, process numbers, read operation signs and retrieve number facts. He had a specific difficulty in performing the procedures of subtraction, especially when it involved borrowing. These skills had been mastered before the present illness. This case shows that the components of calculation can be dissociated by brain lesions sustained during childhood, while arithmetic abilities are being acquired, thus reinforcing findings from developmental dyscalculias, that suggest a modular organisation of those skills during development.     

How Children Experience the Assets that Support their Learning

The study, on which this article is based, explored the ways in which primary school children in an urban (city centre) setting experience the assets and resources that support their learning. The researchers used a qualitative phenomenological research design incorporating an interpretive and constructivist perspective. The study was conducted in a primary school in Tshwane, Gauteng province, South Africa. The participants were eight African female participants in Grades 5–7 who had overcome extrinsic barriers to learning. They participated in a focus group discussion during which the relevant and natural units of significant statements were listed (horizontalisation) and structured into central clusters of meanings. Textural themes (what) and structural themes (how) were identified. The study found that human resource assets were central to the process of connecting a variety of assets that supported learning. The study also found a significant compound effect of assets, for example increased connected assets had a noteworthy additional positive effect on learning support. The identified assets interrelatedly mobilised other assets (textural findings) on one of five levels (structural findings: physical assets, social assets, safety assets, esteem assets and self-actualisation) in various systems and contexts that contribute to learning support. This article elaborates on these findings.     

Disfluencies and human language comprehension

Spoken language contains disfluencies, which include editing terms such as uh and um as well as repeats and corrections. In less than ten years the question of how disfluencies are handled by the human sentence comprehension system has gone from virtually ignored to a topic of major interest in computational linguistics and psycholinguistics. We discuss relevant empirical findings and describe a computational model that captures how disfluencies influence parsing and comprehension. The research reviewed shows that the parser, which presumably evolved to handle conversations, deals with disfluencies in a way that is efficient and linguistically principled. The success of this research program reinforces the current trend in cognitive science to view cognitive mechanisms as adaptations to real-world constraints and challenges.     

Conceptual accessibility and sentence production in a free word order language (Odawa)

The study reported here was conducted in the Algonquian language of Odawa (a.k.a. Ottawa), with the goal of gaining new insight into the ways that conceptual accessibility affects human sentence production. The linguistic characteristics of Odawa are quite different from those found in the languages most often examined by psycholinguists. The data obtained from the sentence production experiment reported here are thus relevant to production in a heretofore unexamined language. Moreover, the data inform broader theoretical issues, such as the extent to which sentence production can be considered as an incremental process, and the interaction of the various factors affecting conceptual accessibility. In addition, the study stands as evidence that experimental psycholinguistic research can and should be carried out in typologically diverse languages.     

Role of cholinergic system on the construction of memories: taste memory encoding

There is a large body of evidence suggesting that cholinergic activity is involved in memory processes. It seems that cholinergic activity is essential to learn several tasks and recent works suggest that acetylcholine plays an important role during the early stages of memory formation. In this review, we will discuss the results related to taste memory formation, focusing particularly on the conditioned taste aversion paradigm. We will first give evidence that nucleus basalis magnocellularis is involved in taste memory formation, due to its cholinergic projections. We then show that the cholinergic activity of the insular (gustatory) cortex is related to the taste novelty, and that the cholinergic signals initiated by novelty are crucial for taste memory formation. Then we present recent data indicating that cortical activation of muscarinic receptors is necessary for taste trace encoding, and also for its consolidation under certain circumstances. Finally, interactions between the cholinergic and other neuromodulatory systems inducing intracellular mechanisms related to plastic changes will be proposed as important processes underlying gustatory memory trace storage.     

Age Preservation of the Syntactic Processor in Production

Two experiments are reported on the influence of cognitive aging on grammatical choice in language production. In both experiments, participants from two age-groups (young and old) produced sentences in a formulation task (V. Ferreira, 1996) that contrasted conditions allowing a choice between alternative sentence arrangements (i.e., double object or prepositional dative) or that permitted no choice (i.e., prepositional dative only). Experiment 1 showed that older adults were able to formulate the alternative sentence arrangements with the same speed and fluency as young adults. Experiment 2 showed that cueing attention to one of the two object nouns to be included in the sentence resulted in the earlier expression of the cued noun in choice conditions, but with little evidence of a response time or dysfluency cost in the no-choice condition. As in Experiment 1, there were no substantive age differences in latencies or dysfluencies. These results support existing models for the mechanisms that choose between grammatical alternatives and bind phrases to available argument positions and provide evidence that older adults are not impaired in their use of these mechanisms.