Electrophysiological evidence for the time-course of verifying text ideas

We examined how verb factivity influences the ability of readers to detect and resolve the mismatch of receiving false referents in relation to true referents in discourse contexts. Factive verbs (e.g., know), but not nonfactive verbs (believe), entail the truth of their complements. Recent research by Singer [Singer, M. (2006). Verification of text ideas during reading. Journal of Memory and Language, 54, 574-591] suggests that there are pragmatic costs associated with knowing something that is clearly false and only believing something that is clearly true. However, because Singer measured reading times for full sentences, it could not be determined whether these costs were initiated upon the appearance of the critical target word (i.e., the word that validated or invalidated previous text ideas) or at a later point in the sentences. In the present research we recorded event-related brain potentials while people read the same passages for comprehension and analyzed potentials evoked to the critical target words. Our results demonstrate that the brain distinguishes between true and false target words by at least 200ms after their onset, and that the pragmatic costs identified by Singer lead to interactions between verb factivity and truth in both early (P2) and later occurring brain components (late phase of N400 and late frontal positivity). In general, the results suggest readers had greater difficulty integrating false nouns than true nouns following factive than nonfactive verbs, and that detection of this mismatch also occurred earlier following factive verbs. Our results provide insight into the time-course of the processes that underlie the verification of text ideas, and extend neurocognitive research on anaphoric resolution.     

Visual scanning and reading ability in normal and dyslexic children

Very few studies have investigated the development of visual search of aligned stimuli in relation to normal reading acquisition and in developmental dyslexia. In this study we used a new computerised experimental task which requires a visuo-motor response (RT) to a target appearing unpredictably in one out of seven different spatial positions on a horizontally aligned array of 18 geometrical figures. The aims of the study were to investigate: 1) the visual scanning development in normal children from pre-school to school age; 2) whether visual scanning performance in kindergarten children could predict reading acquisition; 3) the visual scanning abilities in a group of developmental dyslexic children. The main results were: 1) a significant decrement of RTs with age and a progressive increase of the left-to-right gradient with reading experience; 2) visual scanning abilities in kindergarten proved to be a good predictor of reading acquisition; 3) dyslexics were slow scanners and did not present the left-to-right strategy typical of normal readers. The results support the hypothesis of a relationship between visual scanning and reading abilities.     

Thematic role focusing by participle inflections: evidence from conceptual combination

The authors examined how people integrate knowledge of agents and patients of events with the temporal and causal properties of present and past participles to constrain interpretation of isolated participle-noun phrases like arresting cop and arrested crook. Good-agent head nouns were more easily combined with present participles (e.g., arresting cop) than with past participles (e.g., arrested cop), and the reverse was true for good patients. Furthermore, present-participle good-patient phrases (e.g., serving customer) were often interpreted as verb phrases. This research provides further evidence of the interaction between morphosyntactic cues and world knowledge of events in language comprehension.     

Verb aspect and the activation of event knowledge

The authors show that verb aspect influences the activation of event knowledge with 4 novel results. First, common locations of events (e.g., arena) are primed following verbs with imperfective aspect (e.g., was skating) but not verbs with perfect aspect (e.g., had skated). Second, people generate more locative prepositional phrases as completions to sentence fragments with imperfective than those with perfect aspect. Third, the amplitude of the N400 component to location nouns varies as a function of aspect and typicality, being smallest for imperfective sentences with highly expected locations and largest for imperfective sentences with less expected locations. Fourth, the amplitude of a sustained frontal negativity spanning prepositional phrases is larger following perfect than following imperfective aspect. Taken together, these findings suggest a dynamic interplay between event knowledge and the linguistic stream.     

Exemptions for Whom? On the Relevant Focus of Egalitarian Concern

Granting differential treatment is often considered a way of placing some groups in a better position in order to maintain or improve their cultural, economic, health-related or other conditions, and to address persistent inequalities. Critics of multiculturalism have pointed out the tension between protection for groups and protection for group members. The ‘rule-and-exemption’ approach has generally been conceived as more resistant to such criticism insofar as exemptions are not conceded to minorities or ethical and religious groups as such, but to individuals who are part of those groups. However, I show that when a government grants an exemption, it inevitably provides a definition of the relevant group in question, and the tendency is to take cultural membership as ‘given’ or as defined by group spokespersons. I discuss some problems related to these definitions and defend instead a definition based on shared group interests.     

The development of episodic future thinking in middle childhood

The ability to imagine future events (episodic future thinking—EFT) emerges in preschoolers and further improves during middle childhood and adolescence. In the present study, we focused on the possible cognitive factors that affect EFT and its development. We assessed the ability to mentally project forward in time of a large cohort of 135 6- to 11-year-old children through a task with minimal narrative demands (the Picture Book Trip task adapted from Atance and Meltzoff in Cogn Dev 20(3):341–361. doi:10.1016/j.cogdev.2005.05.001, 2005) in order to avoid potential linguistic effects on children’s performance. The results showed that this task can be used to assess the development of EFT at least until the age of 8. Furthermore, EFT scores correlated with measures of phonological short-term and verbal working memory. These results support the possibility that cognitive factors such as working memory play a key role in EFT.     

The influence of family routines on the resilience of low-income preschoolers

Using data from the Birth to Three Phase (1996–2001) of the Early Head Start Research and Evaluation Project, we investigated whether family routines at 14, 24, and 36 months play a role in the development of children's self-regulation and cognitive ability at 36 months. The moderating effects of child sex and race/ethnicity were also examined. Analyses revealed that routines do matter for child outcomes; concurrent routines appear to be critical for fostering self-regulation at 36 months, whereas early routines may be important for children's later cognitive ability. Second, the effects differed by child sex, with early routines having a stronger association for girls and concurrent routines having a stronger association for boys. Associations also varied by race/ethnicity such that routines appear to matter slightly more for African–American children than European–American and Hispanic children. Implications of these findings with respect to strength-based interventions for low-income preschoolers and their families are discussed.     

Coercive uses of mandatory reporting in therapeutic relationships

Mandatory reporting legislation was enacted with little consideration of its consequences for ongoing therapeutic relationships. One consequence is the unanticipated and coercive uses of the law in mental health settings. Thirty therapists and 25 child protective service workers were interviewed about their experiences with mandatory reporting in therapy relationships. The interviews revealed unanticipated as well as coercive uses of mandatory reporting in therapeutic relationships, including prompting crisis in family systems to promote change, and using reporting or threats of it to enforce attendance and engagement in therapy. Therapists'd anger and view of reporting as a form of power or tool for social control also related to coercive uses of mandatory reporting. The special case of coercion in mandated cases resulting from mandatory reporting legislation is discussed as well.