One Frog, Two Frog, Red Frog, Blue Frog: Factors Affecting Children's Syntactic Choices in Production and Comprehension

Two experiments are reported which examine children's ability to use referential context when making syntactic choices in language production and comprehension. In a recent on-line study of auditory comprehension, Trueswell, Sekerina, Hill, and Logrip (1999) examined children's and adults' abilities to resolve temporary syntactic ambiguities involving prepositional phrases (e.g., “Put the frog on the napkin into ¨”). Although adults and older children used the referential context to guide their initial analysis (pursuing a destination interpretation in a one-frog context and a modifier interpretation in a two-frog context), 4 to 5-year olds' initial and ultimate analysis was one of destination, regardless of context. The present studies examined whether these differences were attributable to the comprehension process itself or to other sources, such as possible differences in how children perceive the scene and referential situation. In both experiments, children were given a language generation task designed to elicit and test children's ability to refer to a member of a set through restrictive modification. This task was immediately followed by the “put” comprehension task. The findings showed that, in response to a question about a member of a set (e.g., “Which frog went to Mrs. Squid's house?”), 4- to 5-year-olds frequently produced a definite NP with a restrictive prepositional modifier (e.g., “The one on the napkin”). These same children, however, continued to misanalyze put instructions, showing a strong avoidance of restrictive modification during comprehension. Experiment 2 showed that an increase in the salience of the platforms that distinguished the two referents increased overall performance, but still showed the strong asymmetry between production and comprehension. Eye movements were also recorded in Experiment 2, revealing on-line parsing patterns similar to Trueswell et al.: an initial preference for a destination analysis and a failure to revise early referential commitments. These experiments indicate that child–adult differences in parsing preferences arise, in part, from developmental changes in the comprehension process itself and not from a general insensitivity to referential properties of the scene. The findings are consistent with a probabilistic model for uncovering the structure of the input during comprehension, in which more reliable linguistic and discourse-related cues are learned first, followed by a gradually developing ability to take into account other more uncertain (or more difficult to learn) cues to structure.     

Word centre is misperceived

Normal readers were asked to mark the middle of visually presented words. They made systematic errors toward the left, indicating an overestimation of the length of the beginning of a word. The number of characters determines the size of this error. The bias extended to pseudowords, letter strings, and symbols, but not to blocks, dashes, and lines. Finally, the bias was sensitive to typographical errors but not to colour cuing. These findings suggest that special cognitive operations determine the perceived spatial extent of words. Implications for our understanding of perceptual and cognitive processes in reading are discussed.     

Using Advice and Assessing Its Quality

People received advice from four sources and used it to produce a judgment. They also assessed the quality of advice by estimating the probability that it would be correct. They were better at assessing than at using advice: combinations of advice based on their assessments were superior to their judgments. Order of assessing and using advice, superficial differences between advisors, and using other methods of advice assessment had no significant effects on this superiority of advice assessment over advice use. However, use but not assessment was improved when some advisors exhibited biases opposite to those that people typically show. It appears that using advice imposes a heavier processing load than assessing its quality and that this load can be lightened by including advisors who exhibit unusual behavior. Their salience may help people working under a heavy processing load make appropriate pairings between advisor weights and advice.     

Is the concept of "repression" useful for the understanding chronic PTSD?

Theories concerning the value of avoiding versus attending to trauma-related thoughts provide mixed support for specific coping strategies such as repression. The goal of this study is to examine the usefulness of the concept of repression in understanding chronic Posttraumatic Stress Disorder (PTSD). One hundred and fifty individuals who had been in a motor vehicle accident were included. Participants were classified into four groups (repressors, low anxious, high anxious, and defensively high anxious) based on methodology introduced by Weinberger et al. [J. Abnormal Psychol. 88 (1979) 369]. These four groups were compared on measures of PTSD symptomatology, anxiety, depression, and where appropriate, perceived pain and disability. Results revealed a fairly consistent pattern of group differences such that repressors reported fewer PTSD symptoms, fewer additional anxiety disorders, less depression, and less physical disability due to pain relative to the high anxious and defensively high anxious groups. Regression analyses examining the separate and interactive effects of anxiety and social desirability to predict PTSD symptomatology showed that the majority of the variance was explained by anxiety. In many respects, these data suggest that repression may not be a useful concept for understanding chronic PTSD.     

Accuracy and speed of orthographic processing in persons with developmental dyslexia

A group of 39 persons (20 male and 19 female, 11.0 to 32.5 yr.) with developmental dyslexia and 42 controls (21 male and 21 female, 11.2 to 32.3 years) were compared on computerized tests of sight word reading, nonword decoding, and spelling recognition. The subjects with developmental dyslexia performed significantly slower and less accurately than controls on all tasks. Further, the effect size of the group differences was larger for the older group. Within-group analyses showed a significant difference by age group on accuracy. Only the control group showed a significant age difference between groups on response time. Mean accuracy and response times for the reading-disabled subjects resembled shifted versions of the control group means. These results agree with previous reports that phonological deficits persist for reading-disabled adults and suggest a test of whether the discrepancy between reading-disabled and typically achieving readers may actually increase across age groups.     

Depression and Contributors to Vocational Satisfaction in Roman Catholic Secular Clergy

A nationally selected, random sample of Roman Catholic secular (i.e., diocesan) priests was examined using the Center for Epidemiological Studies-Depression scale and an instrument developed for this study to assess contributors to priests' vocational satisfaction. In addition, a self-report inventory gathered information regarding participants' demographics as well as four categories of predictor variables (i.e., overall level of vocational satisfaction, social support, spiritual activities, physical environment). The study yielded a response rate of 45%. Secular clergy reported rates of depression approximately seven times greater than are found in the general population, and also indicated that the recent sexual abuse scandal in the Roman Catholic church had negatively affected their mood. Priests' engagement in sacramental activities contributed greatly to their vocational satisfaction, and low levels of vocational satisfaction were found to be most predictive of depression. Factors comprising priests' vocational satisfaction were External Manifestations (e.g., preaching, teaching), Internal Manifestations (e.g., prayer life, affirmation of God's call), and Social Manifestations (e.g., relationships with parishioners, appreciation from others).     

Sex- and age-related differences in mathematics

This study examined sex differences and age-related changes in mathematics based on Eccles's 1985 expectancy-value model of "achievement-related choices" and Dweck's 1986 motivation-process model. We have assessed motivational variables and performance in mathematics for youth in Grades 5, 7, and 9 in a German comprehensive secondary school. Significant sex differences in Grades 7 and 9 were observed even when school marks were controlled for. Furthermore, the results indicated differences between Grade 7 and Grade 9 on most of the motivational variables. Older students show a less favorable motivational pattern. Our results give evidence of the importance of motivational encouragement in mathematics classes, especially for girls and low achieving learners.     

The influence of restricted viewing conditions on egocentric distance perception: implications for real and virtual indoor environments

We carried out three experiments to examine the influence of field of view and binocular viewing restrictions on absolute distance perception in real-world indoor environments. Few of the classical visual cues provide direct information for accurate absolute distance judgments to points in the environment beyond about 2 m from the viewer. Nevertheless, in previous work it has been found that visually directed walking tasks reveal accurate distance estimations in full-cue real-world environments to distances up to 20 m. In contrast, the same tasks in virtual environments produced with head-mounted displays (HMDs) show large compression of distance. Field of view and binocular viewing are common limitations in research with HMDs, and have been rarely studied under full pictorial-cue conditions in the context of distance perception in the real-world. Experiment 1 showed that the view of one's body and feet on the floor was not necessary for accurate distance perception. In experiment 2 we manipulated the horizontal and the vertical field of view along with head rotation and found that a restricted field of view did not affect the accuracy of distance estimations when head movement was allowed. Experiment 3 showed that performance with monocular viewing was equal to that with binocular viewing. These results have implications for the information needed to scale egocentric distance in the real-world and reduce the support for the hypothesis that a limited field of view or imperfections in binocular image presentation are the cause of the underestimation seen with HMDs.     

Developing a Community Science Research Agenda for Building Community Capacity for Effective Preventive Interventions

Research has shown that prevention programming can improve community health when implemented well. There are examples of successful prevention in local communities, however many continue to face significant challenges, demonstrating a gap between science and practice. Common strategies within the United States to address this gap are available (e.g., trainings), but lack outcomes. Building community capacity to implement high quality prevention can help communities achieve positive health outcomes, thereby narrowing the gap. While there is ample research on the efficacy of evidence-based programs, there is little on how to improve community capacity to improve prevention quality. In order to narrow the gap, a new model of research—one based in Community Science—is suggested that improves the latest theoretical understanding of community capacity and evaluates technologies designed to enhance it. In this article, we describe this model and suggest a research agenda that can lead to improved outcomes at the local level.     

Reliability and validity of the revised experiences in close relationships (ECR-R) self-report measure of adult romantic attachment

Three studies examine the psychometric properties (i.e., the test-retest reliability, convergent, and discriminant validity) of Fraley, Waller, and Brennan's Revised Experiences in Close Relationships (ECR-R) self-report measure of romantic attachment anxiety (model of self) and avoidance (model of others). Longitudinal analyses suggest that the ECR-R provided highly stable indicators of latent attachment during a 3-week period (85% shared variance). Hierarchical linear modeling analyses further validated the ECR-R, suggesting that it explained between 30% to 40% of the between-person variation in social interaction diary ratings of attachment-related emotions experienced during interactions with a romantic partner and only 5% to 15% of that in interactions with family and friends. Guidelines are offered regarding the conditions where highly reliable and precise measures of romantic attachment, such as the ECR-R, are deemed necessary and where shorter, albeit slightly less reliable measures, such as Bartholomew and Horowitz's Relationship Questionnaire, may also be viable.