Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks

One of the major challenges of a knowledge society is that students as well as other citizens must learn to understand and integrate information from multiple textual sources. Still, task and reader characteristics that may facilitate or constrain such intertextual processes are not well understood by researchers. In this study, we compare the effects of summary and argument essay tasks when undergraduates read seven different texts on a particular scientific topic, finding that an instruction to write summaries may lead to better understanding and integration than an instruction to write argument essays. We discuss several possible explanations for this result. We also found that beliefs about the certainty of knowledge in some instances can moderate the effect of task on comprehension performance.     

Effects of task interdependence and communication technologies synchrony on performance in virtual teams

Effects of task interdependence and communication technologies synchrony on performance in virtual teams. Survey results of 197 employees from 41 work groups in a large multinational software firm were used to investigate the effects of within-group task interdependence and the degree of communication synchrony on performance in virtual teams (VTs). The analyses revealed a moderating effect of task interdependence on the relationship between the degree of communications synchrony and performance in VT. We found that superior VTs performance is contingent on the fit between the nature of the task (i.e., task interdependence) and the choice of communications modality. This study complements previous research providing additional evidence of how task-technology interaction affects VTs performance, and extends previous findings obtained with ad-hoc groups in laboratory settings to natural, organizational teams.     

What aspects of face processing are impaired in developmental prosopagnosia?

Developmental prosopagnosia (DP) is a severe impairment in identifying faces that is present from early in life and that occurs despite no apparent brain damage and intact visual and intellectual function. Here, we investigated what aspects of face processing are impaired/spared in developmental prosopagnosia by examining a relatively large group of individuals with DP (n = 8) using an extensive battery of well-established tasks. The tasks included measures of sensitivity to global motion and to global form, detection that a stimulus is a face, determination of its sex, holistic face processing, processing of face identity based on features, contour, and the spacing of features, and judgments of attractiveness. The DP cases showed normal sensitivity to global motion and global form and performed normally on our tests of face detection and holistic processing. On the other tasks, many DP cases were impaired but there was no systematic pattern. At least half showed deficits in processing of facial identity based on either the outer contour or spacing of the internal features, and/or on judgments of attractiveness. Three of the eight were impaired in processing facial identify based on the shape of internal features. The results show that DP is a heterogeneous condition and that impairment in recognizing faces cannot be predicted by poor performance on any one measure of face processing.     

Processing of basic speech acts following localized brain damage: a new light on the neuroanatomy of language

We examined the effect of localized brain lesions on processing of the basic speech acts (BSAs) of question, assertion, request, and command. Both left and right cerebral damage produced significant deficits relative to normal controls, and left brain damaged patients performed worse than patients with right-sided lesions. This finding argues against the common conjecture that the right hemisphere of most right-handers plays a dominant role in natural language pragmatics. In right-hemisphere damaged patients, there was no correlation between location and extent of lesion in perisylvian cortex and performance on BSAs. By contrast, processing of the different BSAs by left hemisphere-damaged patients was strongly affected by perisylvian lesion location, with each BSA showing a distinct pattern of localization. This finding raises the possibility that the classical left perisylvian localization of language functions, as measured by clinical aphasia batteries, partly reflects the localization of the BSAs required to perform these functions.     

Matching Messages to Motives in Persuasion: A Functional Approach to Promoting Volunteerism1

This study examined a functional strategy for investigating audience responses to motivationally-based persuasive appeals. It was predicted that people exposed to advertisements informing them how they could satisfy personally relevant motivations through volunteering (i.e., functionally matched messages) would judge these ads to be more persuasive, more emotionally positive, and would report being more likely to volunteer than people exposed to advertisements unrelated to their personally relevant motivations (i.e., functionally mismatched messages). These predictions were confirmed in an experiment wherein participants whose attitudes toward volunteerism served a Social Adjustive, Value Expressive, Utilitarian, Knowledge, or Ego Defensive function viewed advertisements promoting volunteerism that either matched or mismatched their personally relevant motivations. Results confirmed predictions as participants responded more favorably to the functionally matched than mismatched messages. The implications of this research for understanding the mechanisms by which functionally matched messages exert persuasive influence and the ramifications of the research for the practice of volunteerism are discussed.     

Dissociations in aphasia: A case report

This paper is a case study of an aphasic patient who displays two interesting characteristics, namely, (1) a dissociation between his oral and written disorders (i.e., oral Wernicke vs. written Broca); (2) an agraphia-alexia syndrome in which the picturability of the entities referred to by words plays an important role. Some of the characteristics shown by this patient have been well described concerning reading but never concerning writing. This second aspect is particularly emphasized.     

Behavioral training for myopia: generalization of effects

The present study assessed generalization of training effects using a video computer system (VCS) as a training medium for modifying acuity. Eighteen myopic volunteers were matched according to pre-training acuity and assigned to either fading and feedback training group or a practice only control. Subjects were pre- and post-tested on three measures: the Snellen Letter Chart, a Behavioral Acuity Test and a performance test with the VCS. Compared to controls, trained subjects displayed significant improvements in acuity on the Behavioral Acuity Test. These results suggest that training effects generalize to untrained stimuli. Implications for the clinical implementation of behavioral training procedures for modifying myopia are discussed.     

A cluster-analytically derived typology: Feasible alternative to clinical diagnostic classification of children?

Despite numerous studies of the relationships among symptoms manifested by children and adolescents, there have been few systematic attempts to group individuals on the basis of the syndromes identified. In the course of a treatment evaluation project requiring classification of both child patients and untreated controls, the present study was conducted to determine whether replicable types of children and adolescents could be identified by the cluster analysis of their IJR Behavior Checklist profiles. One clinical sample (N=185) and two mixed clinical and normal subsamples (Ns of 358 and 373) were cluster-analyzed separately. Seven types that replicated across at least two subsamples were identified: (1) High Assets, Flat Symptom Profile; (2) Sociopathic, Academic Problems; (3) Moderate Assets, Egocentric, Incontinent; (4) Insecure, Somaticizing, Underachieving; (5) Aggressive, Overreactive; (6) Schizoid, Withdrawn, Anxious, Bizarre; and (7) Diffuse, Mixed Pathology. The issue posed by the title of the article was explored in the light of the findings.