Infant visual fixation: The effect of concentricity,curvilinearity, and number of directions

The goal of the study was to define certain of the effective dimensions of visual stimulation in the infant's visual environment by analyzing the well-documented preference for the bullseye over a pattern of horizontal stripes. The stimuli were ten black and white patterns, including the bullseye and the stripes, designed to vary along three dimensions: concentricity, curvilinearity and number of directions within the stimulus. The dependent measure was total fixation time corrected for position bias. The subects, 18 three-month-old infants, were tested three times each in order to present them with the ten stimuli in all possible combinations with positions reversed.All three dimensions were found to be effective in varying degrees. The results were discussed in terms of underlying mechanisms and the infant's ability to process information from a multidimensional stimulus.     

Software review

Summary Word Works certainly provides a technological approach to creating educational worksheets. These programs ar designed to enhance instructional management and increase student vocabulary efficiently. Educators with at least word processing capability are able to operate this menudriven program.Given that the appropriateness of instructional worksheets is often bantered about the educational community, the contributions of these programs are somewhat limited. Although it is assumed by the software manufacturers that programs as such are motivating for students, the extended use of such activities are often criticized by educational experts. Further, the on-going use of worksheets is tempered by such student variables as student reading ability, students' age-grade level, and other variables.     

Value Perceptions of Integrative Health Care: A Study of Primary Care Physicians and Professional Clinical Counselors

A study was conducted to identify value perceptions of primary care physicians and Professional Clinical Counselors on integrative health care. Surveys were collected from 54 primary care physicians and 33 Professional Clinical Counselors in Central Ohio. Quantitative and qualitative results indicate favorable perceptions and opportunities for professional collaboration.     

Families and Schools Together: an experimental analysis of a parent-mediated multi-family group program for American Indian children

The goals of this randomized intervention study were to: (a) increase academic performance among American Indian children ages 4-9 years and (b) reduce classroom problem behaviors. To achieve these goals, the multi-family group program called Families and Schools Together (FAST) was adapted with three American Indian Nations in Wisconsin. Over 3 years, seven multi-family group cycles of FAST were implemented, each lasting 8 weeks. In collaboration with the College of Menominee Nation, this parent intervention approach was adapted to express tribal values while maintaining its core components. Fifty pairs of universally recruited American Indian students at three schools who were assessed, matched on five variables, and then randomly assigned to either the FAST or non-FAST control condition. Pretest, posttest, and 9- to 12-month follow-up data were collected by American Indian staff and university students on multiple indicators of academic and behavioral performance. Of the 50 families that attended FAST meetings at least once, 40 graduated (80%) from the 7 FAST cycles. On the immediate posttest, statistically significant differences in improvement, favoring FAST participants were found on the Aggressive Behavior scale of the teacher-rated Child Behavior Checklist (CBCL) and on the parent-rated Withdrawn scale of the same instrument. On the 1-year follow-up assessment, parent CBCL ratings indicated that FAST students had maintained their less withdrawn status and teacher ratings on the Social Skills Rating Scale (SSRS) revealed that FAST participants had exhibited relatively greater improvement in their academic competence. Parent surveys of the graduated students generally showed satisfaction with the program. Implications of the present results and future research directions are discussed.     

Varying Problem Effort and Choice: Using the Interspersal Technique to Influence Choice Towards More Effortful Assignments

College students were exposed to two pairs of mathematics assignments. Assignment Pair A included a high-effort assignment containing 18 long three-digit × two-digit (3×2) multiplication problems with all numerals in each problem being equal to or greater than four and a moderate-effort assignment that contained nine long problems and nine interspersed moderate 3×2 problems with numerals less than four. Assignment Pair B contained similar assignment sheets, the exception being that the high-effort assignment contained six additional one-digit × one-digit (1×1) problems interspersed following every third 3×2 problem. After working on each assignment pair, students ranked assignments and chose a new assignment for homework. Analysis of Assignment Pair A revealed that students overwhelmingly preferred the moderate-effort assignment. Analysis of interaction effects showed that when additional brief problems were added to the high-effort assignments, the proportion of students who chose the high-effort assignment for homework and ranked it as being less difficult, time consuming, and effortful increased significantly. Results support previous research on effort and choice and the hypothesis that a completed discrete problem may serve a reinforcing stimulus.     

Framing the figure: Mental rotation revisited in light of cognitive strategies

The mental rotation literature commonly reports a sex difference, almost always favoring men. Two strategies have been proposed in the literature to account for this difference: holistic and piecemeal. However, there is great variability in rotation performance suggesting other possible contributing factors. This study investigated the effects of stimuli characteristics and habitual spatial thinking on mental rotation performance. In three experiments, participants completed a mental rotation task with two modifications: (1) 3-D figures were presented with their cut versions to promote piecemeal strategy, and (2) block figures were either presented within a frame or none, in light of reference framework model or perceptual grouping model. Overall, whole figures generated faster responses than cut figures and this was more pronounced with greater angular disparity. Shape or the presence of a frame affected rotation performance. Having a frame seemed to impede overall rotation, especially for cut figures, supporting an object-based reference frame. However, a 3-D frame did not have the same effect, possibly suggesting the unitary configuration idea. Men rotated more accurately than women, but still sex was not as robust as it was suggested in the literature. Interestingly, there were similarities between possible strategy use and habitual spatial thinking. People who were categorized as having landmark-centered representations and who preferred verbal directions showed a pattern suggesting the use of a piecemeal strategy, and survey-centered representations and map preference seemed to reflect a holistic strategy.     

The path more travelled: Time pressure increases reliance on familiar route-based strategies during navigation

Navigating large-scale environments involves dynamic interactions between the physical world and individuals’ knowledge, goals, and strategies. Time pressure can result from self-imposed goals or relatively dynamic situational factors that induce varied constraints. While time pressure is ubiquitous in daily life and has been shown to influence affective states, cost-benefit analyses, and strategy selection, its influence on navigation behaviour is unknown. The present study examined how introducing varied time constraints during virtual urban navigation would influence spatial strategies and impact the efficiency and effectiveness of goal-directed wayfinding. Participants learned a large-scale urban virtual environment by wayfinding between a series of 20 successive landmark goals (e.g., You have reached the Theater. Now find the Bank.). A day later, they again performed the same task, but landmark-to-landmark trials were characterized by conditions of low-, moderate-, or high-pressure time limits as quantified by a pilot experiment. As time pressure increased, participants more likely navigated along previously experienced paths and less likely travelled in the global direction of the destination. Results suggest strategy shifts under time constraints that increase reliance on egocentric, route-based strategies and decrease reliance on global configural knowledge, probably in an attempt to reduce cognitive demands and support performance under pressure.     

Dyslexic and nondyslexic reading fluency: Rapid automatized naming and the importance of continuous lists

Rapid automatized naming (RAN; Denckla & Rudel, 1976) tasks are consistent predictors of fluency that also discriminate between dyslexic and nondyslexic reading groups. The component processes of RAN that are responsible for its relationship with reading ability remain underspecified, however. We report a study on dyslexic and nondyslexic adult groups that experimentally manipulated RAN formats to elucidate how different components of RAN differentially influence dyslexic and nondyslexic performance. The dyslexic group showed a pervasive deficit in rapid access of individually presented items. Additionally, they showed a significant impairment when multiple items were presented, whereas nondyslexic readers showed marginal facilitation for this format. We discuss the implications of these findings with respect to reading-group differences in reading fluency.     

Differentiating Diversities: Moral Diversity Is Not Like Other Kinds1

Diversity is widely celebrated in American society. But from a social psychological point of view, diversity ought to cause a number of problems, such as divisiveness and conflict. A resolution of this paradox is proposed: There are several kinds of diversity, with different profiles of costs and benefits. In particular, moral diversity is identified as being problematic and even self‐contradictory. Three studies of attitudes and desires for interaction among college students confirmed that moral diversity reduces desires for interaction more than does demographic diversity, and that both kinds of diversity are valued more in a classroom than in other social settings. These findings have important implications for discussions of diversity, multiculturalism, affirmative action, identity politics, and immigration policy.