A stimulus set of words and pictures matched for visual and semantic similarity

Researchers in different fields of psychology have been interested in how vision and language interact, and what type of representations are involved in such interactions. We introduce a stimulus set that facilitates such research (available online). The set consists of 100 words each of which is paired with four pictures of objects: One semantically similar object (but visually dissimilar), one visually similar object (but semantically dissimilar), and two unrelated objects. Visual and semantic similarity ratings between corresponding items are provided for every picture for Dutch and for English. In addition, visual and linguistic parameters of each picture are reported. We thus present a stimulus set from which researchers can select, on the basis of various parameters, the items most optimal for their research question.     

Maximum Marginal Likelihood Estimation of a Monotonic Polynomial Generalized Partial Credit Model with Applications to Multiple Group Analysis

We present a semi-parametric approach to estimating item response functions (IRF) useful when the true IRF does not strictly follow commonly used functions. Our approach replaces the linear predictor of the generalized partial credit model with a monotonic polynomial. The model includes the regular generalized partial credit model at the lowest order polynomial. Our approach extends Liang’s (A semi-parametric approach to estimate IRFs, Unpublished doctoral dissertation, 2007) method for dichotomous item responses to the case of polytomous data. Furthermore, item parameter estimation is implemented with maximum marginal likelihood using the Bock–Aitkin EM algorithm, thereby facilitating multiple group analyses useful in operational settings. Our approach is demonstrated on both educational and psychological data. We present simulation results comparing our approach to more standard IRF estimation approaches and other non-parametric and semi-parametric alternatives.     

Revisiting the looking at nothing phenomenon: Visual and semantic biases in memory search

When visual stimuli remain present during search, people spend more time fixating objects that are semantically or visually related to the target instruction than looking at unrelated objects. Are these semantic and visual biases also observable when participants search within memory? We removed the visual display prior to search while continuously measuring eye movements towards locations previously occupied by objects. The target absent trials contained objects that were either visually or semantically related to the target instruction. When the overall mean proportion of fixation time was considered, we found biases towards the location previously occupied by the target, but failed to find biases towards visually or semantically related objects. However, in two experiments the pattern of biases towards the target over time provided a reliable predictor for biases towards the visually and semantically related objects. We therefore conclude that visual and semantic representations alone can guide eye movements in memory search, but that orienting biases are weak when the stimuli are no longer present.     

Recovery and Buddhist practices in the aftermath of the Tsunami in Southern Thailand

For most Thai people, Buddhism serves as a base for explanations about life and death.This article focuses on Buddhist practices and the importance of ceremonies in the recovery process after the 2004 tsunami in Southern Thailand. The tsunami had devastating consequences for most people in the coastal regions. First, through the loss of life, and second, through the damage to and loss of houses, fishing boats and means of livelihood. This article analyses informants’ experiences, narratives, interpretations and actions in terms of their Buddhist beliefs. The key findings of this article are that collective ceremonies form an important part of the recovery process. One finding revealed that, in cases of ambiguous loss, a Buddhist ceremony that was unknown to most people before the tsunami became an important element of the search for missing persons. Another finding is that the common Buddhist practice of communicating across the boundary between the living and dead became the most important ritual among the surviving relatives. The ethnography is based on a long-term anthropological research project with in-depth interviews, life stories and participant observation carried out in coastal villages located mainly in Phang Nga, the worst hit province in Thailand.¹     

Student Explanations in the Context of Computational Science and Engineering Education

Creating explanations is an important process for students, not only to make connections between novel information and background knowledge, but also to be able to communicate their understanding of any given topic. This article explores students’ explanations in the context of computational science and engineering, an important interdisciplinary field that enables scientists and engineers to solve complex problems. Specifically, this study explores: (a) students’ approaches to create written explanations of programing code and (b) the relationship between students’ explanations and their ability to do computer programing. Students wrote in-code comments for 3 MATLAB^® worked-examples, which were qualitatively analyzed using a coding scheme. Different approaches to self-explain were identified using hierarchical cluster analysis, and differences in students’ ability to do computer programing were identified using analysis of variance. The resulting approaches to self-explain were: original solution, mechanistic, principle-based, limited, and goal-based. The findings suggest that experienced students wrote simple in-code comments to self-explain, but students with lower ability to do computer programing wrote more comprehensive explanations, as they may take this as a learning opportunity.     

Learning to read facilitates the retrieval of phonological representations in rapid automatized naming: Evidence from unschooled illiterate,ex‐illiterate,and schooled literate adults

Rapid automatized naming (RAN) of visual items is a powerful predictor of reading skills. However, the direction and locus of the association between RAN and reading is still largely unclear. Here, we investigated whether literacy acquisition directly bolsters RAN efficiency for objects, adopting a strong methodological design, by testing three groups of adults matched in age and socioeconomic variables, who differed only in literacy/schooling: unschooled illiterate and ex‐illiterate, and schooled literate adults. To investigate in a fine‐grained manner whether and how literacy facilitates lexical retrieval, we orthogonally manipulated the word‐form frequency (high vs. low) and phonological neighborhood density (dense vs. spare) of the objects' names. We observed that literacy experience enhances the automaticity with which visual stimuli (e.g., objects) can be retrieved and named: relative to readers (ex‐illiterate and literate), illiterate adults performed worse on RAN. Crucially, the group difference was exacerbated and significant only for those items that were of low frequency and from sparse neighborhoods. These results thus suggest that, regardless of schooling and age at which literacy was acquired, learning to read facilitates the access to and retrieval of phonological representations, especially of difficult lexical items.