An investigation of the link between attributional judgments and stereotype‐based judgments

Three experiments investigated the relationship between the attributions made for stereotype‐relevant behavior and stereotype‐based judgments. In Experiment 1 participants were presented with a short scenario describing a single stereotypic behavior and were given either a situational or a dispositional explanation for the behavior, before evaluating both the target and the group as a whole on stereotype‐based dimensions. As predicted, participants given a situational explanation for the stereotypic behavior described in the target and the group in less stereotype‐based terms than did baseline participants. In Experiment 2 and 3 participants were presented with a short scenario describing either a single stereotypic or counter‐stereotypic behavior but were asked to provide an explanation for the behavior, rather than being given one. As predicted, stereotypic behavior was attributed more strongly to dispositional than situational factors and counter‐stereotypic behavior more strongly to situational than dispositional factors. No overall moderation of group‐based beliefs relative to baseline was seen in either experiment. Correlations between the attributions and stereotypic‐based judgments did, however, show a relationship between the strength of the attributions made for the behaviors and stereotype‐based judgements. Implications for the moderation of stereotype‐based judgments are discussed. Copyright © 2000 John Wiley & Sons, Ltd.     

Healthcare Chaplains’ Perspectives on Nurse–Chaplain Collaboration: An Online Survey

The collaboration between nurses and chaplains is essential to provide spiritual support in healthcare institutions. Given challenges in collaboration exist between these disciplines, this study sought to further understand the nature of the chaplain–nurse relationship. Data obtained from an online survey of members of the Association of Professional Chaplains (N = 266) provide a quantified and nuanced picture of how chaplains perceive nurse collaboration and provision of spiritual care. This study not only provides evidence that can inform chaplain and nurse practice, but also an instrument for measuring perceptions about collaboration to provide spiritual care.

     

Measures of effect size for chi-squared and likelihood-ratio goodness-of-fit tests

A fundamental shift in editorial policy for psychological journals was initiated when the fourth edition of the Publication Manual of the American Psychological Association (1994) placed emphasis on reporting measures of effect size. This paper presents measures of effect size for the chi-squared and the likelihood-ratio goodness-of-fit statistic tests.     

When phonology fails: orthographic neighbourhood effects in dyslexia

Both cerebral hemispheres contain phonological, orthographic and semantic representations of words, however there are between-hemisphere differences in the relative engagement and specialization of the different representations. Taking orthographic processing for example, previous studies suggest that orthographic neighbourhood size (N) has facilitatory effects in the right but not the left hemispheres. To pursue the nature of this asymmetric N effect, in particular whether there are individual differences in such specialisation, we examined N in a case of developmental dyslexia, FM. We first describe the nature of his difficulties, which are mainly severe phonological deficits. Employing the divided visual field paradigm with FM revealed a greater sensitivity in the right than in the left hemisphere to orthographic variables, with a significant inhibitory N effect in the left, but not right hemisphere. Such inhibition, to a lesser degree, was found among a group of adults with dyslexia but not among age-matched normal readers. We argue that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when a normal, phonology-based left hemisphere word recognition processing is not achieved. The interpretation presented here is cast in terms of differences between people with dyslexia and typical readers that originate in the atypical way in which orthographic representations are initially set up.     

Differences in postural control and movement performance during goal directed reaching in children with developmental coordination disorder

Poor upper-limb coordination is a common difficulty for children with developmental coordination disorder (DCD). One hypothesis is that deviant muscle timing in proximal muscle groups results in poor postural and movement control. The relationship between muscle timing, arm motion and children's upper-limb coordination deficits has not previously been studied. The aim of this study was to investigate the relationship between functional difficulties with upper-limb motor skills and neuromuscular components of postural stability and coordination. Sixty-four children aged 8-10 years, 32 with DCD and 32 without DCD, participated in the study. The study investigated timing of muscle activity and resultant arm movement during a rapid, voluntary, goal-directed arm movement. Results showed that compared to children without DCD, children with DCD took significantly longer to respond to visual signals and longer to complete the goal-directed movement. Children with DCD also demonstrated altered activity in postural muscles. In particular, shoulder muscles, except for serratus anterior, and posterior trunk muscles demonstrated early activation. Further, anterior trunk muscles demonstrated delayed activation. In children with DCD, anticipatory function was not present in three of the four anterior trunk muscles. These differences support the hypothesis that in children with DCD, altered postural muscle activity may contribute to poor proximal stability and consequently poor arm movement control when performing goal-directed movement. These results have educational and functional implications for children at school and during activities of daily living and leisure activities and for clinicians assessing and treating children with DCD.     

The effect of oral vocabulary on reading visually novel words: a comparison of the dual-route-cascaded and triangle frameworks

Dual-route-cascaded (DRC) (e.g. Coltheart & Rastle, Journal of Experimental Psychology: Human Perception and Performance 20 (1994) 1197) and triangle framework (e.g. Seidenberg & McClelland, Psychological Review 96 (1989) 523) predictions were tested regarding the effect of having a word in oral vocabulary prior to reading that same word. Over two sessions, at intervals of 2--3 days, 44 Grade 1 (6--7-year-old) children were aurally familiarized with the sound and meaning of ten novel words (semantic oral instantiation), and with just the sound of another ten novel words (non-semantic oral instantiation). Two to three days later non-word naming performance was significantly more accurate for aurally trained novel words compared to pseudohomophones, which were in turn advantaged over untrained non-words. The semantic manipulation had no effect. Experiment 2 manipulated articulation during (non-semantic) training. Forty Grade 1 children participated. Again, aurally trained items were named more accurately and quickly than equivalently trained pseudohomophones, which were in turn advantaged over untrained non-words. The articulation manipulation had no effect. The results suggest that word-specific phonological information is represented in the reading system independently of semantic or articulatory influences. The results are interpreted as being problematic for both the DRC and triangle frameworks, but more so for the latter.     

Pigeons discriminate continuous versus discontinuous line segments

Three experiments examined various facets of the perception of continuous and discontinuous line segments in pigeons. Pigeons were presented with 2 straight lines that were interrupted by a gap. In some instances, the lines were the same angle and were positioned so that they appeared (to human observers) to form a continuous line. In other instances, the lines were different angles or the same angle but spatially misaligned. The birds were trained to classify each stimulus as continuous or discontinuous using a go/no-go procedure. A series of tests followed in which the birds received novel discontinuous displays made up of familiar line segments, continuous and discontinuous stimuli made up of novel line segments (novel straight lines or curved lines), and familiar displays in which the gap was covered with a gray square. Results from the tests indicated that 2 of the 3 pigeons had learned a continuous-discontinuous categorization and that they appeared to use the relationship between the 2 line segments in discriminating the displays.