The representation of multiplication facts: developmental changes in the problem size, five, and tie effects

In this study, we investigated the development of basic effects that have been found in single-digit multiplication arithmetic: the problem size, five, and tie effects. Participants (9-, 10-, and 11-year-olds and adults) performed a production task on simple multiplication. The procedure replicated study [Canadian Journal of Psychology, Vol. 39, pp. 338-366], but the results show that the gradual decrease of the problem size effect ends in sixth grade. We report analyses on raw latencies and state trace analyses that take into account reaction time scaling as a function of age. The results show that 11-year-olds do not differ significantly from adults on any of the three effects. Before 11 years of age, interesting developmental changes occur.     

Tense and Agreement dissociations in German agrammatic speakers: underspecification vs. hierarchy

The aim of the present paper was to investigate whether German agrammatic production data are compatible with the Tree-Pruning-Hypothesis (TPH; Friedmann & Grodzinsky, 1997). The theory predicts unidirectional patterns of dissociation in agrammatic production data with respect to Tense and Agreement. However, there was evidence of a double dissociation between Tense and Agreement in our data. The presence of a bidirectional dissociation is incompatible with any theory which assumes a hierarchical order between these categories such as the TPH or other versions thereof (such as Lee's, 2003 top--down hypothesis). It will be argued that the data can better be accounted for by relying on newer linguistic theories such as the Minimalist Program (MP,), which does not assume a hierarchical order between independent syntactic Tense and Agreement nodes but treats them as different features (semantically interpretable vs. uninterpretable) under a single node.     

Avoidance behavior can function as a negative occasion setter

The authors put forward the hypothesis that avoidance learning can result from the fact that participants learn (a) that a stimulus is followed by an unconditioned stimulus (US) when the avoidance behavior is not emitted and (b) that the stimulus is not followed by the US when the avoidance behavior is emitted. As such, avoidance behavior is assumed to function as a negative occasion setter. The results of a contingency judgment experiment involving 65 students showed that avoidance behavior indeed has the unique functional properties of a negative occasion setter (resistance to counterconditioning and selective transfer of modulation).     

Testing the multiple in the multiple read-out model of visual word recognition

This study provided a test of the multiple criteria concept used for lexical decision, as implemented in J. Grainger and A. M. Jacobs's (1996) multiple read-out model. This account predicts more inhibition (or less facilitation) from a masked neighbor when accuracy is stressed more but more facilitation (or less inhibition) when the speed of responding is emphasized more. The authors tested these predictions by stressing accuracy (Experiment 1) and response speed (Experiment 2). The results of Experiment 1 showed a stronger neighbor-inhibition effect in the stress-on-accuracy condition than in the control condition. The results of Experiment 2 showed facilitation because of the neighbor prime in the stress-on-speed condition relative to the control condition. These results corroborate the multiple criteria account.     

Retrieval of incidental stimulus-response associations as a source of negative priming

Priming effects of ignored distractor words were investigated in a task-switching situation that allowed an orthogonal variation of priming and response compatibility between prime and probe. Across 3 experiments, the authors obtained a disordinal interaction of priming and response relation. Responding was delayed in the ignored repetition condition if different responses were required for identical stimuli in the prime and probe (negative priming). Repeating the prime distractor in the probe facilitated responding if the same response was required in the prime and in the probe (positive priming). The same pattern of results was replicated in a letter-matching task without task switching (Experiment 4). Findings lend support to a new model that explains negative priming in terms of an automatic retrieval of incidental stimulus-response associations.     

Temperament, personality, and developmental psychopathology as childhood antecedents of personality disorders

To contribute to the case for a dimensional conceptualization of psychopathology in general and maladaptive personality or personality disorders in particular, the present paper reviews the evidence for a dimensional representation of childhood temperament and personality. The review of temperament and variable-centered as well as person-centered approaches to childhood personality leads us to propose five broadband dimensions that capture individual differences in children and adolescents: extraversion, emotional stability, agreeableness, conscientiousness, and openness/intellect. Our analysis of the CBCL (Achenbach, 1991) and the DIPSI (currently under development at Ghent University), two dimensional models for childhood psychopathology, suggests two common broadband factors, internalizing and externalizing. The relations between the dimensional representation of childhood temperament/personality and psychopathology are documented with data from general population and clinical samples of children and adolescents. The article concludes with a proposal on how the higher-order dimensions emerging from studies of adaptive and maladaptive individual differences in childhood could be integrated in a common dimensional model.     

Associative learning of likes and dislikes: Some current controversies and possible ways forward

Evaluative conditioning (EC) is one of the terms that is used to refer to associatively induced changes in liking. Many controversies have arisen in the literature on EC. Do associatively induced changes in liking actually exist? Does EC depend on awareness of the fact that stimuli are associated? Is EC resistant to extinction? Does attention help or hinder EC? As an introduction to this special issue, we will discuss the extent to which the papers that are published in this issue help to resolve some of the controversies that surround EC. We also speculate about possible boundary conditions of EC and attempt to reconcile conflicting results on the functional properties of EC.     

Beyond evaluative conditioning? Searching for associative transfer of nonevaluative stimulus properties

Evaluative conditioning refers to the changes in liking of an evaluatively neutral stimulus (the conditional stimulus or CS) as a result of merely pairing it with another, already liked or disliked stimulus (the unconditional stimulus or US). We examined whether other, non-evaluative stimulus properties of a US can also be associatively transferred to a CS. In a series of experiments, we tried to transfer perceptions of the gender of children and the gender of first names. We found evidence for the associative transfer of these properties but only when participants were aware of the contingencies.