Analyzing Components of Reading On Performance Assessments: An Expanded Simple View

This research examined the validity of the theoretical model of reading outlined by the Simple View of Reading when measuring reading ability with a performance-based reading test. Participants were 95 fourth-grade, students randomly sampled from four schools in an urban district. The test we studied employed a mixture of traditional (multiple-choice) and performance assessment approaches (constructed-response items that required written responses). Our findings indicated that writing ability emerged as an important source of individual differences in explaining overall reading ability, even when we deconstructed the test into a multiple-choice-only score.     

Revisiting within-modality and cross-modality attentional blinks: effects of target-distractor similarity

When two masked targets (T1 and T2) require attention and are presented within half a second of each other, the report accuracy for T2 is reduced, relative to when the two targets are presented farther apart in time. This effect is known as the attentional blink (AB). Potter, Chun, Banks, and Muckenhoupt (1998) argued that all AB-like effects observed when at least one of the targets was presented outside of the visual modality did not represent true instances of the AB, but instead were artifacts of task-set switching. However, in the Potter et al. experiments the presence or absence of task-set switching opportunities was confounded with the T2 task, as well as the alphanumeric class of T2 with respect to the distractors. In the present experiment, we examine the influence of T1 alphanumeric class, T2 alphanumeric class, and switching operations in a fully crossed design that unconfounds these factors. In contrast to the conclusions of Potter et al., the present results suggest that the T2 alphanumeric class can account for the pattern of ABs observed across conditions, without necessarily implicating a separate switch cost. The implications for theoretical models of the AB and the debate over the validity of cross-modal ABs are discussed.     

The role of Afrocentric features in person perception: judging by features and categories

Four studies were conducted to test the hypothesis that group-related physical features may directly activate related stereotypes, leading to more stereotypic inferences over and above those resulting from categorization. As predicted, targets with more Afrocentric features were judged as more likely to have traits stereotypic of African Americans. This effect was found with judgments of African Americans and of European Americans. Furthermore, the effect was not eliminated when a more sensitive measure of categorization processes (category accessibility) was used or when the judgement context made category distinctions salient. Of additional interest was the finding that category accessibility independently affected judgment, such that targets who could be more quickly categorized as group members were judged more stereotypically.     

Faces retain attention

In the present study, we investigated whether faces have an advantage in retaining attention over other stimulus categories. In three experiments, subjects were asked to focus on a central go/no-go signal before classifying a concurrently presented peripheral line target. In Experiment 1, the go/no-go signal could be superimposed on photographs of upright famous faces, matching inverted faces, or meaningful objects. Experiments 2 and 3 tested upright and inverted unfamiliar faces, printed names, and another class of meaningful objects in an identical design. A fourth experiment provided a replication of Experiment 1, but with a 1,000-msec stimulus onset asynchrony between the onset of the central face/nonface stimuli and the peripheral targets. In all the experiments, the presence of an upright face significantly delayed target response times, in comparison with each of the other stimulus categories. These results suggest a general attentional bias, so that it is particularly difficult to disengage processing resources from faces.     

Maternal Appraisal Styles,Family Risk Status and Anger Biases of Children

The present study investigated the relationship between maternal appraisal styles, family risk status, and anger biases in children. Participants included 90 mothers and their children between 3–6 years of age. Eighty families were followed up 1 year later. Maternal appraisal styles were assessed via a naturalistic story-reading method, and Time 1 and Time 2 emotion biases included teacher ratings of anger and aggression, peer ratings of anger, as well as classroom and playground observations of anger. While discussing ambiguous stories with their children, mothers with higher scores on the family risk index utilized more hostile appraisals and fewer prosocial appraisals in their explanations. A higher proportion of hostile-to-prosocial appraisals was also related to higher-risk family status. Prosocial appraisals by mothers were inversely correlated with childrens anger biases at school. When the appraisal balance in mothers talk favored hostile appraisals, children tended to show higher levels of anger biases evidenced at school. Finally, a hostile balance of maternal appraisals was found to predict change in childrens anger biases in the school with different effects in high- and low-risk families.     

The incremental variance problem: enhancing the predictability of academic success in an urban, commuter institution

The authors identified variables that enhance the predictability of academic performance and retention in an urban, commuter college. They used a longitudinal design with 2 waves of data collection: prior to 1st-semester attendance and again 6 semesters later. The results support the following conclusions: (a) After controlling for precollege indices of academic ability, specific variables within demographic, personal behavior, expectations, and attitudinal domains improved the predictability of grade point average by 15.5% for Whites and 20.3% for Blacks; overall, these analyses accounted for 61% of the variance in grade point average for Whites and 47% for Blacks; (b) for retention, the comparable increment in predictability was 2.5% for Whites and less than 1% for Blacks; overall, the percentage of retention variance accounted for was 42% for Whites and 29% for Blacks; and (c) a paradoxical finding was the combination of a positive correlation between high school average and students' expected grades on tests and a negative correlation between expected and actual grades. The paradox is resolved by citing data that demonstrate (a) a disparity between high school grades and independently measured academic accomplishment; (b) the consequent false attributions students draw about their academic abilities; and (c) the impact of these false attributions on the priority students place on their academic responsibilities.     

Ingroup and outgroup differences in face detection

Humans show improved recognition for faces from their own social group relative to faces from another social group. Yet before faces can be recognized, they must first be detected in the visual field. Here, we tested whether humans also show an ingroup bias at the earliest stage of face processing – the point at which the presence of a face is first detected. To this end, we measured viewers' ability to detect ingroup (Black and White) and outgroup faces (Asian, Black, and White) in everyday scenes. Ingroup faces were detected with greater speed and accuracy relative to outgroup faces (Experiment 1). Removing face hue impaired detection generally, but the ingroup detection advantage was undiminished (Experiment 2). This same pattern was replicated by a detection algorithm using face templates derived from human data (Experiment 3). These findings demonstrate that the established ingroup bias in face processing can extend to the early process of detection. This effect is ‘colour blind’, in the sense that group membership effects are independent of general effects of image hue. Moreover, it can be captured by tuning visual templates to reflect the statistics of observers' social experience. We conclude that group bias in face detection is both a visual and a social phenomenon.     

Spatiotemporal isosensitivity fields in the human visual system

The human visual system is capable of detecting correlations, manifested perceptually as global pattern, in mathematically constrained dynamic textures. This ability has given rise to speculation that correlative mechanisms in the human visual system exist and that they have a neural basis similar to the orientationally selective structures discovered in area 17 of the mammalian visual cortex. The limits to the detection of correlation were mapped, spatially and temporally, by means of a psychophysical technique. Evidence is presented that, at least in the spatial domain, the correlation mechanism may be served by a population of such neural units.     

Parental communication deviance and schizophrenia: a cross-cultural comparison of Mexican- and Anglo-Americans

Levels of parental communication deviance (CD), as measured on the Thematic Apperception Test (TAT), were compared among families of schizophrenic patients in two culturally distinct groups. Spanish-speaking Mexican-American parents of schizophrenics completed the TAT in their native language, and CD was coded from their stories by a Spanish-speaking rater. Mexican-American parents had levels of CD that were nearly identical to those of a carefully matched sample of English-speaking Anglo-American parents. Factor scores that measure distinct subtypes of CD also did not differ across groups. The data suggest that levels of CD, despite discriminating between parents of schizophrenics and nonschizophrenics, do not vary across different languages and cultures.