What determines the eyes' landing position in words?

The place at which the eyes first fixate in a word during continuous reading, called the preferred landing position (PLP), is usually located halfway between the beginning and the middle of the word. To propose a mechanism that might account for the off-center location of the PLP, six eye movement experiments were conducted using a lexical decision task (Experiment 1) and a stimulus bisection task (Experiments 2-6). The type of stimulus--linguistic (words and nonwords) versus nonlinguistic (strings of hashes, dotted lines, and solid lines)--and the stimulus presentation side (left vs. right) were manipulated. The results showed that (1) stimulus discreteness versus continuousness is an important factor in saccade computation and (2) PLP asymmetry can be explained in terms of attentional and/or oculomotor processes.     

Is surface dysgraphia tied to semantic impairment? Evidence from a case of semantic dementia

Recent models of lexical processing suggest that written spelling partly depends upon the semantic system. According to these models, a deterioration in word meanings would necessarily lead to a spelling impairment, especially for low-frequency and orthographically irregular words. We report a case study of a patient (MK) with semantic dementia who presents impairments in knowledge of word meanings and surface dysgraphia. By specifically identifying concepts that are still known or that are partially or completely deteriorated, we show that the patient's spelling deficit is highly correlated with word comprehension. These data confirm that surface dysgraphia is directly linked to the breakdown in semantic memory.     

The effects of aging and dorsal hippocampal lesions: performance on spatial and nonspatial comparable versions of the water maze

Aged intact and young hippocampal-lesioned rats show similar deficits on the spatial water maze. However, this does not necessitate that the source of these deficits in the aged animals is due to hippocampal damage. These water maze deficits may arise from other aging factors such as changes in thermoregulation, muscle fatigue, swim ability, and response to stress. Consequently, it is imperative to examine the performance of aged rats on a comparable nonhippocampal version of this task. Past attempts to develop a hippocampus-independent version of the water maze were confounded because these tasks were easier (i.e., the rats spent much less time swimming in the water) than the spatial versions of the task. The current study examined performance on a hippocampus-independent task comparable in difficulty to the spatial water one. Middle-aged (16-m) and old (25-m) male F344 rats were given sham or dorsal hippocampus lesions and tested on both a spatial and a nonspatial water maze. The middle-aged rats with hippocampal lesions were impaired on the spatial task but not on the nonspatial task. Conversely, aged animals showed a similar impairment on both types of water maze tasks. Additionally, hippocampal lesions exacerbated the age-related impairment on both tasks. These findings indicate that caution must be used when interpreting the results of water maze tasks for aged animals.     

Examination of Spatial Working Memory Performance in Children and Adolescents with Attention Deficit Hyperactivity Disorder, Combined Type (ADHD-CT) and Anxiety

Spatial working memory (SWM) is known to be impaired in children with ADHD-CT, whether anxiety is present or not. Yet, it remains unclear whether anxiety disorders add to the SWM impairments evident in ADHD-CT and whether these findings extend into adolescents with ADHD-CT and anxiety. Further, it is not yet known whether children and adolescents with carefully defined anxiety disorders alone, demonstrate SWM deficits. This study explored the association of SWM and its strategy and spatial span components in carefully defined children and adolescents (age 6–16 years) with ADHD-CT alone (N?=?163; 14 % female), ADHD-CT and anxiety (N?=?243; 23 % female), anxiety disorders alone (N?=?69; 25 % female) compared to age- and gender-matched healthy control participants (N?=?116; 19 % female). The relationship between SWM and its strategy and span components and core ADHD-CT symptoms and anxiety symptoms were also examined. There was no evidence of an additive effect of ADHD and anxiety on SWM, strategy and spatial span deficits. But, anxiety disorders alone were associated with impaired SWM and span performance compared to healthy control participants. In contrast, strategy did not differ between children and adolescents with anxiety disorders alone and healthy control participants, suggesting that with anxiety span is the most affected component. Further, these findings were age-independent. This study concurs with and extends current influential models about the cognitive effects of anxiety on performance in the setting of ADHD-CT. Clinical implications and future research directions are discussed.     

Language Enrichment Teacher Preparation and Practice Predicts Third Grade Reading Comprehension

First and second grade public school teachers were trained through interactive video-conferencing to implement Language Enrichment, an Orton-Gillingham-based literacy instruction. The effectiveness of the linguistically informed training was demonstrated by documenting the longitudinal third grade reading comprehension achievement of their students. Student achievement was measured on the state-mandated achievement test, Texas Assessment of Academic Skills (TAAS). Hierarchical linear modeling (HLM) showed that students whose teachers were trained in Language Enrichment instruction had higher third grade reading comprehension achievement than students whose teachers were not trained. Additionally, a significant effect of the length of Language Enrichment teaching experience of the second grade teacher on third grade reading comprehension was found. Earlier occurring second grade teacher training was associated with higher reading scores than later training. Based on these findings it is suggested that teachers who have content-rich knowledge known to support literacy acquisition can provide reading instruction that results in a level of reading comprehension that is significantly higher than that resulting from teachers who do not have a well-developed domain of knowledge concerning the reading process. This study also indicates that teacher competence was enhanced through practice because student reading achievement of the more-experienced Language Enrichment teachers was higher than that of the less-experienced Language Enrichment teachers.     

(Re)imagining Literacy and Teacher Preparation Through Collaboration

This article reports the outcomes of the first 3 years of an ongoing participatory action research (PAR) project that brought together literacy and content-area teacher educators. The purpose of our collaboration was two-fold: (a) to develop shared understandings or theories related to literacy and the place of literacy instruction in content-area classrooms, and (b) to make changes to our work with preservice teachers in order to prepare them to support adolescents’ content learning and discipline-specific literacy development. The findings reveal that the collaborative activities allowed participants to embrace broad notions of text and literacy that are useful in making sense of disciplinary aims and pedagogy. Furthermore, as teacher educators came to shift their thinking about literacy and disciplinary learning and teaching, their work with preservice teachers changed. Implications for future collaborative activities to promote content-area literacy are discussed.     

Mindfulness increases recall of self-threatening information

Previous research has suggested that we tend to show impaired memory for self-threatening information, an effect known as mnemic neglect. Mnemic neglect is believed to be due to shallow processing or inhibition of self-threatening information. Mnemic neglect, however, could also be an example of experiential avoidance and mindfulness training has been demonstrated to counteract experiential avoidance. The current study was designed to negate experiential avoidance on a memory task via mindfulness training and attempt to increase recall of self-threatening information. Participants were exposed to a short intervention, either mindfulness or unfocused attention, before being instructed to read and later recall self-referent behaviors. The findings indicated that recall of self-threatening and other self-referent information was increased following the mindfulness but not unfocused attention intervention. The utility of mindfulness as a strategy for negating the experiential avoidance normally associated with self-threatening information and increasing memory performance are discussed.     

DECISION MAKING ABOUT ADVANCE DIRECTIVES BY MARRIED WOMEN

One goal of this exploratory study was to describe the experiences of 41 wives engaged in a congregationally based educational program promoting the discussion of advance directives (ADs). Other goals were to explore whether marital commitment was an antecedent for engaging in AD discussions, as well as whether it was positively associated with wives' increased trust that their husbands would carry out their AD preferences. Eighty percent of the wives discussed ADs with their husbands, and 44% revised/signed an AD. Slightly over half of the couples discussed ADs for 1 hour or less.There was marginal support for the hypothesis that there would be a positive association between wives' discussing ADs with their husbands and marital commitment. There was strong support for the hypothesis that wives' level of commitment would be positively associated with their trust that their husbands would carry out their AD preferences.     

An Accumulation of Negative Life Events and the Construction of Alexithymia: A Longitudinal and Clinical Approach

We began the study with a theoretical comparison of the concepts of alexithymia and operative thought in terms of etiology as well as with a specific approach to comparing the concepts using the Rorschach Inkblot Method (Rorschach, 1921 Rorschach, H. 1921. Psychodiagnostic, Paris, , France: Presses Universitaires de France.  [Google Scholar]) with both Exner's (1986) Comprehensive System and the Parisian School (Chabert, 1983 Chabert, C. 1983. Le Rorschach en clinique adulte: Interprétation psychanalytique [The Rorschach in adult clinical settings: Psychoanalytic interpretation], Paris, , France: Dunod.  [Google Scholar], 1987 Chabert, C. 1987. La Psychopathologie à travers le Rorschach [Psychopathology throughout the Rorschach], Paris, , France: Dunod.  [Google Scholar]; Rausch de Traubenburg, 2000) methods of coding and interpretation. We then present a longitudinal clinical study of a woman suffering perinatal depression starting at 8 months gestation until 34 months postpartum. The case shows how an accumulation of stressful and traumatic life events in the early perinatal period generates a reactive, structured alexithymia. This psychic process transforms an initial acceptance of therapy into a refusal to engage in a therapeutic alliance along with persistent depressive symptoms, impaired quality of life, and maladaptive coping strategies.     

Significance of nature in a clinical setting and its perceived therapeutic value from patients’ perspective

The effect that nature can have on the development of mental health and the implications for recovery is important for understanding the impact nature has on humans, as well as delineating possible alternative venues for treating psychological problems. The present qualitative study examined how individuals understand the significance of nature in relation to their mental health and treatment. A total of 12 participants in residential treatment for varying nonpsychotic mental health issues were interviewed about previous and present experiences with nature and the meaning these experiences have for them in recovery. Thematic analysis resulted in the creation of two main themes: «being human in nature», which included three sub-themes ‘experience of nature’, ‘effects on focus and attention’ and ‘change and the transformative in nature’, and «nature, the patient and treatment», with two sub-themes ‘nature as therapy’ and ‘nature and therapy’. Participants describe a feeling of coming closer to themselves, to their problems and existential meanings when in nature. In addition, they report being able to make new relational experiences with other patients, and that some experiences in nature can function as symbolic tools in therapy. The study underlines the complex interrelationships between nature and humans and points to new lines for future research.