Beyond rhyme or reason: ERPs reveal task-specific activation of orthography on spoken language

Metaphonological tasks, such as rhyme judgment, have been the primary tool for the investigation of the effects of orthographic knowledge on spoken language. However, it has been recently argued that the orthography effect in rhyme judgment does not reflect the automatic activation of orthographic codes but rather stems from sophisticated response strategies. Such a claim stands in sharp contrast with recent findings using event-related brain potentials (ERPs) in lexical and semantic tasks, which were taken to suggest that orthographic information occurs early enough to affect the core process of lexical access. Here, we show that the electrophysiological signature of the orthography effect in rhyme judgment is indeed different from the one obtained in online lexical or semantic tasks. That is, we did not find the orthography effect in the 300-350 ms time window which has previously been shown to process lexical information in the lexico-semantic tasks, but the effect appeared within the 175-250 ms and the 375-750 ms time-windows which we interpreted to reflect segmentation and decisional process, respectively. We conclude that the interactions between phonology and orthography are task-specific. Metaphonological tasks appear of limited use for studying the core processes and interactions that underlie lexical access.     

Meta-analysis of the relationship between digit-ratio 2D:4D and aggression

Males tend to be more aggressive than females and the organizational effects of prenatal testosterone (T) appear to contribute to this sex difference. Low second-to-fourth digit ratio (2D:4D) is thought to be a marker of high prenatal testosterone. For this reason, a number of studies have used 2D:4D to investigate a potential effect of prenatal T upon aggression in later life. Here we meta-analyse these studies to determine the true size of the relationship between 2D:4D and aggression. We find no evidence of 2D:4D better predicting aggression at different levels of risk nor do we find evidence for a relationship between 2D:4D and aggression in females. Regarding males we find some evidence of a small, negative relationship between 2D:4D and aggression (r ≈ −.06) and no indication that either hand would predict aggression better than the other. We contrast these findings with results regarding levels of aggression in females with elevated prenatal T levels due to Congenital Adrenal Hyperplasia and we discuss implications for 2D:4D research.     

Multidimensional Perfectionism and the Big Five Personality Traits: A Meta‐analysis

Multidimensional perfectionism includes the dimensions perfectionistic concerns and perfectionistic strivings. Many studies have investigated the nomological network of multidimensional perfectionism by relating perfectionistic concerns and perfectionistic strivings to the Big Five personality traits. Results from these studies were largely inconsistent. In the present study, we meta‐analytically integrated 672 effect sizes from 72 samples (N = 21 573) describing relations between multidimensional perfectionism and the Big Five personality traits. Perfectionistic concerns correlated positively with Neuroticism (r = 0.383) and negatively with Extraversion (r = ?0.198), Agreeableness (r = ?0.198), Conscientiousness (r = ?0.111), and Openness (r = ?0.087). Perfectionistic strivings correlated positively with Conscientiousness (r = 0.368), Openness (r = 0.121), Neuroticism (r = 0.090), and Extraversion (r = 0.067) and were unrelated to Agreeableness (r = 0.002). The measures of perfectionistic concerns and perfectionistic strivings moderated most of these relations. Meta‐analytic structural equation modelling allowed controlling each perfectionism dimension for the respective other. This partialling increased all correlations with the exception of the previously positive correlation between perfectionistic strivings and Neuroticism, which ceased to be significant. The findings support the distinction between perfectionistic strivings and perfectionistic concerns and demonstrate how multidimensional perfectionism is situated in the context of broader personality traits. © 2019 European Association of Personality Psychology     

How generative drawing affects the learning process: An eye‐tracking analysis

Generative drawing is a learning strategy in which students draw illustrations while reading a text to depict the content of the lesson. In two experiments, students were asked to generate drawings as they read a scientific text or read the same text on influenza with author‐provided illustrations (Experiment 1) or to generate drawings or write verbal summaries as they read (Experiment 2). An examination of students' eye movements during learning showed that students who engaged in generative drawing displayed more rereadings of words, higher proportion of fixations on the important words, higher rate of transitions between words and workspace, and higher proportion of transitions between important words and workspace than students given a text lesson with author‐generated illustrations (Experiment 1) or students who were asked to write a summary (Experiment 2). These findings contribute new evidence to guide theories for explaining how generative drawing affects learning processes.     

Are size illusions in simple line drawings affected by shading?

In a number of simple line drawings, such as the Müller-Lyer or Judd figures, we can experience strong distortions of perceived space-geometric illusions. One way of explaining these effects is based on the perspective information that can be read from the line drawings. For instance, the 'inappropriate constancy scaling' theory advocates that the inferred three-dimensional structure of the pictured object is used by the perceptual system to adjust the size of line-drawing components. Such a theory would predict that additional depth cues, for instance shading added to line drawings, should affect these illusions because they influence the three-dimensional appearance. We present here systematic measurements of the magnitude of length misjudgments in horizontal Müller-Lyer and Judd figures for three configurations: (i) pure line drawings, and with shading attached to (ii) the top, and (iii) the bottom of the figures. The latter two configurations are unambiguously interpreted as 'folded' structures with a horizontal edge behind the image plane or protruding from it, respectively. While we could not find any effect of shading in our experimental data, we did observe a length misjudgment in Judd figures that corresponds precisely to the asymmetry that can be observed in the Müller-Lyer illusion for inward and outward fins. This pattern of results is not consistent with notions of inappropriate constancy scaling but is fully coherent with the view that neural filtering mechanisms, which are affecting the perceived position of line intersections, are responsible for this type of geometrical illusions.     

Short-term sentence recall: evidence for the contribution of acoustic-sensory information

To demonstrate that short-term sentence recall is based on conceptual and lexico-semantic information, Potter and Lombardi [J. Memory Lang. 29 (1990) 633] conducted a series of experiments using the intrusion paradigm, which combines short-term sentence recall and lexical priming. In the present paper, we employed the intrusion paradigm to demonstrate that acoustic-sensory information is involved in sentence regeneration as well. For this purpose, we presented sentences visually for silent reading (conceptual and phonological information) and reading aloud (conceptual, phonological, and--in addition--acoustic-sensory information). We demonstrated that less intrusions appeared in the reading aloud condition. This effect supports the assumption that, if available, acoustic-sensory information contributes to the regeneration process.     

Ageism in science: Fair-play between generations

This paper discusses the role of age in scientific practice from an ethical perspective. In social perception, people tend to categorise others rather automatically along three major dimensions: race, sex, and age.¹ Much empirical and theoretical attention has been devoted to the study of racism and sexism, but comparatively little research in the social and behaviural sciences has been directed at understanding what some refer to as the third ‘-ism’: ageism.² For a serious understanding of the implications of ageism in science, it is necessary to discuss, first, the conflicting relationships between classical and modern concepts of time and calendar age, and thereafter the concept of ageism. Paper presented at the Fondation des Treilles Colloquium “Ethics and the European Space”, Les Treilles, France, 3–9 April 2003.     

Do current connectionist learning models account for reading development in different languages?

Learning to read a relatively irregular orthography, such as English, is harder and takes longer than learning to read a relatively regular orthography, such as German. At the end of grade 1, the difference in reading performance on a simple set of words and nonwords is quite dramatic. Whereas children using regular orthographies are already close to ceiling, English children read only about 40% of the words and nonwords correctly. It takes almost 4 years for English children to come close to the reading level of their German peers. In the present study, we investigated to what extent recent connectionist learning models are capable of simulating this cross-language learning rate effect as measured by nonword decoding accuracy. We implemented German and English versions of two major connectionist reading models, Plaut et al.'s (Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: computational principles in quasi-regular domains. Psychological Review, 103, 56-115) parallel distributed model and Zorzi et al.'s (Zorzi, M., Houghton, G., & Butterworth, B. (1998a). Two routes or one in reading aloud? A connectionist dual-process model. Journal of Experimental Psychology: Human Perception and Performance, 24, 1131-1161); two-layer associative network. While both models predicted an overall advantage for the more regular orthography (i.e. German over English), they failed to predict that the difference between children learning to read regular versus irregular orthographies is larger earlier on. Further investigations showed that the two-layer network could be brought to simulate the cross-language learning rate effect when cross-language differences in teaching methods (phonics versus whole-word approach) were taken into account. The present work thus shows that in order to adequately capture the pattern of reading acquisition displayed by children, current connectionist models must not only be sensitive to the statistical structure of spelling-to-sound relations but also to the way reading is taught in different countries.     

The intergroup sensitivity effect in mergers and acquisitions: Testing the role of merger motives

Research has shown that people are more defensive to criticism when it stems from an outgroup member, compared to an ingroup member (the intergroup sensitivity effect: ISE). We conducted two online vignette experiments to examine the ISE in the context of an organizational merger and the role of merger motives for the ISE. We predicted that the ISE would also emerge in mergers and acquisitions (M&As), but people would respond less negatively to criticism from the outgroup when the motive for the merger is described as achieving synergies rather than growth. In Experiment 1 (N = 452), which did not mention any motives behind the acquisition, a significant ISE emerged. Experiment 2 (N = 587) again showed an ISE regardless of the merger motive. In both experiments, the ISE was mediated by perceptions of the outgroup criticism as less legitimate and constructive. Overall, this research points to the intergroup sensitivity effect as a relevant phenomenon during post-merger integration.