Relationships between digit ratio 2D:4D and self-reported aggression and risk taking in an online study

2D:4D, the length ratio of the second to the fourth digit, is a putative measure of prenatal testosterone, which may have effects on aggression and risk taking. Participants in a German online study (>1000 females, >1200 males) submitted their self-measured digit lengths and self-report measures on verbal and physical aggression and risk taking. For males, left-hand 2D:4D and verbal aggression correlated significantly (r = −.10, after correction for age and reduced reliability in self-measured 2D:4D), with other relationships being similar but non-significant. For females, no relationships between aggression and 2D:4D were found. Risk taking and right-hand 2D:4D correlated significantly in women (r = −.10, after correction for age and reduced reliability in self-measured 2D:4D); similar, but statistically non-significant, relationships were found in men. The result corroborates an emerging view that 2D:4D is negatively related to aggression in males and that 2D:4D is negatively related to risk taking. This tentatively points to effects of prenatal testosterone on these characteristics.     

Lexical,conceptual and motor information in memory for action phrases: a multi-system account

According to the multi-system account [J. Engelkamp, H.D. Zimmer, The Human Memory: A Multi-Modal Approach, Hogrefe & Huber, Seattle, 1994], the enactment effect in free recall of action phrases (e.g. break the stick) is independent of inter- and intra-phrase associations because it emerges from the nonverbal encoding processes under enactment. Two experiments have been reported which tested these and further assumptions of the multi-system account of the enactment effect. In both experiments, inter- and intra-phrase (verb-object) associations were varied simultaneously in addition to enactment. In Experiment 1, the memory test was free recall, and in Experiment 2, it was cued recall. Independent effects of all three factors were observed in free recall. Enacted phrases were recalled better than phrases learned only verbally. Phrases with high-associated objects and verbs were better recalled than phrases with low-associated objects and verbs, and categorically related phrases were better recalled than unrelated phrases. In cued recall, there was no effect of categorical list structure. The effects of intra-phrase structure and enactment corresponded to those in free recall. All interactions were nonsignificant. The findings were interpreted as support for the multi-system account.     

Automatic activation of phonology in silent reading is parallel: evidence from beginning and skilled readers

The picture-word interference paradigm was used to shed new light on the debate concerning slow serial versus fast parallel activation of phonology in silent reading. Prereaders, beginning readers (Grades 1-4), and adults named pictures that had words printed on them. Words and pictures shared phonology either at the beginnings of words (e.g., DOLL-DOG) or at the ends of words (e.g., FOG-DOG). The results showed that phonological overlap between primes and targets facilitated picture naming. This facilitatory effect was present even in beginning readers. More important, from Grade 1 onward, end-related facilitation always was as strong as beginning-related facilitation. This result suggests that, from the beginning of reading, the implicit and automatic activation of phonological codes during silent reading is not serial but rather parallel.     

Nested incremental modeling in the development of computational theories: the CDP+ model of reading aloud

At least 3 different types of computational model have been shown to account for various facets of both normal and impaired single word reading: (a) the connectionist triangle model, (b) the dual-route cascaded model, and (c) the connectionist dual process model. Major strengths and weaknesses of these models are identified. In the spirit of nested incremental modeling, a new connectionist dual process model (the CDP+ model) is presented. This model builds on the strengths of 2 of the previous models while eliminating their weaknesses. Contrary to the dual-route cascaded model, CDP+ is able to learn and produce graded consistency effects. Contrary to the triangle and the connectionist dual process models, CDP+ accounts for serial effects and has more accurate nonword reading performance. CDP+ also beats all previous models by an order of magnitude when predicting individual item-level variance on large databases. Thus, the authors show that building on existing theories by combining the best features of previous models--a nested modeling strategy that is commonly used in other areas of science but often neglected in psychology--results in better and more powerful computational models.     

How predictable is spelling? Developing and testing metrics of phoneme-grapheme contingency

Prior research has purported to show that words with infrequent phoneme-grapheme correspondences are more difficult to spell than words with frequent phoneme-grapheme correspondences. Defining exactly what a phoneme-grapheme relationship is, however, is not necessarily straightforward. There are a number of different assumptions that can be made. In this study, we developed four metrics of sound-spelling contingency based on all monosyllabic English words, including those with complex morphology. These metrics differed in the extent to which they included assumptions about spelling. The psychological reality of these different metrics was evaluated against data from a large-scale study of skilled adult spelling and a nonword spelling experiment. The results suggest that when spelling, people are sensitive to positional information, morphological status, vowel type, and a number of more idiosyncratic constraints.     

The interaction of subjectivization and concept placement in the processing of cleft sentences

In four experiments the interaction of grammatical subjectivization of a concept and placing a concept at the head of a cleft sentence has been studied. It has been assumed that on the speaker's part both features are the result of attention focusing and in the case of the listener serve to focus his attention. Further it has been assumed that the speaker might be expected to avoid sentences in which the “marked-off” concept is not at the same time subjectized and that the listener should be irritated by, and rate negatively, sentences with two competing attentional foci. The four experiments described in this paper confirmed these predictions.     

Sound specificity effects in spoken word recognition: The effect of integrality between words and sounds

Recent evidence has shown that nonlinguistic sounds co-occurring with spoken words may be retained in memory and affect later retrieval of the words. This sound-specificity effect shares many characteristics with the classic voice-specificity effect. In this study, we argue that the sound-specificity effect is conditional upon the context in which the word and sound coexist. Specifically, we argue that, besides co-occurrence, integrality between words and sounds is a crucial factor in the emergence of the effect. In two recognition-memory experiments, we compared the emergence of voice and sound specificity effects. In Experiment 1 , we examined two conditions where integrality is high. Namely, the classic voice-specificity effect (Exp. 1a) was compared with a condition in which the intensity envelope of a background sound was modulated along the intensity envelope of the accompanying spoken word (Exp. 1b). Results revealed a robust voice-specificity effect and, critically, a comparable sound-specificity effect: A change in the paired sound from exposure to test led to a decrease in word-recognition performance. In the second experiment, we sought to disentangle the contribution of integrality from a mere co-occurrence context effect by removing the intensity modulation. The absence of integrality led to the disappearance of the sound-specificity effect. Taken together, the results suggest that the assimilation of background sounds into memory cannot be reduced to a simple context effect. Rather, it is conditioned by the extent to which words and sounds are perceived as integral as opposed to distinct auditory objects.