Memory and metamemory for inverted words: illusions of competency and desirable difficulties

Research regarding how people monitor their learning has shown that ease of processing strongly guides people’s judgments of learning (JOLs). However, the desirable difficulties concept (Bjork, 1994) suggests that studying information that is less fluent can result in greater learning. Currently, it is unclear whether people are aware of the potential benefits of desirable difficulties during learning. To address this, in Experiment 1, participants studied inverted and upright words and also made JOLs. While participants’ JOLs did not differ for inverted and upright words, recall was greater for inverted words. Experiment 2 used several study–test cycles in which participants could potentially learn about the beneficial effects of processing inverted words with task experience, and similar results were obtained. Thus, reading inverted words requires processing that enhances recall, but memory predictions do not differentiate between upright and inverted words. We interpret these results in terms of processing fluency, desirable difficulties, and theories of metacognitive monitoring.     

American Indian methamphetamine and other drug use in the Southwestern United States

To investigate the extent of methamphetamine and other drug use among American Indians (AIs) in the Four Corners region, we developed collaborations with Southwestern tribal entities and treatment programs in and around New Mexico. We held nine focus groups, mostly with Southwestern AI participants (N = 81) from three diverse New Mexico communities to understand community members, treatment providers, and clients/relatives views on methamphetamine. We conducted a telephone survey of staff (N = 100) from agencies across New Mexico to assess perceptions of methamphetamine use among people working with AI populations. We collected and analyzed self-reported drug use data from 300 AI clients/relatives who completed the Addiction Severity Index (ASI) in the context of treatment at three diverse addiction treatment programs. Each focus group offered a unique perspective about the effect of drugs and alcohol on each respective community. Though data from the phone surveys and ASIs suggested concerning rates of methamphetamine use, with women more adversely affected by substance use in general, alcohol was identified as the biggest substance use problem for AI populations in the Southwest. There appears to be agreement that methamphetamine use is a significant problem in these communities, but that alcohol is much more prevalent and problematic. There was less agreement about what should be done to prevent and treat methamphetamine use. Future research should attend to regional and tribal differences due to variability in drug use patterns, and should focus on identifying and improving dissemination of effective substance use interventions.     

The perceived ethnic discrimination questionnaire--community version: validation in a multiethnic Asian sample

This study evaluated the validity and reliability of the Perceived Ethnic Discrimination Questionnaire-Community Version (PEDQ-CV) Lifetime Exposure scale in a multiethnic Asian sample (N = 509). The 34-item scale measures perceived interpersonal racial/ethnic discrimination and includes four subscales assessing different types of discrimination: Social Exclusion, Stigmatization, Discrimination at Work/School, and Threat/Aggression. The Lifetime Exposure scale demonstrated excellent reliability across the full group and in all major subgroups. Subscales displayed good reliability across the full group and moderate-to-good reliability in each subgroup. The Lifetime Exposure scale was significantly correlated with the depression and anxiety subscales of the SCL-90-R, providing preliminary evidence of construct validity. The data suggest the Lifetime Exposure scale, previously validated in Black and Latino adults, is also appropriate for use with Asian samples, and can be used to examine both within-group and between-groups differences in discrimination.     

The Particularized Judgment Account of Privacy

Questions of privacy have become particularly salient in recent years due, in part, to information-gathering initiatives precipitated by the 2001 World Trade Center attacks, increasing power of surveillance and computing technologies, and massive data collection about individuals for commercial purposes. While privacy is not new to the philosophical and legal literature, there is much to say about the nature and value of privacy. My focus here is on the nature of informational privacy. I argue that the predominant accounts of privacy are unsatisfactory and offer an alternative: for a person to have informational privacy is for there to be limits on the particularized judgments that others are able to reasonably make about that person.     

On the usefulness of 'what' and 'where' pathways in vision

The primate visual brain is classically portrayed as a large number of separate 'maps', each dedicated to the processing of specific visual cues, such as colour, motion or faces and their many features. In order to understand this fractionated architecture, the concept of cortical 'pathways' or 'streams' was introduced. In the currently prevailing view, the different maps are organised hierarchically into two major pathways, one involved in recognition and memory (the ventral stream or 'what' pathway) and the other in the programming of action (the dorsal stream or 'where' pathway). In this review, we question this heuristically influential but potentially misleading linear hierarchical pathway model and argue instead for a 'patchwork' or network model.     

The acquisition of scientific knowledge: the influence of methods of questioning and analysis on the interpretation of children's conceptions of the earth

Studies of children's knowledge of the Earth have led to very different conclusions: some appear to show that children construct their own, non‐scientific ‘theories’ (mental models) of the flat, hollow or dual Earth. Others indicate that many young children have some understanding of the spherical (scientific) Earth, and that their knowledge lacks the coherence of mental models. The reasons for these contrasting views were tested by interviewing French children (N = 178) aged 5–11 years and varying the different methods used in previous research, namely the types of questions (open and forced‐choice), the form of representation (two‐dimensional pictures and three‐dimensional models), and the method of analysis (the mental model theorists' coding scheme and a statistical test for associations using MANOVA). Forced‐choice questions resulted in higher proportions of scientific answers than open questions, and children appeared to have naïve mental models of the Earth only when the mental model theorists' coding scheme was used. These findings support the view that children tend to have ‘fragments’ of scientific knowledge, and that naïve mental models of the Earth are methodological artifacts. Copyright © 2011 John Wiley & Sons, Ltd.     

Cognitive and metacognitive activity in mathematical problem solving: prefrontal and parietal patterns

Students were taught an algorithm for solving a new class of mathematical problems. Occasionally in the sequence of problems, they encountered exception problems that required that they extend the algorithm. Regular and exception problems were associated with different patterns of brain activation. Some regions showed a Cognitive pattern of being active only until the problem was solved and no difference between regular or exception problems. Other regions showed a Metacognitive pattern of greater activity for exception problems and activity that extended into the post-solution period, particularly when an error was made. The Cognitive regions included some of parietal and prefrontal regions associated with the triple-code theory of (Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2003). Three parietal circuits for number processing. Cognitive Neuropsychology, 20, 487–506) and associated with algebra equation solving in the ACT-R theory (Anderson, J. R. (2005). Human symbol manipulation within an 911 integrated cognitive architecture. Cognitive science, 29, 313–342. Metacognitive regions included the superior prefrontal gyrus, the angular gyrus of the triple-code theory, and frontopolar regions.