The boogie-woogie illusion

A grid of vertical and horizontal lines, each composed of light and dark squares, is moved rigidly at 45 degrees to the vertical on a gray surround. When the luminance of the background is set midway between the luminances of the light and dark squares, the squares appear to race along the lines even though they are actually 'painted' on the lines. The effect arises from the unequal apparent speeds of the lines and their textures. The light and dark squares along the lines define a first-order pattern whose apparent speed, parallel or along the line, is close to veridical. The lines themselves have no overall luminance difference from the background so that they are defined by a second-order difference. As reported elsewhere, apparent speed is reduced for second-order motion so that the motion perpendicular to the line is perceived as slower than the motion along the line even though they are physically equal. The imbalance creates the impression that the small squares are moving along the lines rather than moving rigidly with them.     

More than the Terrible Twos: The Nature and Severity of Behavior Problems in Clinic-Referred Preschool Children

The primary goals of this study are to describe the nature and severity of disruptive behavior problems in clinic-referred preschoolers from low-income environments and to explore the validity of DSM-IV disruptive disorders for young children. We examine the relation between DSM-IV symptoms, standardized behavior checklists, and observational ratings as a means of exploring measurement validity in this age group. Seventy-nine clinic-referred preschoolers (ages 2 through 5 years) from low-income environments were assessed. To examine whether clinic-referred preschool children have symptoms that are consistent with DSM-IV disruptive behavior disorders, parents were administered a semistructured diagnostic interview, modified for developmentally appropriate usage. In addition, parents completed the Child Behavior Checklist (CBCL) and children's behavior problems were assessed with observational ratings during parent–child interaction. Nearly half of the sample met criteria for conduct disorder, and three quarters met criteria for oppositional defiant disorder. Preliminary evidence for the validity of DSM-IV disruptive disorders in preschool children was demonstrated through association with CBCL scores, behavior ratings, and significant levels of impairment. Future efforts aimed at validating these diagnoses in preschoolers and implications for prevention are discussed.     

The relation between children's reading comprehension level and their comprehension of idioms

We report an investigation of 9-year-olds' ability to interpret idioms in relation to their reading comprehension level. We manipulated whether the idioms were transparent or opaque, whether they were real or novel, whether they were presented in isolation or in a supportive narrative context. As predicted, children were better able to explain the meanings of idioms in context than in isolation. The good and poor comprehenders did not differ in their abilities to interpret transparent idioms in context, but the poor comprehenders were significantly worse at using context to work out the meanings of opaque idioms. The explanation task revealed the source of information used by the children to derive nontarget interpretations. We discuss these findings in relation to idiom processing strategies and Levorato and Cacciari's global elaboration model.     

Independent resources for attentional tracking in the left and right visual hemifields

The ability to divide attention enables people to keep track of up to four independently moving objects. We now show that this tracking capacity is independently constrained in the left and right visual fields as if separate tracking systems were engaged, one in each field. Specifically, twice as many targets can be successfully tracked when they are divided between the left and right hemifields as when they are all presented within the same hemifield. This finding places broad constraints on the anatomy and mechanisms of attentive tracking, ruling out a single attentional focus, even one that moves quickly from target to target.     

An evaluation of the Psychache Scale on an offender population

This study examined the generalizability of a self-report measure of psychache to an offender population. The factor structure, construct validity, and criterion validity of the Psychache Scale was assessed on 136 male prison inmates. The results showed the Psychache Scale has a single underlying factor structure and to be strongly associated with measures of depression and hopelessness and moderately associated with psychiatric symptoms and the criterion variable of a history of prior suicide attempts. The variables of depression, hopelessness, and psychiatric symptoms all contributed unique variance to psychache. Discussion centers on psychache's theoretical application to the prediction of suicide.     

Preadolescent Clues to Understanding Depression in Girls

Between the ages of 10 and 15, increases in depression among girls result in a rate that is twice as high as the rate of depression in boys. This sex difference remains throughout early and middle adulthood. Prior to early adolescence, there is essentially no sex difference in the rate of depression. The aim of the present review is to examine whether the preadolescent period is a time during which precursors to depression in girls can be identified. First, existing areas of research on explaining sex differences in depression, including cognitive and affiliative style and the socialization of emotion, are reviewed. Second, the hypothesis that for some girls, preadolescent precursors to depression take the form of excessive empathy, compliance and regulation of negative emotions is articulated. Third, ways of building on existing models by including the proposed preadolescent precursors are proposed. Finally, approaches to testing the hypotheses that individual differences in these domains during preadolescence may explain later individual differences in adolescent onset depression are explored.     

Tracking multiple targets with multifocal attention

Attention allows us to monitor objects or regions of visual space and select information from them for report or storage. Classical theories of attention assumed a single focus of selection but many everyday activities, such as video games, navigating busy intersections, or watching over children at a swimming pool, require attention to multiple regions of interest. Laboratory tracking tasks have indeed demonstrated the ability to track four or more targets simultaneously. Although the mechanisms by which attention maintains contact with several targets are not yet established, recent studies have identified several characteristics of the tracking process, including properties defining a 'trackable' target, the maximum number of targets that can be tracked, and the hemifield independence of the tracking process. This research also has implications for computer vision, where there is a growing demand for multiple-object tracking.     

The effect of manipulated sympathy and anger on left and right frontal cortical activity

The present research extended past research demonstrating that approach-motivated anger is associated with greater left than right frontal cortical activity. Because past research had examined difference scores between left and right frontal activity, it was unable to test whether approach-motivated anger increased left activity, decreased right activity, or both. In addition, the present research examined a potential moderator of the effect of insult on left frontal activity. That is, it tested whether sympathy for an insulting person would reduce the left frontal activity that occurs following being insulted. Results indicated that left frontal activity was increased and right frontal activity was decreased by the insult. Moreover, these effects were inhibited when high levels of sympathy were first aroused.     

Why 8-year-olds cannot tell the difference between Steve Martin and Paul Newman: factors contributing to the slow development of sensitivity to the spacing of facial features

Children are nearly as sensitive as adults to some cues to facial identity (e.g., differences in the shape of internal features and the external contour), but children are much less sensitive to small differences in the spacing of facial features. To identify factors that contribute to this pattern, we compared 8-year-olds' sensitivity to spacing cues with that of adults under a variety of conditions. In the first two experiments, participants made same/different judgments about faces differing only in the spacing of facial features, with the variations being kept within natural limits. To measure the effect of attention, we reduced the salience of featural information by blurring faces and occluding features (Experiment 1). To measure the role of encoding speed and memory limitations, we presented pairs of faces simultaneously and for an unlimited time (Experiment 2). To determine whether participants' sensitivity would increase when spacing distortions were so extreme as to make the faces grotesque, we manipulated the spacing of features beyond normal limits and asked participants to rate each face on a "bizarreness" scale (Experiment 3). The results from the three experiments indicate that low salience, poor encoding efficiency, and limited memory can partially account for 8-year-olds' poor performance on face processing tasks that require sensitivity to the spacing of features, a kind of configural processing that underlies adults' expertise. However, even when the task is modified to compensate for these problems, children remain less sensitive than adults to the spacing of features.     

When remembering is not enough: reflecting on self-defining memories in late adolescence

This study examined which kinds of self-defining memories show spontaneous references to larger meanings, and listener responses to two kinds of meaning-lessons and insights. Narratives of three self-defining memories and episodes of telling the memories to others were collected from each of 168 late adolescents (M age=19). Narratives were coded for event type (relationship, mortality, achievement, and leisure) and for references to tension and to meaning (lesson or insight). Narratives of memorable episodes of having told the memories to others were coded for listener response (positive or negative). References to meaning emerged in one-fourth of the memory narratives, and meaning was more common for self-defining memory narratives that contained references to tension. Memories that reportedly had not been told to others in the past showed the same proportion of meaning as did memories that had been told to others (23%), with insights more prevalent than lessons. For memories that had been told to others, insights were more likely to be accepted by listeners than lessons. Implications were discussed for understanding the development of meaning in self-defining memories and the collaborative construction of identity.