Learning orthography in adulthood: A magnetoencephalographic study

Previous work demonstrated that there were differences between literate and comparable illiterate adult subjects. These differences were found in the performance on several tests and on patterns of activation on PET and fMRI. In the present study subjects that learned to read and to write in adulthood (being previously completely illiterate) were compared to controls, that is subjects that learned at school at the proper age. Magnetoencephalography was done while subjects were reading words. Results showed that, although the reading performance was the same in both groups while performing the task, the pattern of source distribution was different between groups. There were more late sources in right temporo‐parietal areas of late literates compared to controls and more late sources in left inferior frontal cortex in control subjects. It is concluded that learning to read in adulthood is a process supported by different brain structures from the ones used when learning occurs at the proper age. This may suggest that the same task can be similarly performed by relying on diverse functional brain anatomic networks.     

L'avenir de l'approche par élaboration de règles

The goal of this study is the elaboration of a computerized diagnostic instrument based on Siegler's rule-assessment approach for assessing the acquisition of the probability quantification scheme in subjects aged 6–18 years. Three versions of the test were used. Version 1 was Siegler's original version (four types of problems and four rules). In version 2 five new rules were added; version 3 contained the five new rules plus eleven types of problems. Results show that version 1 allows the classification of only 50% of subjects; version 2, 60%; and version 3, 70%. Despite improved versions, some weaknesses remain, the most important one being that it is still impossible to evaluate intra-individual variability. Aware of these limits, Siegler has reassigned his model to a local model of problem solving, and suggests a developmental model of information processing inspired by a Darwinian model of variation and strategy selection. The authors hypothesize that computer engineering could not only reaffirm the general status of the rule-assessment approach, but could also allow consideration of intra-individual variability.     

The array size function in simple visual search tasks: A comparison between “go-no go” and “yes-no” tasks under conditions of high and low target-noise similarity

Summary In research on visual search within a single eye-fixation a number of different tasks are used and referred to interchangeably. Research with other types of tasks suggests that there are possibly important differences between these tasks. In the present study, two types of search tasks were compared under conditions as equal as possible: the go-no go task and the yes-no task. Conditions of low and high target-noise similarity were used. The results obtained showed: a) a steeper slope of the array size function in yes-no tasks than in go-no go tasks on the first day of practice but not on the second: b) a higher intercept value of the same function for yes-no tasks than for go-no go tasks; and c) a greater proportion of errors with yes-no tasks than with comparable go-no go tasks. A tentative model, describing the main features of the results obtained, is briefly sketched.     

The effects of component duration on multiple-schedule performance in closed and open economies.

Pigeons responded on multiple variable-interval variable-interval schedules of reinforcement in an open and a closed economy. Equal duration components were increased in duration while the component rates of reinforcement were held constant, the component schedules were reversed, and component duration was decreased. In the open economy, daily sessions were limited to 1 hr, and subjects were maintained at 80% of their free-feeding weights through supplemental feeding when necessary in their home cages. In the closed economy, subjects were housed in their experimental chambers and no deprivation regimen was enforced. Relative response rate decreased as components were lengthened in the open economy, whereas in the closed economy relative rate increased as components were lengthened. Response proportions overmatched reinforcer proportions to a greater extent at long component durations in the closed economy, but there was no systematic effect of component duration on responding in the open economy.     

Effect of mouth opening on bite-force discrimination

The purpose of this study was to determine whether different extents of mouth opening affect normal subjects' (N = 24; 12 women, 12 men) ability to discriminate differences in their interincisor bite force. Three mouth openings were selected including 50, 70, and 90 percent of maximum opening for each subject. Bite force was measured using a specially designed strain gauge scale which permitted subjects to monitor visually when their biting force equalled a preset resistance. Resistance forces of 500 and 1000 gm. were selected as standards. The procedure involved the use of a modified method of constant stimuli in which each subject was presented with a series of paired resistance settings, one at a time--the first resistance setting being the standard and the second resistance was the comparator. This paired-comparisons procedure was continued until the subjects' difference limen (DL) value (the threshold of discrimination between two forces) could be established. An analysis of variance yielded no significant differences in subjects' ability to discriminate bite force as a function of mouth opening.     

Mixed-Design Training Outcomes for Fellows Serving At-Risk Youth Within Integrated Care Settings

We used an exploratory mixed-methods design with single-case comparative analysis and analysis of covariance to evaluate the potential effectiveness of an interprofessional clinical training in a mental health counseling program. Initial findings indicate those engaging in specialized learning experiences that attended to critical aspects of youth behavioral health care experienced benefits with regard to their professional development, interprofessional socialization and valuing, and counseling self-efficacy. Implications for the usefulness of trainings focused on interprofessional experiences are framed in relation to professional trends concerning integrated health care.     

Short Form of the Social Anxiety Scale for Adolescents among community and institutionalized Portuguese youths

Background/Objective: Social anxiety is a common issue arising in adolescence that can cause significant impairment and have detrimental consequences for development in the absence of treatment. In this study we examined the factor structure and the psychometric properties of a 12-item short form of the Portuguese-Language Social Anxiety Scale for Adolescents (SAS-A-SF). Method: A community adolescent sample (N = 835) and a young offender sample (N = 244) completed the SAS-A, the Basic Empathy Scale and the Reactive-Proactive Aggression Questionnaire. Confirmatory factor analysis, internal consistency, cross gender and cross sample invariance, convergent and discriminant validity of the SAS-A-SF were analyzed. Results: The confirmatory factor analysis revealed that the 3-factor second-order model obtained the best fit.The results provided evidence that the SAS-A-SF is a psychometrically sound instrument that shows measurement invariance across genders and across samples, good reliability and positive correlations with empathy. Conclusions: The Portuguese version of SAS-A-SF is a useful, time-efficient tool for both researchers and practitioners who need to assess social anxiety, a relevant construct in adolescent psychopathology.