The contribution of morphological and semantic relatedness to repetition priming at short and long lags: Evidence from hebrew

The effect of morphological repetition at lag 0 and at lag 15 on lexical decision was investigated in Hebrew with three types of relation between prime and target. In the semantic-plus-morphological condition (SM), the prime and the target in each pair were two semantically related derivatives of the same root. In the “pure morphological” condition (M), the prime and the target derived from the same root, but their semantic association was very low, or nonexistent. In the semantic priming condition (S), primes and targets were semantically associated but were not morphologically related. The pure semantic relationship produced a significant facilitation at lag 0 that disappeared completely at lag 15. The pure morphological relation produced (smaller but) significant facilitation at lag 0 that was not attenuated at lag 15. When prime and target were semantically as well as morphologically related, the facilitation at lag 0 was similar to semantic priming, whereas at lag 15 it was similar to the pure morphological effect. Significant repetition effects at both lags were also found with non-words that shared the same (nonsensical) root and differed with respect to real derivational affixes. The differential time course for facilitation due to semantic and morphological relatedness suggests distinct underlying processes, although at lag 0 it is possible that semantic relatedness may augment the morphological repetition effect. Morphological repetition probably facilitates the retrieval of lexical information that, under certain circumstances, is necessary for lexical decision.     

Poisoned Waters: Sexual Harassment and the College Climate

This study of 369 undergraduate students (59%female and 41% male, 4.7% African-American, 2%Latino/a-American, 3.6% International, and 88%White-American) found that both women and men weresexually harassed by faculty and other students with a similarlyhigh frequency. More subtle forms of sexually harassingbehaviors were experienced than were the more severebehaviors from both faculty and students. A greater tolerance for sexually harassing behaviors fromfaculty than peers was found. While more women than menused the label sexual harassment, few students of eithergender who experienced specific harassing behaviors said they had experiencedinappropriate behavior, and of those who said they hadexperienced inappropriate behavior, a very lowpercentage said they had experienced sexual harassment.It is hypothesized that the frequency of these behaviors is partlyresponsible for the lack of labeling.     

Men,Women, and the Self-Presentation of Achievement

This study examined men's and women'sself-presentation of academic achievement in aninteractional context. First-year college students wereled to expect an interaction with a peer to discussacademic achievement. However, the peer was actually aconfederate who portrayed his or her achievement in aboastful, moderate, or self-deprecating manner. Prior tothe anticipated interaction, subjects were induced to describe their own academic achievement andmake predictions about their first-semester grade pointaverages (GPAs) to be shared with the peer. Men's GPApredictions were highest in the boastful condition (and higher than their actual GPAs), nexthighest in the moderate condition, and lowest (and lowerthan their actual GPAs) in the self-deprecatingcondition. Women's predicted GPAs,unexpectedly,didnotvary by condition. Women were less comfortable inpredicting their GPAs than men, and there was a tendencyfor men to be more comfortable than women whileobserving the boastful peer and women to be morecomfortable than men while observing the self-deprecatingpeer. Results are discussed with regard to past researchand self-in-relation theory.     

The Bank Job: A Field Study of Sexually Discriminatory Performance on a Neutral-Role Task

Sixty-four checks were cashed in a field examination of sex role discrimination using a non-sex-role stereotyped (neutral role) task. Experimenter (customer) sex, subject (teller) sex, amount of the check, and bank branch were varied to produce a 2 × 2 × 2 × 2 design. Transaction times were longer for female customers than for male customers, and were longer with male tellers than with female tellers. Results were interpreted as supporting the hypothesis of greater sex role salience in cross-sex, as compared with same-sex dyads. Suggestions are made for further research using neutral-role tasks to better define certain role concepts.     

Numeracy,Health Numeracy,and Older Immigrants’ Primary Language: An Observation-Oriented Exploration

Health information is often provided in number formats not equally present in all languages. We explored the relation between immigrants’ primary language and comprehension of context-free and health numeric information presented in English. The study compared speakers of Kikuyu (Kenya) and Mandarin (China), two languages that differ in the quantity of numeric concepts in their structures. Observation-oriented analysis was performed to determine how accurately the observed data conform to language group. We show how such analysis compares to standard statistical analysis. We argue that primary language contributes to some of the differences in numeracy and health numeracy.     

Teaching Mathematics for Spatial Justice: An Investigation of the Lottery

This article explores integrating place-based education with critical mathematics toward teaching mathematics for spatial justice. Local Lotto, a curricular module with associated digital tools, was designed to investigate the lottery as a critical spatial phenomenon and piloted in urban high schools. This article describes findings from the second iteration in a remedial class in a low-income neighborhood. The research questions consider how the spatial focus supported the learning of mathematics and provided opportunities for students to think critically about the lottery using that mathematics. Findings include student interest in and engagement with the theme of the lottery familiar from outside of school with associated social justice implications. Students used mathematics and spatial evidence, at various levels of spatial scale, to support arguments about the lottery with greater success at narrower levels of scale. Suggestions about further innovations to scaffold place in a “critical pedagogy of place” in mathematics are provided.     

The Role of Family Support in Interparental Conflict and Adolescent Academic Achievement

Family support was examined as a mediator of the relation between interparental conflict and adolescent academic achievement. Results indicated that two dimensions of family support, family cohesion and parent–school involvement, mediated the relation between interparental conflict and academic achievement. The results further suggested that family support was more likely to function as a mediator for girls than for boys. Lastly, in the presence of a mediating effect, a direct path remained between interparental conflict and grade point average.     

Two‐year‐olds’ naîve predictions for horizontal trajectories

Hood recently reported that preschool children overgeneralized the prediction that falling objects travel in a straight line in spite of extensive counter‐evidence that the object had been deviated to a non‐aligned box by a tube. This behaviour was interpreted as a na?^ve theory of gravity resulting from an overgeneralization derived from experience of falling objects. The current study set out to test whether there was also a significant tendency for 2‐year‐olds to predict that objects travel in a straight line in the horizontal plane. This was achieved by comparing search for an invisibly displaced object moving either vertically or horizontally. The findings confirmed a gravity bias for falling events but did not reveal a similar tendency in the horizontal condition. In the horizontal task, children were as likely to search at an incorrect non‐aligned box as an aligned incorrect box. This supports the interpretation of a na?^ve gravity bias present from at least 2 years of age.     

Item response theory analyses of the Delis-Kaplan Executive Function System card sorting subtest

In the current study, we examined the dimensionality of the 16-item Card Sorting subtest of the Delis-Kaplan Executive Functioning System assessment in a sample of 264 native English-speaking children between the ages of 9 and 15 years. We also tested for measurement invariance for these items across age and gender groups using item response theory (IRT). Results of the exploratory factor analysis indicated that a two-factor model that distinguished between verbal and perceptual items provided the best fit to the data. Although the items demonstrated measurement invariance across age groups, measurement invariance was violated for gender groups, with two items demonstrating differential item functioning for males and females. Multigroup analysis using all 16 items indicated that the items were more effective for individuals whose IRT scale scores were relatively high. A single-group explanatory IRT model using 14 non-differential item functioning items showed that for perceptual ability, females scored higher than males and that scores increased with age for both males and females; for verbal ability, the observed increase in scores across age differed for males and females. The implications of these findings are discussed.