The beginnings of word segmentation in english-learning infants

A series of 15 experiments was conducted to explore English-learning infants' capacities to segment bisyllabic words from fluent speech. The studies in Part I focused on 7.5 month olds' abilities to segment words with strong/weak stress patterns from fluent speech. The infants demonstrated an ability to detect strong/weak target words in sentential contexts. Moreover, the findings indicated that the infants were responding to the whole words and not to just their strong syllables. In Part II, a parallel series of studies was conducted examining 7.5 month olds' abilities to segment words with weak/strong stress patterns. In contrast with the results for strong/weak words, 7.5 month olds appeared to missegment weak/strong words. They demonstrated a tendency to treat strong syllables as markers of word onsets. In addition, when weak/strong words co-occurred with a particular following weak syllable (e.g., "guitar is"), 7.5 month olds appeared to misperceive these as strong/weak words (e.g., "taris"). The studies in Part III examined the abilities of 10.5 month olds to segment weak/strong words from fluent speech. These older infants were able to segment weak/strong words correctly from the various contexts in which they appeared. Overall, the findings suggest that English learners may rely heavily on stress cues when they begin to segment words from fluent speech. However, within a few months time, infants learn to integrate multiple sources of information about the likely boundaries of words in fluent speech.     

What makes a man similar to a tie? Stimulus compatibility with comparison and integration

We argue and show that different properties of stimuli are compatible with different types of processing. Specifically, object pairs from the same taxonomic category (e.g., chair-bed) tend to be alignable and thus compatible with comparison, whereas object pairs that play different roles in thematic relations (e.g., chair-carpenter) tend to be nonalignable and compatible with integration. Using object pairs that varied orthogonally in alignability and thematic relatedness, we demonstrated that stimulus compatibility modulates processing and affects the outcomes of tasks that are currently believed to involve only comparison (similarity ratings, Experiment 1; listing commonalities and differences, Experiment 2) or only integration (thematic relatedness ratings, Experiment 3). Our findings and others that we have reviewed suggest that: (1) many cognitive tasks involve both comparison and integration, and (2) the relative influence of each process is modulated by an interplay between the task-appropriate and the stimulus-compatible process. We believe that single-process models should be extended to take this interplay into account.     

What is the nature of increased Stroop interference in schizophrenia?

In comparison to controls, patients with schizophrenia classically display (1) an overall slowing in response times (RTs) and (2) a disproportionate slowing in RTs in the conflict condition of the Stroop color/word interference task. These two effects appear repeatedly in the card version of the Stroop task but were not replicated in a number of studies using a computer item-by-item version of the task. The present study was aimed at understanding the exact nature of the increased interference classically found in the performance of patients with schizophrenia in the card version of the Stroop task. We used a computer trial-by-trial version in which we investigated the effects of two major methodological differences between the two versions: (1) blocked (card version) versus mixed (computer version) presentation of the neutral, congruent and conflict conditions and (2) presence (card version) versus absence (computer version) of distractors in the spatial surrounding of the target. We found an overall slowing in performance and a disproportionate slowing in the conflict condition for patients with schizophrenia but only when the target was surrounded by distractors (in Experiments 2 and 3). The data are discussed in terms of a deficit in selective attention and inhibitory processes in schizophrenia.     

Age differences in personality across the adult life span: parallels in five cultures

Both cross-sectional and longitudinal studies in the United States have shown consistent changes between college age and middle adulthood. There appear to be declines in 3 of the 5 major factors of personality--Neuroticism, Extraversion, and Openness--and increases in Agreeableness and Conscientiousness. To examine cross-cultural generalizability of these findings, translations of the Revised NEO Personality Inventory were administered to samples in Germany, Italy, Portugal, Croatia, and South Korea (N = 7,363). Similar patterns of age differences were seen in each country, for both men and women. Common trends were also seen for the more specific traits that define the major factors. Because these nations differ substantially in culture and recent history, results suggest the hypothesis that these are universal maturational changes in adult personality.     

Factors that may discourage annual mammography among low-income women with access to free mammograms: a study using multi-ethnic, multiracial focus groups

Age-eligible women enrolled in the National Breast and Cervical Cancer Early Detection Program can obtain free or low-cost mammograms annually, but many do not routinely complete rescreening. This study investigated the rescreening behavior of low-income women by conducting 8 focus groups in Texas with enrollees who had access to free mammograms. Concerns mentioned in the focus groups included fear of radiation, anxiety that the test might not find a cancer that was there, and worries that cancer might be detected. In all groups, some women mentioned the embarrassment, discomfort, or pain they experienced during a prior mammogram, although no one indicated they would refuse to have another mammogram because of these concerns. Findings highlight the useful insights that can be obtained from focus groups and underscore the need for more research on aspects of the experience of mammography that may affect rescreening.     

Relationship of arithmetic problem solving and reflective-impulsive cognitive styles in third-grade students

Different individuals approach mathematical problems in a variety of ways, with these different approaches also reflected in over-all cognitive styles. This investigation had two purposes, first, to determine whether good and poor arithmetic problem solvers differ substantially in cognitive style, and second, to determine whether the students, after training in techniques of solving arithmetic problems, improve their performance with no significant change in cognitive style. A total of 98 third graders participated (mean age 8.1 yr.; 50 boys, 48 girls). The Matching Familiar Figure Test was used to classify the students by cognitive style as either Reflective or Impulsive. Students also were given training with different problem-solving exercises for different arithmetic problems. The training program in problem-solving strategies did not improve performance on arithmetic problems for Reflective students; however, Impulsive students' performance did improve after training.     

The recognition potential: An ERP index of lexical access

Recognition potential (RP) is a brain electrical response that appears when a subject views recognizable images of words. However, it has yet to be determined whether the processes reflected by RP are related to orthographic or to semantic analysis. This study aimed to resolve this question by studying the RP evoked by orthographically correct stimuli that were devoid of meaning. Results showed RP not only to this type of stimuli, but also to others achieving lower levels in the reading process. Strikingly, however, the RP amplitude significantly differed in parallel with the levels of the reading processes attained by the stimuli, the amplitude of the RP progressively increasing as the level approached the semantic one, which showed the highest amplitude. These results not only confirm the replicability of RP, but also its promise of potential usefulness in the study and assessment of language perception.     

Oscillatory brain dynamics, wavelet analysis, and cognition

On the basis of a systems theoretical approach it was hypothesized that event-related potentials (ERPs) are superpositions of stimulus-evoked and time-locked EEG rhythms reflecting resonance properties of the brain (Ba?ar, 1980). This approach led to frequency analysis of ERPs as a way of analyzing evoked rhythms. The present article outlines the basic features of ERP frequency analysis in comparison to ERP wavelet analysis, a recently introduced method of time-frequency analysis. Both methods were used in an investigation of the functional correlates of evoked rhythms where auditory and visual ERPs were recorded from the cat brain. Intracranial electrodes were located in the primary auditory cortex and in the primary visual cortex thus permitting "cross-modality" experiments. Responses to adequate stimulation (e.g., visual ERP recorded from the visual cortex) were characterized by high amplitude alpha (8-16 Hz) responses which were not observed for inadequate stimulation. This result is interpreted as a hint at a special role of alpha responses in primary sensory processing. The results of frequency analysis and of wavelet analysis were quite similar, with possible advantages of wavelet methods for single-trial analysis. The results of frequency analysis as performed earlier were thus confirmed by wavelet analysis. This supports the view that ERP frequency components correspond to evoked rhythms with a distinct biological significance.     

Influence of Expertise on the Intentional Transfer of Motor Skill

Intentional transfer of expert knowledge is an important issue in cognitive science and motor skills. How subjects deliberately transfer expertise in karate when learning a closely related motor skill (tai chi) was examined in this study. Subjects (N = 20) learned a videotaped sequence of self-defense movements, evaluated their learning, and then performed the sequence. Self-regulation of learning is believed to be central to effective transfer. The measures of self-regulation were accuracy of self-evaluation, video use, and approach to learning. Results showed that unlike novices, experts used self-regulation, learning strategies, and the video player in more complex ways in self-regulation. Experts, as compared with novices, demonstrated their greater knowledge through the higher quality of their performance and their better comprehension of movement meaning; but both groups recalled an equal number of moments, suggesting that both experts and novices transferred general knowledge about learning.