Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading

Learning to read is a critical but often challenging academic task for young children. In the current study, we explore the relation between children’s reading affect-–particularly anxiety-–and reading achievement in the early years of reading acquisition. We hypothesized that reading anxiety would relate to reading achievement across the school year and that boys and girls might show differential patterns in the relation between reading anxiety and achievement due to the common stereotype that boys underperform in reading. A sample of first and second grade students completed measures of reading anxiety, positive reading affect, math achievement, and reading achievement in the fall and spring. Results show that reading anxiety and reading achievement share a bi-directional relation in which fall reading anxiety predicts spring reading achievement and vice versa. Furthermore, the pattern of relation between reading anxiety and achievement differs by gender: boys appear more susceptible to the reciprocal damaging effects of reading anxiety on reading achievement across the school year. Finally, reading achievement shares a stronger relation with reading anxiety than with positive reading affect, perhaps because of the phenomenon in which negative relative to positive experiences have a greater psychological impact.     

The effect of mathematics anxiety on the processing of numerical magnitude

In an effort to understand the origins of mathematics anxiety, we investigated the processing of symbolic magnitude by high mathematics-anxious (HMA) and low mathematics-anxious (LMA) individuals by examining their performance on two variants of the symbolic numerical comparison task. In two experiments, a numerical distance by mathematics anxiety (MA) interaction was obtained, demonstrating that the effect of numerical distance on response times was larger for HMA than for LMA individuals. These data support the claim that HMA individuals have less precise representations of numerical magnitude than their LMA peers, suggesting that MA is associated with low-level numerical deficits that compromise the development of higher level mathematical skills.     

When and how do differences matter? An exploration of perceived similarity in teams

In this paper, we directly assess perceived similarity—the degree to which members view themselves as having few differences—because we want to understand when teams notice diversity on various member characteristics and how they interpret it. Our results indicate social category diversity was related to initial estimates of both perceived social category similarity (SCS) and perceived work style similarity (WSS). And, whereas perceived SCS did not change over time, perceived WSS decreased significantly over the period of our study. We suggest this change in perceived WSS can be explained by an information-processing/decision-making framework. We found informational diversity was positively related to conflict in teams, and in turn conflict was negatively related to subsequent estimates of perceived WSS. However, informational diversity was positively related to information sharing in teams, which in turn was positively related to subsequent estimates of perceived WSS. Finally, these updated estimates of perceived WSS affected subgroup formation and team process effectiveness. We discuss how our research explores the subjective experience of diversity by team members, provides a dynamic view of the relationship between diversity and team outcomes, and informs emerging theory about the activation of faultlines in teams.     

A scaling analysis of the snake lightness illusion

Logvinenko and Maloney (2006) measured perceived dissimilarities between achromatic surfaces placed in two scenes illuminated by neutral lights that could differ in intensity. Using a novel scaling method, they found that dissimilarities between light surface pairs could be represented as a weighted linear combination of two dimensions, "surface lightness" (a perceptual correlate of the difference in the logarithm of surface albedo) and "surface brightness" (which corresponded to the differences of the logarithms of light intensity across the scenes). Here we attempt to measure the contributions of these dimensions to a compelling lightness illusion (the "snake illusion"). It is commonly assumed that this illusion is a result of erroneous segmentation of the snake pattern into regions of unequal illumination. We find that the illusory shift in the snake pattern occurs along the surface lightness dimension, with no contribution from surface brightness. Thus, even if an erroneous segmentation of the snake pattern into strips of unequal illumination does happen, it reveals itself, paradoxically, as illusory changes in surface lightness rather than as surface brightness. We conjecture that the illusion strength depends on the balance between two groups of illumination cues signaling the true (uniform) illumination and the pictorial (uneven) illumination.     

Things are looking up: differential decline in face recognition following pitch and yaw rotation

Previous research into the effects of viewpoint change on face recognition has typically dealt with rotations around the head's vertical axis (yaw). Another common, although less studied, source of viewpoint variation in faces is rotation around the head's horizontal pitch axis (pitch). In the current study we used both a sequential matching task and an old/new recognition task to examine the effect of viewpoint change following rotation about both pitch and yaw axes on human face recognition. The results of both tasks showed that recognition performance was better for faces rotated about yaw compared to pitch. Further, recognition performance for faces rotated upwards on the pitch axis was better than for faces rotated downwards. Thus, equivalent angular rotations about pitch and yaw do not produce equivalent viewpoint-dependent declines in recognition performance.     

Likelihood ratio decisions in memory: Three implied regularities

We analyze four general signal detection models for recognition memory that differ in their distributional assumptions. Our analyses show that a basic assumption of signal detection theory, the likelihood ratio decision axis, implies three regularities in recognition memory: (1) the mirror effect, (2) the variance effect, and (3) the z-ROC length effect. For each model, we present the equations that produce the three regularities and show, in computed examples, how they do so. We then show that the regularities appear in data from a range of recognition studies. The analyses and data in our study support the following generalization: Individuals make efficient recognition decisions on the basis of likelihood ratios.     

Confidence intervals for the parameters of psychometric functions

A Monte Carlo method for computing the bias and standard deviation of estimates of the parameters of a psychometric function such as the Weibull/Quick is described. The method, based on Efron's parametric bootstrap, can also be used to estimate confidence intervals for these parameters. The method's ability to predict bias, standard deviation, and confidence intervals is evaluated in two ways. First, its predictions are compared to the outcomes of Monte Carlo simulations of psychophysical experiments. Second, its predicted confidence intervals were compared with the actual variability of human observers in a psychophysical task. Computer programs implementing the method are available from the author.     

Reciprocal relations among motivational frameworks,math anxiety,and math achievement in early elementary school

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd graders’ (N = 634) math achievement, motivational frameworks, and math anxiety 2 times, 6 months apart. Cross-lagged path analyses showed reciprocal relations between math anxiety and math achievement and between motivational frameworks and math achievement. Entity motivational frameworks predicted higher math anxiety. High math achievement was a particularly strong predictor of lower math anxiety and less entity-oriented motivational frameworks. We concluded that reciprocal effects are already present in the first 2 years of formal schooling, with math achievement and attitudes feeding off one another to produce either a vicious or virtuous cycle. Improving both math performance and math attitudes may set children onto a long-lasting, positive trajectory in math.     

Content: Covariation,control and contingency

The Representational Theory of the Mind allows for psychological explanations couched in terms of the contents of propositional attitudes. Propositional attitudes themselves are taken to be relations to mental representations. These representations (partially) determine the contents of the attitudes in which they figure. Thus, Representationalism owes an explanation of the contents of mental representations. This essay constitutes an atomistic theory of the content of formally or syntactically simple mental representation, proposing that the content of such a representation is determined by the intersection of the representation's correlational and control properties. The theory is distinguished from standard information-based accounts of mental content in allowing that the relevant correlations be contingent while insisting on an efferent aspect to mental content. The theory on offer allows for a natural explanation of misrepresentation, finds a niche for the notion ofnarrow content, welcomes radical first person fallibility with respect to questions of content, admits of mental ambiguity and recognizes that the future of a psychological agent is a factor in determining the content of the agent's present psychological states.