The role of simultaneous and successive processing in EFL reading

This study examines the relationship between simultaneous and successive processing (the Planning, Attention, Simultaneous and Successive processing [PASS] theory processes) and reading skills in English as a foreign language (EFL). A group of 81 children were administered two batteries of tests. One was used to measure EFL reading skills, while the other one assessed simultaneous and successive processing. We hypothesised (a) cognitive processes to predict reading ability, as well as (b) the presence of a significant relationship between (c) simultaneous processing and reading comprehension and (d) successive processing and letter and word decoding. The findings confirmed that the anticipated relationships between these domains exist and are of moderate effect size. The research has helped to contribute to the understanding of how simultaneous and successive processing can affect EFL reading skills both on the level of basic word and letter decoding and reading comprehension.     

A Categorical Equivalence Motivated by Kalman’s Construction

An equivalence between the category of MV-algebras and the category \({{\rm MV^{\bullet}}}\) is given in Castiglioni et al. (Studia Logica 102(1):67–92, 2014). An integral residuated lattice with bottom is an MV-algebra if and only if it satisfies the equations \({a = \neg \neg a, (a \rightarrow b) \vee (b\rightarrow a) = 1}\) and \({a \odot (a\rightarrow b) = a \wedge b}\). An object of \({{\rm MV^{\bullet}}}\) is a residuated lattice which in particular satisfies some equations which correspond to the previous equations. In this paper we extend the equivalence to the category whose objects are pairs (A, I), where A is an MV-algebra and I is an ideal of A.     

The Social Anxiety Questionnaire for Children: Cross-Cultural Assessment with a New Self-Report Measure

This study describes a series of exploratory and confirmatory factor analyses that were conducted with the 44-item Social Anxiety Questionnaire for Children- 4th version (SAQ-CIV) to identify a reduced set of items that might be used to construct a new abbreviated instrument for measuring social anxiety in children and adolescents. The fourth version of the Social Anxiety Questionnaire for Children (SAQ-CIV) was administered to 12,801 non-clinical participants (ages 9 to 15 years) from 12 Latin American countries and Spain. Exploratory and confirmatory factor analysis supported a 6-factor structure of social anxiety in children, replicating a similar structure to that of adults (Caballo et al. in Behavioral Psychology/Psicología Conductual, 18(1), 5–34, 2010; Caballo et al. in Behavior Therapy, 43(2), 313–328, 2012): 1) Interactions with the opposite sex, 2) Criticism and embarrassment, 3) Speaking in public/Talking to teachers, 4) Assertive expression of annoyance and disgust, 5) Performing in public, and 6) Interactions with strangers. Each of the factors contains 4 items, yielding an abbreviated 24-item instrument, the Social Anxiety Questionnaire for Children (SAQ-C). The present results suggest this is a reliable, valid, and culturally sensitive instrument to assess social anxiety in youth.     

Psychosocial sources of stress and burnout in the construction sector: a structural equation model

This study develops and tests a structural equation model of social stress factors in the construction industry. Leadership behaviours, role conflict and mobbing behaviours are considered exogenous sources of stress; the experience of tension and burnout are considered mediator variables; and psychological well-being, propensity to quit and perceived quality are the final dependent variables. A sample of Spanish construction workers participated voluntarily and anonymously in the study. After considering the indices of modification, leadership showed direct effects on the propensity to quit and perceived quality. The overall fit of the model is adequate (chi2 (13)= 10.69, p = .637, GFI= .975, AGFI= .93, RMR= .230, NFI= .969, TLI= 1.016, CFI= 1.000, RMSEA= .329). Construction has been considered a sector characterized more by high physical risks than socially-related risks. In this context, these findings about the effects of social sources of stress in construction raise new questions about the organizational characteristics of the sector and their psychosocial risks.     

Verb aspect and the activation of event knowledge

The authors show that verb aspect influences the activation of event knowledge with 4 novel results. First, common locations of events (e.g., arena) are primed following verbs with imperfective aspect (e.g., was skating) but not verbs with perfect aspect (e.g., had skated). Second, people generate more locative prepositional phrases as completions to sentence fragments with imperfective than those with perfect aspect. Third, the amplitude of the N400 component to location nouns varies as a function of aspect and typicality, being smallest for imperfective sentences with highly expected locations and largest for imperfective sentences with less expected locations. Fourth, the amplitude of a sustained frontal negativity spanning prepositional phrases is larger following perfect than following imperfective aspect. Taken together, these findings suggest a dynamic interplay between event knowledge and the linguistic stream.     

Violations of information structure: an electrophysiological study of answers to wh-questions

This study investigates brain responses to violations of information structure in wh-question-answer pairs, with particular emphasis on violations of focus assignment in it-clefts (It was the queen that silenced the banker). Two types of ERP responses in answers to wh-questions were found. First, all words in the focus-marking (cleft) position elicited a large positivity (P3b) characteristic of sentence-final constituents, as did the final words of these sentences, which suggests that focused elements may trigger integration effects like those seen at sentence end. Second, the focusing of an inappropriate referent elicited a smaller, N400-like effect. The results show that comprehenders actively use structural focus cues and discourse-level restrictions during online sentence processing. These results, based on visual stimuli, were different from the brain response to auditory focus violations indicated by pitch-accent [Hruska, C., Steinhauer, K., Alter, K., & Steube, A. (2000). ERP effects of sentence accents and violations of the information structure. In Poster presented at the 13th annual CUNY conference on human sentence processing, San Diego, CA.], but similar to brain responses to newly introduced discourse referents [Bornkessel, I., Schlesewsky, M., & Friederici, A. (2003). Contextual information modulated initial processes of syntactic integration: the role of inter- versus intrasentential predictions. Journal of Experimental Psychology: Learning, Memory and Cognition, 29, 871-882.].     

Who participates in which health promotion programs? A meta-analysis of motivations underlying enrollment and retention in HIV-prevention interventions

This meta-analysis examines whether exposure to HIV-prevention interventions follows self-validation or risk-reduction motives. The dependent measures used in the study were enrolling in an HIV-prevention program and completing the program. Results indicated that first samples with low prior condom use were less likely to enroll than samples with high prior condom use. Second, samples with high knowledge were less likely to stay in an intervention than were those with low knowledge. Third, samples with medium levels of motivation to use condoms and condom use were more likely to complete an intervention than were those with low or high levels. Importantly, those patterns were sensitive to the interventions' inclusions of information-, motivation-, and behavioral-skills strategies. The influence of characteristics of participants, the intervention, and the recruit procedure are reported.