Cross-language influences: translation status affects intraword sense relatedness

Many words have more than one meaning, and these meanings vary in their degree of relatedness. In the present experiment, we examined whether this degree of relatedness is influenced by whether or not the two meanings share a translation in a bilingual’s other language. Native English speakers with Spanish as a second language (i.e., English-Spanish bilinguals) and native Spanish speakers with English as a second language (i.e., Spanish-English bilinguals) were presented with pairs of phrases instantiating different senses of ambiguous English words (e.g., dinner date–expiration date) and were asked to decide whether the two senses were related in meaning. Critically, for some pairs of phrases, a single Spanish translation encompassed both meanings of the ambiguous word (joint-translation condition; e.g., mercado in Spanish refers to both a flea market and the housing market), but for others, each sense corresponded to a different Spanish translation (split-translation condition; e.g., cita in Spanish refers to a dinner date, but fecha refers to an expiration date). The proportions of “yes” (related) responses revealed that, relative to monolingual English speakers, Spanish–English bilinguals consider joint-translation senses to be less related than split-translation senses. These findings exemplify semantic cross-language influences from a first to a second language and reveal the semantic structure of the bilingual lexicon.     

Overexpectation: response loss during sustained stimulus compounding in the rabbit nictitating membrane preparation

Rabbits were given reinforced training of the nictitating membrane (NM) response using separate conditioned stimuli (CSs), which were a tone, light, and/or tactile vibration. Then, two CSs were compounded and given further pairings with the unconditioned stimulus (US). Evidence of both overexpectation and summation effects appeared. That is, responding to the individual CSs declined despite their continued pairing with the US on compound trials (overexpectation), and responding on the compound trials was greater than responding to the individual CSs (summation). The response loss appeared regardless of the testing regime, that is, whether the test presentations of the individual CSs were themselves reinforced (Experiment 2), not reinforced (Experiment 1), or deferred until the end of compound training (Experiment 2). The results are discussed with respect to the roles of excitatory versus inhibitory processes, elemental versus configural processes, and the possible roles of cerebellar and hippocampal pathways.     

No two cues are alike: Depth of learning during infancy is dependent on what orients attention

Human infants develop a variety of attentional mechanisms that allow them to extract relevant information from a cluttered multimodal world. We know that both social and nonsocial cues shift infants’ attention, but not how these cues differentially affect learning of multimodal events. Experiment 1 used social cues to direct 8- and 4-month-olds’ attention to two audiovisual events (i.e., animations of a cat or dog accompanied by particular sounds) while identical distractor events played in another location. Experiment 2 directed 8-month-olds’ attention with colorful flashes to the same events. Experiment 3 measured baseline learning without attention cues both with the familiarization and test trials (no cue condition) and with only the test trials (test control condition). The 8-month-olds exposed to social cues showed specific learning of audiovisual events. The 4-month-olds displayed only general spatial learning from social cues, suggesting that specific learning of audiovisual events from social cues may be a function of experience. Infants cued with the colorful flashes looked indiscriminately to both cued locations during test (similar to the 4-month-olds learning from social cues) despite attending for equal duration to the training trials as the 8-month-olds with the social cues. Results from Experiment 3 indicated that the learning effects in Experiments 1 and 2 resulted from exposure to the different cues and multimodal events. We discuss these findings in terms of the perceptual differences and relevance of the cues.     

Interpopulation variation in the risk-related decisions of <Emphasis Type="Italic">Portia labiata</Emphasis>, an araneophagic jumping spider (Araneae,Salticidae), during predatory sequences with spitting spiders

The extent to which decision-making processes are constrained in animals with small brains is poorly understood. Arthropods have brains much smaller and simpler than those of birds and mammals. This raises questions concerning limitations on how intricate the decision-making processes might be in arthropods. At Los Ba?os in the Philippines, Scytodes pallidus is a spitting spider that specialises in preying on jumping spiders, and Portia labiata is a jumping spider that preys on S. pallidus. Scytodid spit comes from the mouth, and egg-carrying females are less dangerous than eggless scytodids because the female uses her chelicerae to hold her eggs. Held eggs block her mouth, and she has to release them before she can spit. The Los Ba?os P. labiata sometimes adjusts its tactics depending on whether the scytodid encountered is carrying eggs or not. When pursuing eggless scytodids, the Los Ba?os P. labiata usually takes detour routes that enable it to close in from behind (away from the scytodid's line of fire). However, when pursuing egg-carrying scytodids, the Los Ba?os P. labiata sometimes takes faster direct routes to reach these safer prey. The Los Ba?os P. labiata apparently makes risk-related adjustments specific to whether scytodids are carrying eggs, but P. labiata from Sagada in the Philippines (allopatric to Scytodes) fails to make comparable risk-related adjustments.     

The impact of ignoring multiple membership data structures in multilevel models

This study compared the use of the conventional multilevel model (MM) with that of the multiple membership multilevel model (MMMM) for handling multiple membership data structures. Multiple membership data structures are commonly encountered in longitudinal educational data sets in which, for example, mobile students are members of more than one higher-level unit (e.g., school). While the conventional MM requires the user either to delete mobile students' data or to ignore prior schools attended, MMMM permits inclusion of mobile students' data and models the effect of all schools attended on student outcomes. The simulation study identified underestimation of the school-level predictor coefficient, as well as underestimation of the level-two variance component with corresponding overestimation of the level-one variance when multiple membership data structures were ignored. Results are discussed along with limitations and ideas for future MMMM methodological research as well as implications for applied researchers.     

The importance of "what": Infants use featural information to index events

Dynamic spatial indexing is the ability to encode, remember, and track the location of complex events. For example, in a previous study, 6-month-old infants were familiarized to a toy making a particular sound in a particular location, and later they fixated that empty location when they heard the sound presented alone (Journal of Experimental Psychology: General, 2004, Vol. 133, pp. 46-62). The basis and developmental trajectory of this ability are currently unclear. We investigated dynamic spatial indexing across the first year after birth and tested the hypothesis that the structure of visual cues supports infants' learning of sound and location associations. In our study, 3-, 6-, and 10-month-olds were tested in a dynamic spatial indexing eye movement paradigm that paired two sounds with two locations. In one condition, these were reliably paired with two sets of visual features (two toys condition), replicating the original studies. We also presented a single set of visual cues in both locations (one toy condition) and multiple sets of visual features in both locations (six toys condition). Infants from 3months of age onward showed evidence of dynamic spatial indexing in the two toys condition, but only the 10-month-olds succeeded in the one toy and six toys conditions. We argue that this may reflect a broader developmental trajectory, whereby infants first make use of multiple cue integration but with age are able to learn from a narrow set of cues.     

Resisting anorexia/bulimia: Foucauldian perspectives in narrative therapy

Foucault's analysis of unseen power as it operates in discourses that construct 'practices of discipline' and 'technologies of the self' has been a central conceptual resource in the development of narrative therapy. Narrative therapists take the view that 'unseen' aspects of power work to construct both how a person understands their situation, and how their relation to 'the situation' they find themselves in has been constructed through the discursive resources available to them. If the consequences of the operation of these discursive resources can be brought into view, then new resources may be mobilised to resist the problems that have been created by the 'power' of the discursive resources that are available in the status quo of people's cultural milieu. Narrative therapists work to disentangle the person from the problem, against the grain of the common constructions available in the resources of Occidental cultures that work to identify the person as 'the problem'. This is demonstrated in the assistance they offer to people in finding ways to resist anorexia, by identifying anorexia as the problem, and not the person as anorexic. In this perspective, other apparent tactics of resistance—such as the tactic termed 'pro-ana'—are revealed as counterfeit, and ultimately supportive of the problem situation.     

The Impact of Performance-Contingent Rewards on Perceived Autonomy and Competence

Two studies examined the impact of performance-contingent rewards on perceived autonomy, competence, and intrinsic motivation. Autonomy was measured in terms of both decisional and affective reports. The first study revealed an undermining effect of performance-contingent rewards on affective reports of autonomy among university students, and an increase in reports of competence. Decisional autonomy judgements were unaffected by rewards. The second study replicated this pattern of findings among elementary school children. These results help resolve Cognitive Evaluation Theory's (E. L. Deci & R. M. Ryan, 1985; R. M. Ryan, V. Mims, & R. Koestner, 1983) and Eisenberger, Rhoades, et al.'s (R. Eisenberger, L. Rhoades, & J. Cameron, 1999) divergent positions on the impact of performance-contingent rewards on autonomy. The studies also included measures of intrinsic motivation.