Acquisition of Reading and Intellectual Development Disorder

Journal of Psycholinguistic Research - We propose a review of the literature of the studies investigating reading acquisition in intellectual deficiency (ID), with particular focus on the...     

On the origins of age‐of‐acquisition effects in the perception of printed words

Children from different grades were tested in a lexical decision task. Word‐stimuli consisted of words acquired in their respective grades, and in grades previous to their own. The results showed that the proportion of errors for newly acquired words increased steadily with grade (i.e. first graders made fewer errors with words of grade one than fifth graders with words of grade five). However, the proportion of errors for words acquired in a given grade remained constant throughout the following grades (fifth graders made as many errors with words acquired in grade one as first graders did). These results indicate that the strong impact that age‐ or order‐of‐acquisition of words has on the way words will be recognized is in place at a very young age.     

Conditional Reinforcers and Informative Stimuli in A Constant Environment

Five pigeons responded on steady-state concurrent variable-interval variable-interval schedules of food presentation in which half of the foods were removed and replaced with nonfood stimuli. Across conditions, the stimuli were either paired or unpaired with food, and the correlation between the ratio of food deliveries on the two alternatives and the ratio of nonfood stimuli was either −1, 0, or +1. Neither the pairing of stimuli with food, nor the correlation between stimuli and food, affected generalized-matching performance, but paired stimuli had a demonstrable effect at a local level of analysis. This effect was independent of the food–stimulus correlation. These results differ from results previously obtained in a frequently changing environment. We attribute this difference in results to differences in the information value of response-contingent stimuli in frequently changing versus relatively constant environments, as well as to differences between forward pairing and simultaneous pairing of the stimuli with food.     

Common Genetic but Specific Environmental Influences for Aggressive and Deceitful Behaviors in Preadolescent Males

Although both aggressive (AGG) and deceitful behaviors (DEC) are symptoms of childhood conduct problems, few studies have examined common vs. specific etiological influences. Early intervention is encouraged for conduct problems and findings from genetically informative studies can suggest whether interventions should focus on conduct problems in general or groupings of conduct problems more specifically. Twin model-fitting analyses were conducted on same and different teacher ratings of AGG and DEC for 872 9-year old male twin pairs. Common genetic influences were found to underlie the susceptibility for both AGG and DEC. The same teacher ratings resulted in somewhat higher heritability estimates than different teacher ratings. Results also indicated stronger environmental effects for DEC as compared with AGG, with a significant shared environmental component for same teachers and a substantial non-shared environmental component for different teachers. Our data suggest that AGG and DEC share risk genes and environmental factors may differentiate these two types of conduct problems. Characterizing these specific environmental factors may be useful when developing interventions.     

Order information in short-term memory and time estimation

In previous experiments, the amount of interference between time production and visual or memory search tasks was shown not to be related to the level of difficulty of the search task per se, but instead to the amount of processing in short-term memory required in the search task. The first experiment of the present study verified whether the amount of interference between time production and a short-term memory task may be related to the level of difficulty of the short-term memory task. Two versions of a memory task, with and without processing of order information, were combined with a temporal interval production task in a concurrent processing condition. As is shown in a control reaction time task, processing order information increased the level of difficulty of the memory search task. In the concurrent processing condition, the interference between short-term memory processing and time production was stronger when the level of difficulty of the short-term memory search task was increased by requiring that order information be processed. The results of Experiment 2 showed that the amount of interference between a similar short-term memory task and time production seems not to be related to the amount of order information that must be maintained during the time production task. This dissociation between the effects of processing and the maintenance of order information is compatible with a similar dissociation, observed in previous experiments, between the effects of processing and those of maintaining item information in short-term memory on concurrent time production.     

General versus gender-specific attributes of the psychology major

In the present study, the authors extended the search for general and gender-specific factors associated with the selection of psychology as a college major by using the Family Environment Scale (FES; R. H. Moos & B. S. Moos, 1994) and Coolidge Axis II Inventory (CATI; F. L. Coolidge & M. M. Merwin, 1992). The findings were restricted to one general (Schizoid) and one gender-specific (Self-Defeating) set of personality traits that seemed to be associated with the selection of a college major. The intuitive role of many presumed gender-specific factors (e.g., women are more open to discussing personal problems with others) may prove difficult to establish empirically.     

Improving generalisation skills in a neural network on the basis of neurophysiological data

The distribution of striate cortex cells exhibits a maximum number of cells tuned to vertical and horizontal orientations (Mansfield, 1974). This was interpreted as an adaptation of the visual system to the presence in the visual environment of greater amounts of vertical and horizontal information compared to information from other orientations (Keil & Cristobal, 2000). The present research confirms that vertical and horizontal orientations are, indeed, present in greater number in natural scenes. After normalization of the amount of information across all orientations, vertical information appeared to be better for bottom-up categorization. We demonstrate this using a connectionist autoassociator model of categorization used elsewhere in simulations of early infant categorization.