Morphology and Spelling in Arabic: Development and Interface

In the current study, two experiments were carried out: the first tested the development of derivational root and word-pattern morphological awareness in Arabic; the second tested morphological processing in Arabic spelling. 143 Arabic native speaking children with normal reading skills in 2nd, 4th and 6th grade participated in the study. The results of the first experiment demonstrated the early emergence of derivational morphological awareness in children, with root awareness emerging earlier than word-pattern awareness. The second experiment supported the implication of morphological processing in spelling words and pseudo words across all grades tested. The results are discussed within a developmental psycholinguistic framework with particular emphasis on the characteristics of the Arabic language and orthography.     

The marital and family functioning of adults with ADHD and their spouses

Little is known about the family relationships of adults with Attention-Deficit/Hyperactivity Disorder (ADHD). Thus, the marital adjustment and family functioning of 33 married adults with ADHD and their spouses was compared to 26 non-ADHD control participants and their spouses. Results revealed that married adults with ADHD reported poorer overall marital adjustment on the Dyadic Adjustment Scale (DAS; Spanier, 1989) and more family dysfunction on the Family Assessment Device (FAD; Eptein, Baldwin, & Bishop, 1983) than control adults. The spouses of adults with ADHD did not differ from control spouses in reports of overall marital adjustment and family dysfunction. A greater proportion of their marital adjustment scores, however, fell within the maladjusted range. The ADHD adults' perceptions of the health of their marriages and families were more negative than their spouses' perceptions. The way in which spouses of ADHD adults compensated for their partners' difficulties were explored through clinical interviews. The findings in this study underscore the need for assessments and treatments to address marital and family functioning of adults with ADHD.     

Can holistic processing be learned for inverted faces?

The origin of "special" processing for upright faces has been a matter of ongoing debate. If it is due to generic expertise, as opposed to having some innate component, holistic processing should be learnable for stimuli other than upright faces. Here we assess inverted faces. We trained subjects to discriminate identical twins using up to 1100 exposures to each twin in different poses and images. In the upright orientation, twin discrimination was supported by holistic processing. Removal of a single face feature had no effect on performance, and a composite effect (Young, A. W., Hellawell, D., & Hay, D.C. (1987). Configurational information in face perception. Perception 16 (6), 747-759) was obtained. In the inverted orientation, however, above chance identification ability relied on (a) image specific learning, or (b) tiny local feature differences not noticed in the upright faces. The failure to learn holistic processing for inverted faces indicates that, in contrast to the situation for objects (Tarr, M.J., & Pinker, S. (1989). Mental rotation and orientation-dependence in shape recognition. Cognitive Psychology 21 (2), 233-282), orientation specificity of face processing is highly stable against practice.     

Dissociations between implicit and explicit memory in children: the role of strategic processing and the knowledge base

A review of the literature shows that explicit memory develops substantially from three years of age to adulthood, while implicit memory remains stable across this age range. Previously, this developmental dissociation has been attributed to different memory systems, or to confounds with perceptual vs. conceptual processing. Prompted by an alternative developmental framework, the experiments reported here provide evidence against both interpretations. Instead, it will be argued that (a) the implicit-explicit developmental dissociation reflects differences in strategic processing (strategy use and metamemory) across childhood and (b) that implicit memory can show development if a child's knowledge base in the tested domain is developing with age.     

Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors

Functional neuroimaging may provide insights into the achievement gap in reading skill commonly observed across socioeconomic status (SES). Brain activation during reading tasks is known to be associated with individual differences in children's phonological language skills. By selecting children of equivalent phonological skill, yet diverse socioeconomic backgrounds, we use functional magnetic resonance imaging (fMRI) to demonstrate that a child's experience, as operationalized by SES, can systematically modulate the relationship between phonological language skills and reading-related brain activity in left fusiform and perisylvian regions. Specifically, at lower socioeconomic levels, individual differences in skill result in large differences in brain activation. In contrast, as SES increases, this relationship between phonological language skill and activation is attenuated. Socioeconomic background factors are thus found to modulate brain-behavior relationships in reading, indicating that cognitive, social, and neurobiological influences on reading development are fundamentally intertwined.     

Against Blameless Wrongdoing

I argue against the standard view that it is possible to describe extensionally different consequentialist theories by describing different evaluative focal points. I argue that for consequentialist purposes, the important sense of the word act must include all motives and side effects, and thus these things cannot be separated.     

Identifying Students at Risk: An Examination of Computer-Adaptive Measures and Latent Class Growth Analysis

Multitiered systems of support depend on screening technology to identify students at risk. The purpose of this study was to examine the use of a computer-adaptive test and latent class growth analysis (LCGA) to identify students at risk in reading with focus on the use of this methodology to characterize student performance in screening. Participants included 3,699 students in Grades 3–5. Three time points of administration (fall, winter, and spring) of the computer-adaptive reading measure were selected. LCGA results indicated 6–7 classes, depending on grade, informed by level and growth in student performance that significantly predicted failure on the statewide test administered at the end of the year. The lowest-performing classes had failure rates above 90% across all grades. The results indicate that identifying homogeneous groups of learners through LCGA may be valuable as an approach to determining students who need additional instruction. Practical implications and future directions are discussed.     

Do object-category selective regions in the ventral visual stream represent perceived distance information?

It is well established that scenes and objects elicit a highly selective response in specific brain regions in the ventral visual cortex. An inherent difference between these categories that has not been explored yet is their perceived distance from the observer (i.e. scenes are distal whereas objects are proximal). The current study aimed to test the extent to which scene and object selective areas are sensitive to perceived distance information independently from their category-selectivity and retinotopic location. We conducted two studies that used a distance illusion (i.e., the Ponzo lines) and showed that scene regions (the parahippocampal place area, PPA, and transverse occipital sulcus, TOS) are biased toward perceived distal stimuli, whereas the lateral occipital (LO) object region is biased toward perceived proximal stimuli. These results suggest that the ventral visual cortex plays a role in representing distance information, extending recent findings on the sensitivity of these regions to location information. More broadly, our findings imply that distance information is inherent to object recognition.