Executive-process interactive control: A unified computational theory for answering 20 questions (and more) about cognitive ageing

Although the effects of ageing on human information processing and performance have been studied extensively, many fundamental questions about cognitive ageing remain to be answered definitively. For example, what are the sources of age-related slowing? How much is working-memory capacity reduced in older adults? Is time-sharing ability lost with age? Answering such questions requires a unified computational theory that characterises the interactive operations of many component mental processes and integrates diverse data on cognitive ageing. Toward fulfilling this requirement, an executive-process interactive control (EPIC) architecture has been extended to model performance of both young and older adults. EPIC models yield accurate accounts of ageing effects on reaction times and accuracy in basic dual-task and working-memory paradigms. From these accounts, it appears that time-sharing ability and working-memory capacity decrease relatively little until after 70 years of age. Before age 70, at least some apparent performance decrements may be attributable to conservative executive processes and inefficient task procedures rather than decreased "hardware" functionality. By clarifying and deepening such insights, unified computational theories like EPIC will help answer many questions about cognitive ageing.     

Contributions of beliefs and processing fluency to the effect of relatedness on judgments of learning

Discovering how people judge their memories has been a major issue for metacognitive research for over 4 decades; many factors have been discovered that affect people’s judgments, but exactly how those effects are mediated is poorly understood. For instance, the effect of word pair relatedness on judgments of learning (JOLs) has been repeatedly demonstrated, yet the underlying basis of this substantial effect is currently unknown. Thus, in three experiments, we assessed the contribution of beliefs and processing fluency. In Experiment 1, participants studied related and unrelated word pairs and made either prestudy JOLs or immediate JOLs. Participants gave higher estimates for related than for unrelated pairs, suggesting that participants’ beliefs at least partially drive the relatedness effect on JOLs. Next, we evaluated the contribution of processing fluency to the relatedness effect either (1) by disrupting fluency by presenting half the pairs in an aLtErNaTiNg format (Experiment 2) or (2) by measuring how fluently participants processed pairs at study and statistically estimating the degree to which conceptual fluency mediated the effects of relatedness on JOLs (Experiment 3). Results from both experiments indicated that fluency contributes minimally to the relatedness effect. Taken together, these results indicate that people’s beliefs about how relatedness influences memory are responsible for mediating the relationship between relatedness and JOLs. In general, empirically establishing what mediates the effects of other factors on people’s judgments remains a major agenda for advancing theory of metacognitive monitoring.     

Barriers to Treatment in an Ethnically Diverse Sample of Families Enrolled in a Community-Based Domestic Violence Intervention

Using quantitative and qualitative data, we examined the association between barriers to treatment, motivating factors, treatment attendance, and outcome in a sample of 63 mothers (most of Asian or Pacific Islander descent) enrolled in a family-based domestic violence treatment program. A high number of perceived barriers was associated with lower attendance and lower scores on assessment of parenting practices at posttreatment. Mothers reported relying on their own motivation, observations of children's improvement, and the quality of their relationships with staff and group members to overcome barriers. A larger number of motivating factors was associated with positive parenting practices at posttreatment. Discussion includes the benefits of a mixed-method approach to measuring barriers and its clinical application to increase treatment participation.     

My face through the looking-glass: the effect of mirror reversal on reflection size estimation

People tend to grossly overestimate the size of their mirror-reflected face. Although this overestimation bias is robust, not much is known about its relationships to self-face perception. In two experiments, we investigated the overestimation bias as a function of the presentation of the own face (left–right reversed – as in a mirror – or nonreversed – as in a photograph), the identity of the seen face, and prior exposure to a real mirror. For this we developed a computerized task requiring size estimations of displayed faces. We replicated the observation that people overestimate the size of their mirror-reflected face and showed that the overestimation can be reduced following a brief mirror exposure. We also found that left–right reversal modulates the overestimation bias, depending on the perceived face’s identity. These data underline the enhanced familiarity of left–right reversed self-faces and the importance of size perception for understanding mirror reflection processing.     

Globally surveying in English: Investigation of the measurement equivalence of a job satisfaction measure across bilingual and native English speakers

The present research investigated measurement equivalence of organizational attitude surveys across bilingual and native English respondents. Results largely supported the equivalence of the measure of job satisfaction when administered in English to bilingual and native English‐speaking respondents.     

Alphabetic letter identification: effects of perceivability, similarity, and bias

The legibility of the letters in the Latin alphabet has been measured numerous times since the beginning of experimental psychology. To identify the theoretical mechanisms attributed to letter identification, we report a comprehensive review of literature, spanning more than a century. This review revealed that identification accuracy has frequently been attributed to a subset of three common sources: perceivability, bias, and similarity. However, simultaneous estimates of these values have rarely (if ever) been performed. We present the results of two new experiments which allow for the simultaneous estimation of these factors, and examine how the shape of a visual mask impacts each of them, as inferred through a new statistical model. Results showed that the shape and identity of the mask impacted the inferred perceivability, bias, and similarity space of a letter set, but that there were aspects of similarity that were robust to the choice of mask. The results illustrate how the psychological concepts of perceivability, bias, and similarity can be estimated simultaneously, and how each make powerful contributions to visual letter identification.     

Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching

Background. Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking. Aims. This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically prepare students for university entrance and students at non-academic track schools that usually prepare students for vocational education. Sample. In a longitudinal design with three occasions of data collection, the authors drew on a sample of N= 1,508 5th graders (age at T1 about 11 years, age at T3 about 14 years) from 60 schools in Germany. The academic track sample comprised n= 568 students; the non-academic track sample comprised n= 940 students. Method. Achievement measures were obtained by standardized tests of reading comprehension and decoding speed. Students at the different tracks were closely matched using propensity scores. To compare students’ growth trajectories between the different school tracks, we applied multi-group latent growth curve models. Results. Comparable results were recorded for the complete (unmatched) sample and for the matched pairs. In all cases, students at the different tracks displayed a similar growth in reading comprehension, whereas larger growth rates for students at academic track schools were recorded for decoding speed. Conclusions. Our findings contribute to an increasing body of literature suggesting that tracking might have undesired side effects.