Sensitivity to pictorial shape perspective in 5-year-old children and adults

Five-year-old children’s and adults’ sensitivity to shape perspective was tested with relative length judgments of two crossed lines on the surface of a tilted “box.” The stimuli were presented in both slides and three-dimensional viewing conditions. Judgments in the three-dimensional condition corresponded closely to the actual three-dimensional lengths. Responses in the slide-viewing condition were similar for both age groups, and showed about a one-third regression toward picture-plane length judgments. The lack of age effects was considered with respect to theories of the development of sensitivity to shape perspective.     

Orthographie distinctiveness of homonyms

Ratings of orthographic distinctiveness were obtained for 139 homonym pairs. Mean ratings on a 9-point scale ranged from 7.75 to 2.44. Reliability of the ratings was high (r = .91). In addition, orthographic distinctiveness was found to be independent of disparity in perceived meanings of the separate homonym forms.     

Self-instruction: An analysis of the differential effects of instruction and reinforcement

This study investigated the impact of training 9 first- and second-grade children to use a full self-instructional regimen, and then differentially reinforced the use of self-instruction only, accuracy only, or both self-instruction and accuracy. Three comparison children received no training in self-instruction and were reinforced for accuracy only. Children improved dramatically in academic accuracy subsequent to self-instructional training, independent of the use of self-instruction and of the specific behavior consequated. Children who were reinforced for using self-instruction did use self-instruction, and those who were not, did not. Comparison group children showed little improvement until training in problem-solving strategies was given after 9 days of reinforcement for accuracy. Self-instructional training is discussed as one type of event that increases the likelihood of accurate performance. Its effectiveness may be explained in terms of a teaching strategy rather than in terms of modifying cognitive processes.     

The Poggendorff illusion: consider all the angles

In the Poggendorff display, which consists of parallel lines interrupting a transversal, one of the two transversal segments was replaced by a dot lying along the parallel. The angle between the remaining transversal segment and the parallels was varied in 15 degree increments, as was the orientation of the transversal with respect to the subject. Subjects set the dot to appear collinear with the transversal. Judgmental errors can be partitioned into additive components, one linearly related to the size of the obtuse angle between transversal and parallels and the other a sinusoidal function of transversal and parallels and the other a sinusoidal function of transversal orientation (collinearity settings err toward the horizontal or vertical, whichever is closer), plus a meridional effect, an interaction term that magnifies the errors of a given obtuse angle as the transversal approaches an oblique orientation.     

Individual prediction of dyslexia by single versus multiple deficit models

The overall goals of this study were to test single versus multiple cognitive deficit models of dyslexia (reading disability) at the level of individual cases and to determine the clinical utility of these models for prediction and diagnosis of dyslexia. To accomplish these goals, we tested five cognitive models of dyslexia--two single-deficit models, two multiple-deficit models, and one hybrid model--in two large population-based samples, one cross-sectional (Colorado Learning Disability Research Center) and one longitudinal (International longitudinal Twin Study). The cognitive deficits included in these cognitive models were in phonological awareness, language skill, and processing speed and/or naming speed. To determine whether an individual case fit one of these models, we used two methods: 1) the presence or absence of the predicted cognitive deficits, and 2) whether the individual's level of reading skill best fit the regression equation with the relevant cognitive predictors (i.e., whether their reading skill was proportional to those cognitive predictors.) We found that roughly equal proportions of cases met both tests of model fit for the multiple deficit models (30-36%) and single deficit models (24-28%); hence, the hybrid model provided the best overall fit to the data. The remaining roughly 40% of cases in each sample lacked the deficit or deficits that corresponded with their best-fitting regression model. We discuss the clinical implications of these results for both diagnosis of school-age children and preschool prediction of children at risk for dyslexia.     

When feeling right leads to being right in the reporting of implicitly-formed attitudes,or how I learned to stop worrying and trust my gut

Previous research indicates that attitudes can form via the implicit (unconscious) detection of covariations between attitude objects and other valenced stimuli (Olson & Fazio, 2001, 2002). We posit that due to the lack of awareness of their origins, attitudes resulting from implicit evaluative conditioning are more affective in nature and resemble gut intuitions more than rational beliefs. This suggests that circumstances exist when individuals will be more likely to express implicitly-formed attitudes, and across a correlational study and 2 experiments, the present research demonstrates factors that increase conditioning-consistent decision-making. Specifically, we demonstrate that feelings of intuitiveness and expertise, both of which can foster a sense that one can “trust one's gut,” lead one to express attitudes recently formed through an implicit evaluative conditioning procedure. We conclude that while implicit attitude formation may be a pervasive phenomenon, implicitly formed attitudes may be expressed only under certain conditions.