Chicken or egg? Untangling the relationship between orthographic processing skill and reading accuracy

There is increasing evidence of a relationship between orthographic processing skill, or the ability to form, store and access word representations, and reading ability. Empirical research to date has not, however, clarified the direction of this relationship. We examined this question in a three-year longitudinal study of children from Grades 1 to 3. We included standard measures of orthographic processing skill, at both the lexical and sublexical level, and word reading accuracy, as well as controls of vocabulary, non-verbal reasoning, and phonological awareness. In all analyses, word reading predicted progress in acquiring orthographic processing skill, regardless of grade level or orthographic processing measure. In contrast, orthographic processing skill did not predict progress in word reading. Our results suggest that, between Grades 1 and 3, children acquire orthographic processing skill through their reading and that this ability, as characterized by the most common tasks used to date, does not play an independent role in supporting reading acquisition.     

Predicting others’ actions: evidence for a constant time delay in action simulation

Recent evidence indicates that humans can precisely predict the outcome of occluded actions. It has been suggested that these predictions arise from a mental simulation which might run in real-time. The present experiments aimed to specify the time course of this simulation process. Participants watched transiently occluded point-light actions and the temporal outcome after occlusion was manipulated. Participants were instructed to judge the temporal coherence of the action after a short (Experiment 1) and a long occlusion period (Experiment 2). Both experiments revealed a comparable negative point of subjective equality (PSE), indicating that action simulation took constantly longer than the observed action itself. Such a temporal error was not present when inverted actions were used, (Experiment 3) ruling out a pure visually driven effect. The results suggest that the temporal error is due to costs arising from a switch from action perception to an internal simulation process involving motor representations.     

French Children’s Awareness of Gender Stereotypes About Mathematics and Reading: When Girls Improve Their Reputation in Math

Since 2000, surveys on academic achievement show gender inequalities in favor of girls in the school setting. The aim of the present study was to examine if gender stereotypes about academic abilities that are usually considered as fully demonstrated in the literature have to be updated. Three hundred ninety-eight French fifth graders from a medium-sized provincial town answered a questionnaire designed to examine, both with direct and indirect measures, if they hold different gender stereotypes concerning mathematics and reading depending on target’s age (children vs. adults). As expected, results showed that participants, regardless of their gender, were aware of a math-ability stereotype favorable to men when the stereotyped targets were adults. When the stereotyped targets were children and young adolescents, the math-ability stereotype was less clear. Participants believed that people think that girls succeed as well as boys in math. Concerning reading-ability, participants reported the “usual” stereotype favorable to females, regardless of the stereotyped target’s age (child or adult). Together these results suggest that academic gender stereotypes have to be reconsidered. The math-ability stereotype targeting children and favorable to both genders seems to show an improvement of the French girls’ reputation in mathematics. Moreover, the reputation of French boys in this domain seems to be poorer than reported in previous research.     

Influence of background on precision of 3D depth judgment tasks in a real environment

Presently, little is known about the effect of curved backgrounds against which the target stimulus is presented on precision in stereoacuity. The experiment analyzed the influence of stimulus orientation and 3D background configuration on stereoscopic vision. Participants were instructed to perform 3D visual alignment tasks on a modified version of the Howard-Dolman apparatus, whereupon precision in depth perception for different curved backgrounds (flat, black, concave, and convex) was evaluated. In addition, the influence of stimulus orientation (0 degrees, 45 degrees, and 90 degrees) on precision was examined. The findings revealed an underestimation in the perceived depth in all background configurations, indicating highest and lowest precision outcomes for convex and concave backgrounds, respectively. In addition, a significant interaction of background and orientation was found. It was concluded that, in a real environment, background local depth cues are integrated with target stimuli to contribute to depth perception.     

Effect of an aerobic training program as complementary therapy in patients with moderate depression

The aim of this study was to assess the effects of an aerobic training program as complementary therapy in patients suffering from moderate depression. 82 female patients weredivided into a group that received traditional pharmacotherapy (Fluoxetine 20 mg) and a group that received pharmacotherapy plus an aerobic training program. This program was carried out for eight consecutive weeks, three days per week, and included gymnastics, dancing, and walking. Depressive symptoms were measured with the Beck Depression Inventory and the ICD-10 Guide for Depression Diagnosis, both administered before and after treatments. The results confirm the effectiveness of the aerobic training program as a complementary therapy to diminish depressive symptoms in patients suffering from moderate depression.     

Relations between timing,position, and grouping in short-term memory

This article is concerned with how information about time and position in a sequence is represented in short-term memory and expressed in the dynamics of serial recall. Temporal-distinctiveness theories of memory predict that isolating a list item in time will improve recall accuracy for that item. Although the majority of research in short-term memory has failed to demonstrate a temporal isolation effect (TIE), there are occasions on which a TIE is observed. The disparity in results has been explained by assuming that participants can adaptively weight temporal and nontemporal information at retrieval, with differences between experiments promoting or discouraging reliance on time as a source of episodic information. A particular focus of the present study is the finding that the TIE is substantially observed in standard serial recall only when participants are instructed to group the list into minisequences. The findings of two experiments using instructed grouping replicated this effect but showed that it is attributable to a longer gap at the group boundary enhancing the positive effect of grouping on recall accuracy. These results show that the hierarchical representations usually associated with temporal grouping are also elicited by instructed grouping but that an additional and nonspecific benefit to recall obtains from lengthening the pause between groups. An additional role for time is identified in the timing of responses: The dynamics of input sequences tend to be mirrored in output sequences for ungrouped lists, whereas the primacy pattern in grouped lists is for a longer duration to speed access to the following group when that duration occurs at an instructed group boundary.     

Representational momentum in aviation

The purpose of this study was to examine the effects of expertise on motion anticipation. We conducted 2 experiments in which novices and expert pilots viewed simulated aircraft landing scenes. The scenes were interrupted by the display of a black screen and then started again after a forward or backward shift. The participant's task was to determine whether the moving scene had been shifted forward or backward. A forward misjudgment of the final position of the moving scene was interpreted as a representational momentum (RM) effect. Experiment 1 showed that an RM effect was detected only for experts. The lack of motion anticipation on the part of novices is a surprising result for the RM literature. It could be related to scene unfamiliarity, encoding time, or shift size. Experiment 2 was run with novices only. It was aimed at testing the potential impact of 2 factors on the RM effect: scene encoding time and shift size. As a whole, the results showed that encoding time and shift size are important factors in anticipation processes in realistic dynamic situations.     

The cultural narratives of Francophone and Anglophone Quebecers: using a historical perspective to explore the relationships among collective relative deprivation, in-group entitativity, and collective esteem

Responding to calls to contextualize social psychological variables in history, the present research examines the relationship between collective relative deprivation and collective esteem using a historical perspective. We hypothesized that collective relative deprivation perceived to be experienced during an important low-point in a group's history serves to define the group's current collective identity, which is in turn associated with collective esteem. In Study 1, cultural narrative interviews were conducted with Francophone and Anglophone Quebecers in order to identify key historical chapters for these groups and to examine the extent to which historical low-points were identity-defining features of their narratives. In Study 2, using the information obtained from these narratives, collective relative deprivation was explored across group members' perceived histories and related to current in-group entitativity and collective esteem. The relationship between collective relative deprivation thought to be experienced by one's group during a historical low-point and collective esteem was positive for both Anglophone and Francophone Quebecers and was mediated by in-group entitativity. Collective relative deprivation perceived to be experienced during a historical low-point serves to define one's collective identity, which is in turn associated with greater collective esteem.     

Integration of visual information for saccade production

To foveate a visual target, subjects usually execute a primary hypometric saccade (S1) bringing the target in perifoveal vision, followed by a corrective saccade (S2) or by more than one S2. It is still debated to what extent these S2 are pre-programmed or dependent only on post-saccadic retinal error. To answer this question, we used a visually-triggered saccade task in which target position and target visibility were manipulated. In one-third of the trials, the target was slightly displaced at S1 onset (so-called double step paradigm) and was maintained until the end of S1, until the start of the first S2 or until the end of the trial. Experiments took place in two visual environments: in the dark and in a dimly lit room with a visible random square background. The results showed that S2 were less accurate for shortest target durations. The duration of post-saccadic visual integration thus appears as the main factor responsible for corrective saccade accuracy. We also found that the visual context modulates primary saccade accuracy, especially for the most hypometric subjects. These findings suggest that the saccadic system is sensitive to the visual properties of the environment and uses different strategies to maintain final gaze accuracy.     

Morphological awareness: development trends and patterns of evolution in kindergarten and primary education

We present a study that investigates changes in the acquisition and development of morphological awareness in children from 5 to 7 years old. This investigation was carried out on three separate occasions over two academic years, in which morphological awareness was assessed according to two levels. The data indicate an increase in the morphological awareness development from the kindergarten to primary education, verifying the acquisition in the first instance of the morphological judgment level and secondly, of morphological production level. It also generates a pattern of acquisition of the various parameters that make up morphology.