Reading without phonology: Evidence from aphasia

This study of an aphasic dyslexic supports the view that there are separate visual and phonological pathways in reading. The patient retained a reading vocabulary of at least 16 500 words although she was unable to perform operations that critically depend on grapheme-to-phoneme conversion; these included reading nonsense words, recognizing rhymes and homophones, and accessing lexical entries from homophonic spellings such as “kote”. Typographical variation, such as mixed case presentation, did not interfere with her reading performance, which suggests that it is mediated by letter identification rather than by a wholistic method of word recognition. The total performance pattern strongly suggests that this patient identifies words by matching particular letter-strings with their corresponding meanings.     

The word order problem in agrammatism : I. Comprehension

The results of a picture-pointing comprehension test show that agrammatic aphasics have difficulty understanding sentences in which the underlying semantic roles are marked by the order of noun phrases around a verbal element. Agrammatic patients performed poorly on reversible constructions involving spatial prepositions (e.g., “The square is above the circle”) and verbs (e.g., “The dancer applauds the clown”). These results have significance for the interpretation of the underlying disturbance in agrammatism—whether the deficit is syntactic or purely phonological.     

Using Open-Ended Interviews to Determine Why Puerto Rican Students Drop Out of School

Latino youth account for 10% of all elementary and secondary school students and are among the most undereducated in the United States (Perez, 1993). Many low socioeconomic status (SES) Latino youths are dropping out of high school. There are few contemporary studies on this dilemma. Based on students' opinions and perceptions, this article examines why one subgroup of the Latino population, Puerto Ricans, is not graduating from high school.     

Null's the word: A comparison of memory quality for intensely negative and positive events

Research comparing memories of traumatic and positive events has produced inconsistent results. Complicating the issue, researchers employ a variety of measures (e.g., narrative or questionnaire) that make comparison across studies difficult. Further, this research has been criticised for lacking adequate statistical controls (Sotgiu & Mormont, 2008). Our study employed both narrative and questionnaire methodologies and compared memories for highly negative and positive events while controlling for retention interval, intensity of the event, and word count in the narrative measures. A total of 108 racially diverse college undergraduates wrote narratives and completed the Memory Characteristics Questionnaire about the most negative and the most positive event they had experienced, and memories were assessed for narrative coherence, language indicative of cognition, insight and sensory experience, subjective ratings of clarity, sensory detail, contextual detail, temporal detail, and the inclusion of thoughts and feelings. Results indicate no differences between memories for highly negative and positive events when retention interval and emotional intensity are controlled.     

The Other Side of the Story: Knowledge Transfer and Advice-Giving in a Drug Subculture

Widely used as a framework for understanding drug use initiation, social learning theory has lacked considerations of peer effects from the standpoint of the experienced user and applications to hard drugs. This study aims to extend social learning theory by examining the advice an experienced drug user would give a younger friend or relative expressing desire to experiment with club drugs. Forty qualitative interviews with club drugs users were analyzed. The experienced user’s own initiation, previous experiences, and risk perceptions are important in how advice is constructed. We discovered variations in advice-giving for friends and family members that may be based on considerations of age appropriateness.     

The Role of Metacognitions in the Association between Children’s Perceptions of Maternal Control and Anxiety

We aimed to bring a developmental perspective to metacognitive theory. The metacognitive model (MCM) was originally developed for adults. However, an increasing number of studies demonstrate the MCM is relevant to child anxiety. Therefore, it is important to understand the origins of anxiety-specific metacognitions. Given the role experiences of controlling parenting play in maintaining and perhaps forming anxious cognitions or a cognitive vulnerability we focused on maternal behavioral and psychological control. Using a cross-sectional design, Danish school children (9–17 years old; N?=?1062) rated their levels of anxiety and anxiety-specific metacognitions, and their mothers' controlling behavior. Child-perceived maternal psychological control was positively correlated with each anxiety specific metacognition (positive and negative worry beliefs, cognitive confidence, need to control, and cognitive self-consciousness). Child-perceived autonomy-granting was negatively correlated with all metacognitions except cognitive self-consciousness. Child perceived maternal psychological control was indirectly associated with anxiety via total metacognitions. Child-perceived autonomy-granting, but not psychological control, was directly related to anxiety. Given the differential findings for psychological control and autonomy-granting, we suggest that specific types of parenting behavior may be related to specific elements of (meta-) cognitive vulnerability. Our findings are theoretically important because they propose maternal psychological control is an environmental factor that may play a role in the development of a metacognitive vulnerability related to anxiety. A potential clinical implication of our findings is that metacognitive therapy for children should include a parental component.     

Reliance on Numerical Precision: Compatibility between Accuracy versus Efficiency Goals and Numerical Precision Level Influence Attribute Weighting in Two‐Stage Decisions

This research examines how the weighting of an attribute is jointly affected by attribute precision and decision stage. Building on prior work suggesting (a) that less (more) precise numerical values are easier to process (more accurate), (b) that decision‐makers' motivation to be efficient (accurate) is greater when creating a consideration set (making a final choice), and (c) that decision‐makers tend to overweight information that is compatible with their goals, we hypothesize that when creating a consideration set (making a choice) participants tend to assign greater weight to less (more) precise attributes. Five studies (two of them reported in the Appendix S1) offer triangulating evidence for these predictions. Overall, this work contributes to research on numerical cognition, efficiency versus accuracy trade‐offs, attribute weighting, and two‐stage decisions.     

Differentiating the impact of episodic and chronic stressors on hypothalamic-pituitary-adrenocortical axis regulation in young women.

OBJECTIVE: The goal of this study was to examine the impact of episodic stress and chronic interpersonal stress on indices of HPA regulation. To explore the potential downstream consequences of altered HPA dynamics, the authors also assessed indicators of metabolic control and systemic inflammation. DESIGN: One hundred four medically healthy women between the ages of 15 and 19 participated. Following an in-depth interview of life stress, a sample of blood was drawn through antecubital venipuncture. Over the course of the next 2 days, participants gathered salivary cortisol samples. MAIN OUTCOME MEASURES: Cortisol morning response, cortisol daily output, glucocorticoid receptor (GR) mRNA, C-reactive protein (CRP), insulin, and glucose. RESULTS: The simple presence of episodic stress or chronic interpersonal stress was not reliably associated with cortisol output, GR mRNA, insulin, or glucose. When women were exposed to an episodic stressor in the midst of chronic stress they showed increased cortisol output and reduced expression of GR mRNA. By contrast, when women had low levels of chronic stress, episodic events were associated with decreased cortisol output and increased GR mRNA. Episodic and chronic stress also interacted to predict CRP, but not insulin or glucose. CONCLUSIONS: The impact of episodic stress is accentuated in the midst of chronic interpersonal stress and diminished in its absence. Simultaneous exposure to episodic and chronic stress may create wear and tear on the body, whereas exposure to episodic stress in the context of a supportive environment may toughen the body, protecting it against subsequent stressors.