The time course of attentional focusing in dyslexic and normally reading children

A cue size procedure was used to evaluate the time course of visuo-spatial attention in dyslexic and normally reading children. When a stimulus target is presented inside a large cue vs a small cue the identification time is slower. In the present study two cue-target delays (100 and 500 ms) were used. Results showed a slower time course of attentional focusing in dyslexics vs normal readers. Indeed, dyslexics exhibited no cue size effect at a shorter cue-target delay (100 ms), while it was present at a longer cue-target delay (500 ms). In contrast, a cue size effect was found at both cue-target delays in normally reading children. These results further support the hypothesis of sluggish automatic focusing of visual attention in dyslexics. This impairment could be a consequence of a general magnocellular deficit demonstrated previously in dyslexics.     

Antigravity hills are visual illusions

Antigravity hills, also known as spook hills or magnetic hills, are natural places where cars put into neutral are seen to move uphill on a slightly sloping road, apparently defying the law of gravity. We show that these effects, popularly attributed to gravitational anomalies, are in fact visual illusions. We re-created all the known types of antigravity spots in our laboratory using tabletop models; the number of visible stretches of road, their slant, and the height of the visible horizon were systematically varied in four experiments. We conclude that antigravity-hill effects follow from a misperception of the eye level relative to gravity, caused by the presence of either contextual inclines or a false horizon line.     

The joint WAIS-III and WMS-III factor structure: development and cross-validation of a six-factor model of cognitive functioning

During the standardization of the Wechsler Adult Intelligence Scale (3rd ed.; WAIS-III) and the Wechsler Memory Scale (3rd ed.; WMS-III) the participants in the normative study completed both scales. This "co-norming" methodology set the stage for full integration of the 2 tests and the development of an expanded structure of cognitive functioning. Until now, however, the WAIS-III and WMS-III had not been examined together in a factor analytic study. This article presents a series of confirmatory factor analyses to determine the joint WAIS-III and WMS-III factor structure. Using a structural equation modeling approach, a 6-factor model that included verbal, perceptual, processing speed, working memory, auditory memory, and visual memory constructs provided the best model fit to the data. Allowing select subtests to load simultaneously on 2 factors improved model fit and indicated that some subtests are multifaceted. The results were then replicated in a large cross-validation sample (N = 858).     

Perceptual asymmetry differences between major depression with or without a comorbid anxiety disorder: a dichotic listening study.

Predictions that anxious and nonanxious depression would differ in perceptual asymmetry (PA), as well as in sensitivity for perceiving emotional words, were evaluated using dichotic listening tasks. A total of 149 patients having a major depressive disorder (51 with and 98 without an anxiety disorder) and 57 healthy controls were tested on fused-word and complex tone tasks. The anxious and nonanxious depression groups showed a consistent difference in PA across tasks; that is, the anxious group had a larger left-ear advantage for tones and a smaller right-ear advantage for words when compared with the nonanxious group. There was no group difference in sensitivity for perceiving emotional words. Patients having an anxious depression appear to have a greater propensity to activate right than left-hemisphere regions during auditory tasks, whereas those having a nonanxious depression have the opposite hemispheric asymmetry.     

Multisystemic therapy for young offenders: families' experiences of therapeutic processes and outcomes

Multisystemic Therapy (MST) has been found to be effective in reducing youth antisocial behavior, but little is known about the process and impact of MST from the perspective of families themselves. This qualitative study explored parents' and young people's experiences of MST, focusing on aspects of the intervention that promoted or limited change. Thirty-seven semistructured interviews were conducted with a consecutive sample of 21 families (21 parent interviews, 16 young people) who had participated in a randomized controlled trial of MST for young offenders in the United Kingdom. Thematic analysis yielded 10 themes, organized into two domains: (a) engagement in MST and initial processes of change captures the central importance of the therapeutic relationship and the MST engagement model in families' positive experiences of MST; and (b) outcomes are complex reflects the range of positive outcomes reported (notably increased parental confidence and skills, improved family relationships, a return to education, and greater reflection and aspiration on the part of the young person) and mixed behavior outcomes. Even when the young person had reoffended, respondents indicated a range of other benefits for the family. The findings support the MST theory of change as well as point to some outcomes not usually measured in MST outcome studies. They also suggest some adaptations that may increase the impact of the intervention, including more attention to the influence of deviant peers, and ongoing support for families struggling to maintain strategies beyond the prescribed treatment period.     

Demographic Question Placement: Effect on Item Response Rates and Means of a Veterans Health Administration Survey

Purpose

This study examined whether demographic question placement affects demographic and non-demographic question completion rates, non-demographic item means, and blank questionnaire rates using a web-based survey of Veterans Health Administration employees.

Methodology

Data were taken from the 2010 Voice of the Veterans Administration Survey (VoVA), a voluntary, confidential, web-based survey offered to all VA employees. Participants were given two versions of the questionnaires. One version had demographic questions placed at the beginning and the other version had demographic questions placed at the end of the questionnaire.

Findings

Results indicated that placing demographic questions at the beginning of a questionnaire increased item response rate for demographic items without affecting the item response rate for non-demographic items or the average of item mean scores.

Implications

In addition to validity issues, a goal for surveyors is to maximize response rates and to minimize the number of missing responses. It is therefore important to determine which questionnaire characteristics affect these values. Results of this study suggest demographic placement is an important factor.

Originality/Value

There are various opinions about the most advantageous location of demographic questions in questionnaires; however, the issue has rarely been examined empirically. This study uses an experimental design and a large sample size to examine the effects of demographic placement on survey response characteristics.     

Applying Retrieval‐Induced Forgetting to Children's Testimony

When a crime has been committed, investigators must obtain as much and as accurate information as possible from witnesses. Initial incomplete interviews may pose a potential cost to unretrieved information. We explored retrieval‐induced forgetting (RIF) in children's autobiographical memory for related episodic events. Children experienced four related play sessions across 4 days, followed by word stem retrieval practice of half of the items, and a cued recall task that took place either 15 minutes or 2 hours later. Categorized details were experienced either within a single day or across multiple days. The emergence of RIF was dependent upon the length of delay between practice and test phases and the temporal distribution of the episodic events. Our observations demonstrate that RIF can be a subtle phenomenon whose occurrence depends upon whether the retrieval context supports an environment of retrieval interference. Copyright © 2012 John Wiley & Sons, Ltd.     

The Hispanic Stress Inventory--Adolescent Version: a culturally informed psychosocial assessment

A 2-phase study was conducted to develop a culturally informed measure of psychosocial stress for adolescents: the Hispanic Stress Inventory--Adolescent Version (HSI-A). Phase 1 involved item development through the collection of open-ended focus group interview data (n = 170) from a heterogeneous sample of Hispanic youths residing in the southwest and northeast United States. In Phase 2, we examined the psychometric properties of the HSI-A (n = 1,651), which involved the use of factor analytic procedures to determine the underlying scale structure of the HSI-A for foreign-born and U.S.-born participants in an aggregated analytic approach. An 8-factor solution was established, with factors that include Family Economic Stress, Acculturation-Gap Stress, Culture and Educational Stress, Immigration-Related Stress, Discrimination Stress, Family Immigration Stress, Community and Gang-Related Stress, and Family and Drug-Related Stress. Concurrent, related validity estimates were calculated to determine relations between HSI-A and other measures of child psychopathology and behavioral and emotional disturbances. HSI-A total stress appraisal scores were significantly correlated with both the Children's Depression Inventory and the Youth Self Report (p < .001). Reliability estimates for the HSI-A were conducted, and they yielded high reliability coefficients for most factor subscales, with the HSI-A total stress appraisal score reliability alpha at .92.     

Place and direction learning in a spatial T-maze task by neonatal piglets

Pigs are a valuable animal model for studying neurodevelopment in humans due to similarities in brain structure and growth. The development and validation of behavioral tests to assess learning and memory in neonatal piglets are needed. The present study evaluated the capability of 2-week old piglets to acquire a novel place and direction learning spatial T-maze task. Validity of the task was assessed by the administration of scopolamine, an anti-cholinergic drug that acts on the hippocampus and other related structures, to impair spatial memory. During acquisition, piglets were trained to locate a milk reward in a constant place in space, as well as direction (east or west), in a plus-shaped maze using extra-maze visual cues. Following acquisition, reward location was reversed and piglets were re-tested to assess learning and working memory. The performance of control piglets in the maze improved over time (P < 0.0001), reaching performance criterion (80 % correct) on day 5 of acquisition. Correct choices decreased in the reversal phase (P < 0.0001), but improved over time. In a separate study, piglets were injected daily with either phosphate-buffered saline (PBS; control) or scopolamine prior to testing. Piglets administered scopolamine showed impaired performance in the maze compared to controls (P = 0.03), failing to reach performance criterion after 6 days of acquisition testing. Collectively, these data demonstrate that neonatal piglets can be tested in a spatial T-maze task to assess hippocampal-dependent learning and memory.