On the determinants of induction in responding for sucrose when food pellet reinforcement is upcoming

Rats' rates of leverpressing for low-concentration liquid-sucrose reinforcers in the first half of an experimental session increase when food pellet, rather than sucrose, reinforcers will be available in the second half. Experiment 1 determined that this induction effect was the outcome of food pellet reinforcement's increasing response rates, not of continued sucrose reinforcement's decreasing them. Experiments 2 and 3 showed that induction was primarily controlled by the conditions of reinforcement in the current session, not by those in the previous one. Experiment 4 showed little evidence that the induction was the outcome of Pavlovian processes. These results suggest that induction may occur because of processes operating at the level of the entire session. They also provide a link to a seemingly related area of study: contrast effects. Some of the results are consistent with what is known about contrast effects, but there are also several, yet unexplained differences.     

Lexical and syntactic errors in translation by Italian/English bilinguals

Translation is recognized as a specific linguistic ability in bilinguals. Yet, we know little about what factors influence translation ability, especially at the sentence level. In this study, adults were asked to translate sentences from English (L2) into Italian (L1). We hypothesized that (1) adults with later age of arrival in Canada would perform better in translating into their native language than adults with earlier age of arrival, and therefore earlier L2 acquisition and (2) adults with higher use of L1 would perform better than adults with low use. Participants (N = 70) formed 4 groups based on their age of arrival in Canada (AoA) and their reported use of Italian. The translated sentences were scored for syntactic and lexical correctness, and for the number of omitted words. There were significant AoA group effects: late arrival in Canada was associated with better performance. There were no effects for reported frequency of use of Italian Both self-ratings and native Italian listener ratings of the translated sentences correlated highly with number of correct sentences.     

Individual differences in performance on elementary cognitive tasks (ECTs): lawful vs. problematic parameters.

Over the past 2 decades, the cognitive-correlates approach has dominated investigations into the nature of intelligence. This research program relies on a number of processing speed parameters (apart from "average performance"). These measures include the slope, intercept, and intraindividual variability of both decision time and movement time. By correlating these measures with established markers of intelligence, researchers postulate theoretical models underlying these information-processing constructs. However, there is a lack of substantive evidence that these phenomena are as robust within the individual as has been proposed. The authors tested the properties of intraindividual parameters by asking participants (N = 179) to perform 10 elementary cognitive tasks (ECTs). Detailed analyses revealed that average performance parameters, extracted from these ECTs, behaved lawfully. However, up to 40% of participants failed to provide acceptable indices of intraindividual model fit. Similarly, intraindividual variability measures appeared less valid than previously suggested. The implications of these findings for cognitive and biological models of intelligence are discussed.     

Slow down,you move too fast: emotional intelligence remains an "elusive" intelligence

Commentators on the R. D. Roberts, M. Zeidner, and G. Matthews (2001) article on the measurement of emotional intelligence (EI) made various pertinent observations that confirm the growing interest in this topic. This rejoinder finds general agreement on some key issues: learning from the history of ability testing, developing more sophisticated structural models of ability, studying emotional abilities across the life span, and establishing predictive and construct validity. However, scoring methods for tests of EI remain problematic. This rejoinder acknowledges recent improvements in convergence between different scoring methods but discusses further difficulties related to (a) neglect of group differences in normative social behaviors, (b) segregation of separate domains of knowledge linked to cognitive and emotional intelligences, (c) potential confounding of competence with learned skills and cultural factors, and (d) lack of specification of adaptive functions of EI. Empirical studies have not yet established that the Multi-Factor Emotional Intelligence Scale and related tests assess a broad EI factor of real-world significance.     

Hormonal contraceptive congruency: Implications for relationship jealousy

Research shows that women who use hormonal contraceptives (HCs) differ in their mate preferences from women who have regular cycles. It has been proposed that when a partnered woman either begins to use or ceases to use HCs, she may experience changes in her relationship since her preferences become incongruent with those prevalent at the time of her partner choice. This has not yet been directly tested. Here, in doing this, we aim to specifically test whether current and past HC use contributes to present levels of relationship jealousy. We find a significant interaction in levels of jealousy based on current HC use and HC use at the start of the relationship. When current HC use is incongruent with that at the start of the relationship, women report significantly higher levels of jealousy. Results are among the first to suggest that both current and past HC use may influence relationship dynamics.     

Not all who stand tall are proud: Gender differences in the proprioceptive effects of upright posture

Research shows that individuals feel and later perform better when given positive feedback in the context of an upright posture, as opposed to a slumped one, even if unaware that their bodily position is meant to express emotion. We sought to determine whether proprioceptive feedback from body postures operate differently for women and men. Participants received success feedback when in either an upright or slumped posture, which was covertly manipulated. Results showed that for men the effects of posture were intuitive and appropriate: receiving success feedback while upright enhanced performance self-ratings. In contrast, after adopting an upright posture, women went on after success feedback to perform more poorly and make more negative self-ratings, than after adopting a slumped posture. A number of theories are offered as potential explanations for this gender effect.     

Relationship Between Graphical Device Comprehension and Overall Text Comprehension for Third-Grade Children

This study examined relationships between reading comprehension, known predictors of reading comprehension (i.e., cognitive flexibility, fluency, reading motivation and attitude, vocabulary), and graphical device comprehension. One-hundred fifty-six third graders completed assessments of known predictor variables and an assessment tapping comprehension of graphical devices commonly found in age-appropriate informational texts: captioned pictures, insets, surface diagrams, cross-sectional diagrams, flow charts, timelines, and tables. Graphical device comprehension was strongly correlated with reading comprehension, r_s = 0.49, p (one-tailed) < 0.01. Regression analyses, including known and new variables, revealed that graphical device comprehension accounted for 12.81% of the resulting standardized model predicting general reading comprehension.     

Studying Strategy Effects on Memory,Attitudes, and Intentions

In this experiment, 175 participants generated node-link maps or summaries using multiple, massed, or ad lib schedules while reading text on stress-related information. They rated personal relevance immediately following studying and completed tests on the information and measures of attitudes and intentions 48 hours later. Low-verbal-ability participants who mapped and high-verbal-ability participants who summarized performed best on the tests and reported higher personal relevance. Multiple regression analyses indicated that personal relevance predicted test performance for those who mapped and was consistent in predicting both intentions to learn about and manage stress for all participants.