Ageing and feature binding in visual working memory: The role of presentation time

A large body of research has clearly demonstrated that healthy ageing is accompanied by an associative memory deficit. Older adults exhibit disproportionately poor performance on memory tasks requiring the retention of associations between items (e.g., pairs of unrelated words). In contrast to this robust deficit, older adults’ ability to form and temporarily hold bound representations of an object's surface features, such as colour and shape, appears to be relatively well preserved. However, the findings of one set of experiments suggest that older adults may struggle to form temporary bound representations in visual working memory when given more time to study objects. However, these findings were based on between-participant comparisons across experimental paradigms. The present study directly assesses the role of presentation time in the ability of younger and older adults to bind shape and colour in visual working memory using a within-participant design. We report new evidence that giving older adults longer to study memory objects does not differentially affect their immediate memory for feature combinations relative to individual features. This is in line with a growing body of research suggesting that there is no age-related impairment in immediate memory for colour-shape binding.     

On the Gender-Typed Nature of Dominant and Submissive Acts

Two studies were conducted to determine whether dominant and submissive acts could be considered gender-typed behaviors. These studies were designed to test three key assumptions stemming from contemporary views of gender role socialization: that self-reported dominant and submissive acts are bidimensional (as opposed to bipolar), that dominant and submissive acts are perceived to be equally desirable for men and women to perform, and that dominant acts are perceived to be more stereotypic of men whereas submissive acts are seen as more stereotypic of women. Each of these assumptions was supported. Discussion focuses on the development of shorter versions of the dominant and submissive act reports, as well as possible directions for determining construct validity.     

Specialised higher-level mechanisms for facial-symmetry perception: evidence from orientation-tuning functions

Bilateral symmetry is important in many perceptual analyses from low-level figure-ground segmentation to higher-level face and object perception. Despite the success of low-level, image-based symmetry-detection models, these may not provide a complete account of symmetry perception. Better symmetry detection and stronger preferences for symmetry in upright faces than comparable patterns (e.g. inverted faces) that do not engage specialised face-coding mechanisms suggest a contribution of higher-level mechanisms to symmetry perception. We replicated better symmetry detection and stronger symmetry preferences for upright than inverted faces in experiment 1, and examined their orientation tuning in more detail in experiment 2. Decreasing performance as faces are mis-oriented away from the canonical upright orientation is the signature of specialised face-processing mechanisms, which are engaged less effectively as faces are mis-oriented. Lower-level symmetry-detection mechanisms, which operate better with vertical than horizontal, and horizontal than oblique, axes of symmetry would produce a W-shaped orientation-tuning function. Identical orientation-tuning functions were obtained for symmetry detection and preferences. Both declined with increasing mis-orientation over the 0 degrees-135 degrees range, consistent with a contribution from specialised face-coding mechanisms. Both increased from 135 degrees to 180 degrees, consistent with reliance on lower-level image-based mechanisms for severely misoriented faces. Taken together, the results implicate specialised, higher-level mechanisms in the detection of, and preference for, facial symmetry.     

Motivational antecedent beliefs of endurance, strength, and flexibility activities

Research into the correlates of physical activity has focused almost exclusively on physical activity as an omnibus construct. Health Canada and the American College of Sports Medicine, however, advocate physical activity in terms of performing regular endurance, strength, and flexibility activities. The purpose of this study was to investigate the absolute and relative contributions of behavioral, normative, and control beliefs associated with endurance, strength, and flexibility activities within a theory of planned behavior (TPB) structure. Participants were 185 undergraduates who completed measures of the TPB and a 2-week follow-up of endurance, strength, and flexibility behavior. Results using structural equation modeling and Hotelling's t-tests for dependent correlations identified different motivational antecedents for each type of physical activity (p < .05). Endurance behavior was influenced exclusively by behavioral beliefs, flexibility behavior was influenced by normative and control beliefs, and strength behavior was influenced by key behavioral, normative, and control beliefs. The different motivational profiles for each physical activity allude to the importance of tailoring interventions by physical activity type.     

The Use of Verb Information in Parsing: Different Statistical Analyses Lead to Contradictory Conclusions

The research investigated how comprehenders use verb information during syntactic parsing. Two reading experiments investigated the relationship between verb-specific variables and reading time. These experiments were close replications of prior work; however, two statistical techniques were used, rather than one. These were item-by-item correlations and participant-by-participant regression. In Experiment 1, reading time was measured using a self-paced moving window. In Experiment 2, eye movements were recorded during reading. The results of both experiments showed that the results of two types of statistical analyses support contradictory conclusions. The analyses involving participant-by-participant regression analyses provided no evidence for the early use of verb information in parsing and support syntax-first approaches to parsing. In contrast, the results of item-by-item correlation were consistent with the prior research, supporting the view that verb information can guide initial parsing decisions. Implications for theories of parsing are discussed. This research was financially supported by Grants HD-07327 and HD-18708 awarded to the University of Massachusetts at Amherst and supported by a grant awarded to the author by the National Science Foundation (BCS 0446998).     

Perinatal positive parenting: Three case reviews

Important insights into the nature of the Perinatal Positive Parenting program can be gained through case reviews by the volunteer parents regarding their experiences with the program. Some information about the impact of the program on the new parent involved can only be captured in this way. This is also true of the considerable positive impact the program has had on the volunteers themselves. In this article three of the Perinatal Positive Parenting program volunteers outline these dimensions in brief case reviews. Bibliographic vignettes of the three volunteers are also provided.     

Developmental changes in the engagement of episodic retrieval processes and their relationship with working memory during the period of middle childhood

We examined the development of children's engagement of the episodic retrieval processes of recollection and familiarity and their relationship with working memory (WM). Ninety‐six children (24 in four groups aged 8, 9, 10, and 11 years) and 24 adults performed an episodic memory (EM) task involving old/new, remember/know (R/K), and source memory judgements and numerous WM tasks that assessed verbal and spatial components of WM and delayed short‐term memory (STM). Developmental changes were observed in EM with younger children (8‐, 9‐, 10‐year‐olds) making fewer remember responses than 11‐year‐olds and adults while 11‐year‐olds did not differ from adults. Only children aged 10 years plus showed a relationship between EM and WM. EM was related to verbal executive WM in 10‐ and 11‐year‐old children suggesting that children at this stage use verbal strategies to aid EM. In contrast, EM was related to spatial executive WM in adults. The engagement of episodic retrieval processes appears to be selectively related to executive components of verbal and spatial WM, the pattern of which differs in children and adults.     

Normative Social Role Concepts in Early Childhood

The current studies (N = 255, children ages 4–5 and adults) explore patterns of age‐related continuity and change in conceptual representations of social role categories (e.g., “scientist”). In Study 1, young children's judgments of category membership were shaped by both category labels and category‐normative traits, and the two were dissociable, indicating that even young children's conceptual representations for some social categories have a “dual character.” In Study 2, when labels and traits were contrasted, adults and children based their category‐based induction decisions on category‐normative traits rather than labels. Study 3 confirmed that children reason based on category‐normative traits because they view them as an obligatory part of category membership. In contrast, adults in this study viewed the category‐normative traits as informative on their own (not only as a cue to obligations). Implications for continuity and change in representations of social role categories will be discussed.     

Children’s attention to sample composition in learning,teaching and discovery

Two studies compared children’s attention to sample composition – whether a sample provides a diverse representation of a category of interest – during teacher‐led and learner‐driven learning contexts. In Study 1 (n = 48), 5‐year‐olds attended to sample composition to make inferences about biological properties only when samples were presented by a knowledgeable teacher. In contrast, adults attended to sample composition in both teacher‐led and learner‐driven contexts. In Study 2 (n = 51), 6‐year‐olds chose to create diverse samples to teach information about biological kinds to another child, but not to discover new information for themselves, whereas adults chose to create diverse samples for both teaching and information discovery. Results suggest that how children approach the interpretation and selection of evidence varies depending on whether learning occurs in a pedagogical or a non‐pedagogical context.