Length,frequency, and predictability effects of words on eye movements in reading

We tested the effects of word length, frequency, and predictability on inspection durations (first fixation, single fixation, gaze duration, and reading time) and inspection probabilities during first‐pass reading (skipped, once, twice) for a corpus of 144 German sentences (1138 words) and a subset of 144 target words uncorrelated in length and frequency, read by 33 young and 32 older adults. For corpus words, length and frequency were reliably related to inspection durations and probabilities, predictability only to inspection probabilities. For first‐pass reading of target words all three effects were reliable for inspection durations and probabilities. Low predictability was strongly related to second‐pass reading. Older adults read slower than young adults and had a higher frequency of regressive movements. The data are to serve as a benchmark for computational models of eye movement control in reading.     

Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

Children's experiences with their parents and teachers were related to the acquisition of academic skills from preschool through second grade. Individual and group growth curves were estimated, and individual patterns of change were predicted from selected demographic, family, and classroom characteristics to identify multiple pathways to early academic competence. Standardized assessments of language and academic skills and parent and teacher surveys were collected on 511 children beginning in the second-to-last year of child care through the third year of elementary school. As expected, children tended to show better academic skills across time if their parents had more education and reported more progressive parenting beliefs and practices. Statistical interactions between family background and teacher-child relationships indicated that a closer relationship with the teacher was positively related to language skills for African-American children and to reading competence for children whose parents reported more authoritarian attitudes. These results provide further evidence that social processes in classrooms are important for academic competence for children considered at risk for academic problems.     

How quickly do children forget events? A systematic study of children's event reports as a function of delay

Sixty‐six children aged between 5 and 7 years participated in the event, ‘Visiting the Pirate’, and were interviewed about it at one of five delays, namely, no delay (immediate interview), or at a 1‐week, 1‐day, 1‐month or 6‐month delay. For open‐ended recall, a significant decrease in the amount of information reported was detected only at the 6‐month delay, although forgetting functions indicated forgetting was most rapid at the shorter delays. Accuracy of open‐ended recall was maintained over all delays. In contrast, in response to specific, leading and misleading questions, accuracy had decreased significantly by the 6‐month delay. The theoretical and practical implications of these findings regarding the effects of delays on children's event reports are discussed. Copyright © 2002 John Wiley & Sons, Ltd.     

how organizations should respond to rape in the workplace

Each year, approximately 51,000 incidents of rape and sexual assault occur in the workplace. If an incident of rape occurs in the workplace, management can adopt several procedures for both the assaulted victim and the organization. First, encourage coworkers to show support for the victim. Second, plan the employee's return to work. Third, provide career and other forms of counseling and assistance for the victim. Fourth, and most important, show concern for the employee. An organization can use a variety of administrative controls and environmental designs as preventive measures to help protect employees from being raped or sexually assaulted in the workplace.     

Group choice: competition, travel, and the ideal free distribution

If a group of foragers distributes among resource patches according to the ideal free distribution, the relative number of foragers in each patch should match the relative amount of resource obtained there, unless deviations arise from factors such as incomplete information or interforager interference. In analogy to individual choice, such effects may produce undermatching—group distribution falling short of resource distribution—or overmatching—group distribution overshooting resource distribution. In the present experiments, a flock of about 30 pigeons distributed between two patches with continuous inputs of green peas. Competition was varied by changing the size or extent of the patches. When the patches were areas or troughs, some undermatching occurred. When the patches were small bowls, strong undermatching occurred. When travel was required to switch patches, undermatching decreased slightly. A visual barrier that prevented pigeons from seeing one patch from the other had no effect. Overall rate of food delivery, varied over a wide range, had no effect. It appeared that the mechanism of flock distribution depended on comparisons between patches that were successive rather than simultaneous. Although most pigeons participated in the experiments, and different pigeons participated to different extents, individual pigeons tended to be consistent in the extent of participation from session to session, suggesting the possibility that participation might reflect competitive ability. Examination of the preferences and switching of individual pigeons revealed no consistency within or across individuals. It appeared that the flock's distribution was a truly emergent phenomenon, in the sense that results at the level of the flock in no way paralleled behavior at the level of the individual.     

Language and the ability to evaluate contradictions and tautologies

Children were found to experience difficulty evaluating contradictions of the form p & -p, and tautologies of the form p v -p. It was hypothesized that (a) the difficulty of these statements was not due solely to the logical words occuring in them, (b) part of the difficulty is due to the fact that their truth value derives from their linguistic form rather than from empirical considerations, and (c) the ability to examine language in an objective manner, apart from events and objects to which it refers, is necessary but not sufficient for correct evaluation of contradictions and tautologies. The results of two experiments support the hypothesis.     

Effects of prefeeding on the DRL preformance of rats with septal lesions.

Two experiments reported the effects of prefeeding normal and septal rats prior to their daily sessions on a differential reinforcement of low rates (DRL-20) schedule. Prefeeding reduced responses and increased reinforcements in the case of septal animals, regardless of the level of body weight. In the case of normal animals, prefeeding led to a decrease in responding and an increase in the number of reinforcements obtained only when the animals were at 85% of ad-lib levels, prefeeding, although it decreased responding, also decreased the frequency of obtained reinforcements. These results implied an impairment in normal animals in the discrimination of response feedback by stimulation arising from stomach distention.     

Child judgments of sentences varying in grammatical complexity

This study is another contribution to the development of a satisfactory child version of the linguistic task of judging grammaticality. With a nondifferentially reinforced forced-choice procedure, it was found that responses of 24 5- and 24 7-yr-old children did vary as a function of the grammatical complexity of stimulus sentences. The children judged sentence stimuli of two types (negatives and wh-word questions) each having three levels of grammatical complexity (two primitive and one well-formed). After each stimulus presentation, the subject pointed to the adult or the child in a photograph, depending on who was judged to have produced that utterance. Performance of the two age groups did not differ for the question stimuli, for which subjects pointed to the adult more frequently as the grammatical complexity of wh-word questions increased. In response to the negative sentences, the older group attributed more well-formed stimuli to the adult than primitive ones. While the younger group pointed to the adult more frequently for well-formed negatives than for the middle level negatives, they made more adult responses than expected to the least complex negatives. It was concluded that, with this procedure, 5- and 7-yr-olds demonstrate ability to distinguish grammatically well-formed from primitive sentences. Procedural improvements for future research may allow children this age and younger to demonstrate more adult-like discrimination between a variety of primitive and well-formed sentences.