Linking teachers' memory-relevant language and the development of children's memory skills

This longitudinal study was designed to (a) examine changes in children's deliberate memory across the 1st grade; (b) characterize the memory-relevant aspects of their classrooms; and (c) explore linkages between the children's performance and the language their teachers use in instruction. To explore contextual factors that may facilitate the development of skills for remembering, 107 first graders were assessed 3 times with a broad set of tasks, while extensive observations were made in the 14 classrooms from which these children were sampled. When the participating teachers were classified as high or low in terms of their "mnemonic orientation," in part on the basis of their use of metacognitive information and requests for deliberate remembering during instruction in language arts and mathematics, differences were observed in the use of mnemonic techniques by the children in their classes. By the end of the year, the children drawn from these 2 groups of classrooms differed in their spontaneous use of simple behavioral strategies for remembering and in their response to training in more complex verbally based mnemonic techniques.     

Independent processing of form, colour, and texture in object perception

Most investigations of object recognition have focused on the form rather than the material properties of objects. Nevertheless, knowledge of the material properties of an object (via its surface cues) can provide important information about that object's identity. In this study, we used Garner's speeded-classification task to explore whether or not the processing of form and the processing of surface properties are independent. In experiment 1, participants made length and width classifications in an initial form task. Participants were unable to ignore length while making width classifications, and were unable to ignore width while making length classifications. This suggests that the perception of length and the perception of width share common processing resources. In a subsequent task, we examined possible interactions between the processing of form and the processing of surface properties. In contrast to the findings with the form task, participants were able to ignore form while making surface-property classifications, and to ignore surface properties while making form classifications. This suggests that the form of objects and their surface properties are processed independently. In experiment 2, we went on to show that the two prominent surface-property dimensions of colour and texture can also be processed independently. In other words, participants were able to ignore colour while making texture classifications, and vice versa. Finally, in experiment 3, we examined the possibility that the stimuli and required responses that we used in experiment 2 were too categorical and thus not optimal for assessing whether or not colour and texture share common processing resources. Using a different stimulus set, participants were again able to ignore colour while making texture classifications, and vice versa. Taken together, these results provided convincing evidence that the separate ventral-stream brain regions identified for form, texture, and colour in a recent neuroimaging study (Cant and Goodale, 2007 Cerebral Cortex 17 713-731) can indeed function independently.     

WHITEHEAD,CHANCE, AND THE IMMANENTLY CREATIVE SPIRIT

In this essay, it is argued that God through the Spirit is both the immanent and eminent principle of creativity, ever wooing and empowering the advancements in complexity within biological evolution. I argue herein also that God, particularly in and through the activity of the Spirit of creativity, was fully present in and with and under what is oft called “creation,” from the very beginning of created time—and will be to the end of time, proleptically present as the expression of the principle of creativity. I maintain that the Spirit, by her kenosis into the natural world, imbibed the nature with an evolving fertility that has continually manifested itself in and through the increases of complexity in the natural environ. This primal imbibing of herself into the world of nature caused the world to become marked by what principally amounts to an activation of the naturally occurring, inherent potentialities within nature, thereby producing a distinctive self‐creativity within the world. Somewhat akin to Peirce, who said that we need a “thorough‐going evolutionism or none,” I contend that we need a thoroughly immanent God or none, all the while noting that both immanent creativity and self‐creativity are marks of this overall poietic process known as biotic evolution.     

Training agrammatic subjects on passive sentences: implications for syntactic deficit theories

We trained two subjects with chronic agrammatic aphasia on production of passive sentences using a computerized, iconic-based communication system. After training, one of the subjects demonstrated significant improvements in his abilities to comprehend and verbally produce English passive voiced sentences, including sentences with conjoined subjects and objects. These results suggest that agrammatism does not represent a fixed syntactic deficit.     

Inhibitory Control and Working Memory in Post-Institutionalized Children

Inhibitory control and working memory were examined in post-institutionalized (PI) children adopted into United States families from Russian institutions. The PI sample originated from institutions that were less severely depriving than those represented in previous studies and approximated the level of psychosocial deprivation, which is characterized by adequate physical resources but a lack of consistent and responsive caregiving. PI children (N?=?75; 29 male) ranged in age from 8–17 years (M?=?12.97; SD?=?3.03) and were grouped according to whether they were adopted after 14 months or before 9 months. A non-adopted comparison group (N?=?133; 65 male) ranged in age from 8–17 years (M?=?12.26; SD?=?2.75). PI children adopted after 14 months of age displayed poorer performance on the stop-signal and spatial span tasks relative to PI children adopted before 9 months of age after controlling for age at assessment. The two PI groups did not differ in their performance on a spatial self-ordered search task. Older-adopted PI children also showed poorer spatial span task performance compared to non-adopted children, but younger-adopted PI children did not. Task performance was significantly associated with parent-rated hyperactive-impulsive behavior in everyday contexts. These findings suggest that exposure to prolonged early institutional deprivation may be linked with inhibitory control and working memory difficulties years after adoption.