Teaching speech sounds to young children using randomly ordered, variably complex task sequences

Three children, ages 4:8 to 5:11, were taught a speech sound using a randomly ordered variably complex task sequence (concurrent treatment), in which practice occurred in randomized easy-to-hard tasks. In an AB research design replicated across participants, the children quickly advanced to 60% accurate productions of the target speech sound and displayed generalization to untaught tasks.     

An organizing framework for collective identity: articulation and significance of multidimensionality

The authors offer a framework for conceptualizing collective identity that aims to clarify and make distinctions among dimensions of identification that have not always been clearly articulated. Elements of collective identification included in this framework are self-categorization, evaluation, importance, attachment and sense of interdependence, social embeddedness, behavioral involvement, and content and meaning. For each element, the authors take note of different labels that have been used to identify what appear to be conceptually equivalent constructs, provide examples of studies that illustrate the concept, and suggest measurement approaches. Further, they discuss the potential links between elements and outcomes and how context moderates these relationships. The authors illustrate the utility of the multidimensional organizing framework by analyzing the different configuration of elements in 4 major theories of identification.     

When orthographic neighbors fail to facilitate

Forward masked word primes that differed from the target in the initial, the final or both the initial and final positions tended to slow target decision latencies and there were no significant differences among prime types. After forward masked nonword primes we observed non significant facilitation when primes differed from the target by one letter in either the initial or final position and significant inhibition when primes differed in both initial and final positions. The patterns did not differ significantly for targets with large and with small neighborhoods. Only in post hoc analyses was there any indication of facilitation after nonword neighbor primes and it appeared only when body neighborhood was small. For slower participants, neighbors tended to facilitate target decision latencies while for relatively fast readers showed neighbors made inhibition that tended to vary with amount of mismatch.     

Reactivity and regulation in children prenatally exposed to cocaine

Children prenatally exposed to cocaine may be at elevated risk for adjustment problems in early development because of greater reactivity and reduced regulation during challenging tasks. Few studies have examined whether cocaine-exposed children show such difficulties during the preschool years, a period marked by increased social and cognitive demands and by rapid changes in reactivity and regulation. The authors addressed this question by examining frustration reactivity and regulation of behavior during a problem-solving task in cocaine-exposed and -unexposed preschoolers. Participants were 174 4.5-year-olds (M age = 4.55 years, SD = 0.09). Frustration reactivity was measured as latency to show frustration and number of disruptive behaviors, whereas regulation was measured as latency to approach and attempt the problem-solving task and number of problem-solving behaviors. Results indicated that cocaine-exposed children took longer to attempt the problem-solving task but that cocaine-exposed boys showed the most difficulties: They were quicker to express frustration and were more disruptive. Effect sizes were relatively small, suggesting both resilience and vulnerabilities.     

False belief and language comprehension in Cantonese-speaking children

The current research compared two accounts of the relation between language and false belief in children, namely that (a) language is generally related to false belief because both require secondary representation in a social-interactional context and that (b) specific language structures that explicitly code metarepresentation contribute uniquely to the language-false belief relation. In three studies, attempts were made to correlate Cantonese-speaking children's false belief with their general language comprehension and understanding of certain structures that explicitly express metarepresentational knowledge. Results showed that these structures failed to predict false belief after age, nonverbal intelligence, and general language comprehension were considered. In contrast, general language remained predictive of false belief after controlling for age, nonverbal intelligence, and language structures. The current findings are more consistent with a general language account than a language structure account.     

Identity matching-to-sample with olfactory stimuli in rats

Identity matching-to-sample has been difficult to demonstrate in rats, but most studies have used visual stimuli. There is evidence that rats can acquire complex forms of olfactory stimulus control, and the present study explored the possibility that identity matching might be facilitated in rats if olfactory stimuli were used. Four rats were trained on an identity match-to-sample procedure with odorants mixed in cups of sand as stimuli. Digging in the sample cup produced two comparison cups, and digging in the comparison cup that contained the same scent as the sample was reinforced. When criterion accuracy levels were reached, novel stimuli were added to the baseline training regimen. All 4 rats reached terminal performance of above 90% correct matching with more than 20 different baseline stimuli and matched novel stimulus combinations with above-chance accuracy; 3 of the 4 rats matched novel stimuli at levels significantly above chance. Accurate matching performance was demonstrated both with 2- and 3-comparison procedures. These results suggest that generalized matching-to-sample can be observed in rats when olfactory stimuli are used and, furthermore, that multiple-exemplar training may be important for its emergence.     

Test of the technology acceptance model for a Web-based information system in a Hong Kong Chinese sample

The modified technology acceptance model was used to predict actual Blackboard usage (a web-based information system) in a sample of 57 Hong Kong student teachers whose mean age was 27.8 yr. (SD = 6.9). While the general form of the model was supported, Application-specific Self-efficacy was a more powerful predictor of system use than Behavioural Intention as predicted by the theory of reasoned action. Thus in this cultural and educational context, it has been shown that the model does not fully mediate the effect of Self-efficacy on System Use. Also, users' Enjoyment exerted considerable influence on the component variables of Usefulness and Ease of Use and on Application-specific Self-efficacy, thus indirectly influencing system usage. Consequently, efforts to gain students' acceptance and, therefore, use of information systems such as Blackboard must pay adequate attention to users' Self-efficacy and motivational variables such as Enjoyment.     

Assessing the validity of implicit egotism: a reply to Gallucci (2003)

B. W. Pelham, M. C. Mirenberg, and J. T. Jones (2002) argued that most people prefer stimuli that are associated with the self, a preference they called implicit egotism. In support of implicit egotism, Pelham et al presented evidence from 10 archival studies showing that people gravitate toward careers and places of residence that resemble their names or birthday numbers. M. Gallucci (2003) argued that alternate analyses of the same data provide strong evidence against implicit egotism. Whereas Gallucci was correct that Pelham et al's original analyses were flawed, their results remain significant even when more conservative tests are used. The authors also present new data in support of implicit egotism, including exhaustive studies of (a) common surnames and US city names and (b) common surnames and street names. The new studies also revealed that as sample sizes grow larger, studies are more likely to produce evidence of implicit egotism.     

Wais-III matrix reasoning: instruction effects on task perception and performance

Instructions for the Matrix Reasoning subtest of the WAIS-III do not communicate to examinees that the subtest is untimed. The present study examined what percentage of participants (34 women, 26 men, M age = 20.1; 55 Caucasian, 3 African American, 2 Hispanic) made the assumption that Matrix Reasoning was timed, and its effect on examinees' scores. 55% of participants receiving standard instructions retrospectively reported assuming the subtest was timed, and those who did not assume Matrix Reasoning was timed scored significantly higher than participants who did. Participants receiving additional instructions that clarified the untimed nature of Matrix Reasoning scored significantly higher than those receiving standard instructions who believed the subtest was timed.