Effects of a Fluency-Building Program on the Reading Performance of Low-Achieving Second and Third Grade Students

This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design, whereas immediate and two-day retention gains in oral reading fluency on trained passages were evaluated using an adapted changing criterion design. Increases in WRCM due to training and number of trainings to criterion were also evaluated as a function of pre-training fluency levels. Results showed statistically significant gains on dependent measures for the treatment group, mean increases of two to three grade levels in passages mastered, and an optimal pre-training fluency range of 41-60 WRCM. Implications for fluency-based reading programs are discussed.     

Sympathy for the Devil: Evidence That Reminding Whites of Their Mortality Promotes More Favorable Reactions to White Racists

Terror management research has often shown that after reminders of mortality, people show greater investment in and support for groups to which they belong. The question for the present research was whether or not this would extend to Euro American investment in their identification as White. Although it seemed unlikely that White participants would directly exhibit increased identification as Whites, we hypothesized that mortality salience would increase sympathy for other Whites who expressed racial pride or favoritism toward Whites. In support of the hypothesis, a White person expressing pride in his race was viewed by White participants as particularly racist relative to a Black person who does so in Study 1, but was deemed less racist after White participants were reminded of their own mortality in Study 2. Similarly, in Study 3, White participants rated an explicitly racist White employer as less racist when they were reminded beforehand of their own mortality. The results were discussed in terms of implications for affiliation with racist ideologies and terror management defenses.     

Curriculum bias in standardized tests of reading decoding

This study examined overlap between four basal reading programs and the phonetic analysis subtest of three standardized achievement measures. Raw scores, percentages of items correct, grade equivalents, and percentile scores were computed for a hypothetical student who had mastered all grapheme-phoneme correspondences taught at each grade level. The results indicated that (a) programs differed in the number and sequence of phonics skills taught; (b) percentile and grade-equivalent scores differed across programs at each grade level for a given test; and (c) the proportion of grade-equivalent scores falling at or above expected grade levels differed across tests for a given program (range of 29%–71%). The implications for selecting and interpreting standardized measures of reading decoding are discussed.     

Uncertainty impairs grating detection performance in the cat

Using behavioral techniques, contrast thresholds for detection of grating patterns by the cat were measured under conditions of certainty and uncertainty. For certainty trials, the same combination of spatial and temporal frequencies was presented throughout a test session, whereas with uncertainty, the cat was unable to anticipate which of two spatial (or temporal) frequencies would be presented on a given trial. For most spatiotemporal combinations, uncertainty served to elevate contrast thresholds by almost .3 log units, a finding that parallels the outcome found in human vision. The uncertainty paradigm may provide a useful inferential tool for determining channel bandwidth in cat vision.     

Core Self‐Evaluations in Germany: Validation of a German Measure and its Relationships with Career Success

The present study reports the results of a validation of a German version of the Core Self‐Evaluations Scale (CSES) and its relationships with career success. Data were collected in three occupational samples to address various aspects of validation. Our results confirm the proposed one‐factor structure of the scale as well as convergent, discriminant, criterion, and predictive validity. Furthermore, the German CSES shows incremental validity over the individual core traits (neuroticism, self‐esteem, self‐efficacy, and locus of control), the Big Five, and positive and negative affect. Thus, the German version of the Core Self‐Evaluations Scale is a reliable, valid, and economic measure for both research and practical applications. Furthermore, hypothesised relationships of core self‐evaluations with objective as well as subjective career success were confirmed. Possible explanations of these relationships are discussed. On présente dans cet article une étude de validation d'une version allemande de la Core Self‐Evaluation Scale (CSES) avec son rapport au succès professionnel. Les données ont été recueillies auprès d'échantillons relevant de trois métiers pour couvrir plusieurs aspects de la validation. Nos résultats confirment la structure unifactorielle attendue ainsi que les validités convergente, discriminante, prédictive et critérielle. En outre, la CSES allemande présente une validité incrémentielle pour le Big Five, les émotions positives et négatives et les traits centraux individuels (névrotisme, estime de soi, auto‐efficience et locus of control). La version allemande de la CSES est par conséquent un outil fidèle, valide et économique aussi bien pour la recherche que pour les applications pratiques. Sans compter qu'ont été confirmées les relations supposées des auto‐évaluations centrales avec le succès professionnel, qu'il soit objectif ou subjectif. On analyse les raisons possibles de ces relations.     

Knowledge and True Belief in Early Analytic Philosophy1

Abstract

I argue that the sufficiency of true belief for knowledge was accepted by some principal figures in the early history of analytic philosophy, including Russell, Schlick, McTaggart, and Moore, among others.     

Individualism versus interactionism about social understanding

In the debate about the nature of social cognition we see a shift towards theories that explain social understanding through interaction. This paper discusses autopoietic enactivism and the we-mode approach in the light of such developments. We argue that a problem seems to arise for these theories: an interactionist account of social cognition makes the capacity of shared intentionality a presupposition of social understanding, while the capacity of engaging in scenes of shared intentionality in turn presupposes exactly the kind of social understanding that it is intended to explain. The social capacity in question that is presupposed by these accounts is then analyzed in the second section via a discussion and further development of Searle’s ‘sense of us’ and ‘sense of the other’ as a precondition for social cognition and joint action. After a critical discussion of Schmid’s recent proposal to analyze this in terms of plural pre-reflective selfawareness, we develop an alternative account. Starting from the idea that infants distinguish in perception between physical objects and other agents we distinguish between affordances and social affordances and cash out the notion of a social affordance in terms of “interaction-oriented representations”, parallel to the analysis of object affordances in terms of “action-oriented representations”. By characterizing their respective features we demonstrate how this approach can solve the problem formulated in the first part.     

Age-related differences in brain electrical activity during extended continuous face recognition in younger children, older children and adults

To examine the development of recognition memory in primary-school children, 36 healthy younger children (8-9 years old) and 36 healthy older children (11-12 years old) participated in an ERP study with an extended continuous face recognition task (Study 1). Each face of a series of 30 faces was shown randomly six times interspersed with distracter faces. The children were required to make old vs. new decisions. Older children responded faster than younger children, but younger children exhibited a steeper decrease in latencies across the five repetitions. Older children exhibited better accuracy for new faces, but there were no age differences in recognition accuracy for repeated faces. For the N2, N400 and late positive complex (LPC), we analyzed the old/new effects (repetition 1 vs. new presentation) and the extended repetition effects (repetitions 1 through 5). Compared to older children, younger children exhibited larger frontocentral N2 and N400 old/new effects. For extended face repetitions, negativity of the N2 and N400 decreased in a linear fashion in both age groups. For the LPC, an ERP component thought to reflect recollection, no significant old/new or extended repetition effects were found. Employing the same face recognition paradigm in 20 adults (Study 2), we found a significant N400 old/new effect at lateral frontal sites and a significant LPC repetition effect at parietal sites, with LPC amplitudes increasing linearly with the number of repetitions. This study clearly demonstrates differential developmental courses for the N400 and LPC pertaining to recognition memory for faces. It is concluded that face recognition in children is mediated by early and probably more automatic than conscious recognition processes. In adults, the LPC extended repetition effect indicates that adult face recognition memory is related to a conscious and graded recollection process rather than to an automatic recognition process.