Differential bilingual laterality: mythical monster found in Wales

Paradis (1992) likens studies of bilingual laterality to reported sightings of the Loch Ness Monster, in that although some studies claim differential laterality much conflicting research evidence does not-and like the mythical Scottish monster, what reason have we to suspect that any such phenomenon might exist? This study reexamines differential bilingual laterality using four groups of English-Welsh bilinguals which differ in their age of acquisition and in their environment of acquisition. Using a split visual field paradigm we present evidence which, supports the notion of greater right hemisphere processing in a later learned language. Our findings also suggest the pattern of lateralization in bilinguals is strongly affected by the specific language environment during development such that the shift toward greater right hemisphere involvement for the later learned language will be more pronounced in individuals which are brought up in areas where that language is not regularly heard.     

The early evolution of Jean Piaget's clinical method

This article analyzes the early evolution of Jean Piaget's renowned "clinical method" in order to investigate the method's strikingly original and generative character. Throughout his 1st decade in the field, Piaget frequently discussed and justified the many different approaches to data collection he used. Analysis of his methodological progression during this period reveals that Piaget's determination to access the genuine convictions of children eventually led him to combine 3 distinct traditions in which he had been trained-naturalistic observation, psychometrics, and the psychiatric clinical examination. It was in this amalgam, first evident in his 4th text, that Piaget discovered the clinical dynamic that would drive the classic experiments for which he is most well known.     

Two strategies to increase adherence to HIV antiretroviral medication: life-steps and medication monitoring

Advances in the medical treatment of HIV have made it clear that adherence to highly active antiretroviral treatment is a crucial feature for treatment success. The present paper had two goals: (1) to examine psychosocial predictors of adherence in persons receiving HIV antiretroviral therapy; (2) to compared two minimal-treatment interventions to increase HIV medication adherence in a subset of persons who self-reported less than perfect adherence. One of the interventions, Life-Steps, is a single-session intervention utilizing cognitive-behavioral, motivational interviewing, and problem-solving techniques. The other intervention, self-monitoring, utilizes a pill-diary and an adherence questionnaire alone. Significant correlates of adherence included depression, social support, adherence self-efficacy, and punishment beliefs about HIV. Depression was a significant unique predictor of adherence over and above the other variables. Both interventions yielded improvement in adherence from baseline, and the Life-Steps intervention showed faster improvements in adherence for persons with extant adherence problems.     

Ground and Free-Variable Tableaux for Variants of Quantified Modal Logics

In this paper we study proof procedures for some variants of first-order modal logics, where domains may be either cumulative or freely varying and terms may be either rigid or non-rigid, local or non-local. We define both ground and free variable tableau methods, parametric with respect to the variants of the considered logics. The treatment of each variant is equally simple and is based on the annotation of functional symbols by natural numbers, conveying some semantical information on the worlds where they are meant to be interpreted.This paper is an extended version of a previous work where full proofs were not included. Proofs are in some points rather tricky and may help in understanding the reasons for some details in basic definitions.     

Spider fear and covariation bias in children and adolescents

Covariation bias can be defined as phobic people's tendency to overestimate the association between fear-relevant stimuli and negative outcomes. The current article presents two studies that examined this type of cognitive bias in children and adolescents aged 8-16 years. Study 1 was concerned with a thought experiment during which youths (N=150) were asked to imagine that they participated in an experiment during which they had to view a series of pictures showing spiders, guns, and flowers, that were occasionally followed by a negative outcome (i.e., a mild electric shock). Participants were asked to estimate the relation between each type of picture and the negative outcome. The results indicated that youths with higher levels of spider fear displayed a specific tendency to relate spider pictures to a negative outcome. In Study 2, youths (N=220) actually participated in a computer game during which they were confronted with pictures of spiders, guns, and flowers, each of which was equally often followed by a negative (i.e., losing candy), positive (i.e., winning candy), or neutral outcome. After the game, participants had to estimate the relation between each type of picture and various outcomes. It was found that youths with higher levels of spider fear estimated more negative and less positive outcomes in relation to spider pictures. Taken together, these findings provide support for a fear-related covariation bias in youths. Further developmental analyses indicated that this type of cognitive bias seems to be more consistently present among adolescents than among children.     

Interference and negative priming effects in adolescents with attention deficit hyperactivity disorder

Three visual selective attention tasks were used to measure potential differences in susceptibility to interference and inhibitory cognitive control processes in 16 adolescents diagnosed with attention deficit hyperactivity disorder (ADHD) and 45 similar-aged controls. Susceptibility to interference was assessed using the Stroop color and word naming test. Efficiency of distractor inhibition was assessed in two conceptual negative priming tasks. The majority of studies in this area indicate that people with ADHD demonstrate higher levels of interference and lower negative priming effects in comparison with age-matched peers. However, we found that although the ADHD group was consistently slower to name target stimuli than the control group, there were no differences in interference or negative priming between the two groups.     

Response mode does not modulate the space–time congruency effect: Evidence for a space–time mapping at a conceptual level

Previous studies reported a space–time congruency effect on response time, supporting the notion that people's thinking about time is grounded in their spatial sensorimotor experience. According to a strong view of metaphoric mapping, the congruency effect should be larger for responses that differ in their spatial features than for responses that lack such differences. In contrast, a weaker version of this account posits that the grounding of time is based on higher-level spatial concepts. In this case, response mode should not modulate the size of the space–time congruency effect. In order to assess these predictions, participants in this study responded to temporal stimuli either manually or vocally. Response mode did not modulate the space–time congruency effect which supports the weaker view of metaphoric mapping suggesting that this effect emerges at a higher cognitive level.