A longitudinal study of children's text messaging and literacy development

Recent studies have shown evidence of positive concurrent relationships between children's use of text message abbreviations ('textisms') and performance on standardized assessments of reading and spelling. This study aimed to determine the direction of this association. One hundred and nineteen children aged between 8 and 12 years were assessed on measures of general ability, reading, spelling, rapid phonological retrieval, and phonological awareness at the beginning and end of an academic year. The children were also asked to provide a sample of the text messages that they sent over a 2-day period. These messages were analyzed to determine the extent to which textisms were used. It was found that textism use at the beginning of the academic year was able to predict unique variance in spelling performance at the end of the academic year after controlling for age, verbal IQ, phonological awareness, and spelling ability at the beginning of the year. When the analysis was reversed, reading and spelling ability were unable to predict unique variance in textism usage. These data suggest that there is some evidence of a causal contribution of textism usage to spelling performance in children aged 8-12 years. However, when the measure of rapid phonological retrieval (rapid picture naming) was controlled in the analysis, the relationship between textism use and spelling ability just failed to reach statistical significance, suggesting that phonological access skills may mediate some of the relationship between textism use and spelling performance.     

From movements to actions: two mechanisms for learning action sequences

When other individuals move, we interpret their movements as discrete, hierarchically-organized, goal-directed actions. However, the mechanisms that integrate visible movement features into actions are poorly understood. Here, we consider two sequence learning mechanisms – transitional probability-based (TP) and position-based encoding computations – that have been studied extensively in the domain of language learning, and investigate their potential for integrating movements into actions. If these learning mechanisms integrate movements into actions, then they should create memory units that contain (i) movement information, (ii) information about the order in which movements occurred, and (iii) information allowing actions to be recognized from different viewpoints. We show that both mechanisms retain movement information. However, only the position-based mechanism creates movement representations that are view-invariant and contain order information. The TP-based mechanism creates movement representations that are view-dependent and contain no order information. We therefore suggest that the TP-based mechanism is unlikely to play an important role for integrating movements into actions. In contrast, the position-based mechanism retains some of the types of information needed to represent goal-directed actions, which makes it an attractive target for further research to explore what, if any, role it plays in the perception of goal-directed actions.     

Effects of direct instruction on the acquisition of prepositions by students with intellectual disabilities

Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prepositions. Results indicated that DI was an effective way to teach prepositions. Limitations and directions for future research are discussed.     

Informed inferences of unknown feature values in categorization

Many current computational models of object categorization either include no explicit provisions for dealing with incomplete stimulus information (e.g. Kruschke, Psychological Review 99:22–44, 1992) or take approaches that are at odds with evidence from other fields (e.g. Verguts, Ameel, & Storms, Memory & Cognition 32:379–389, 2004). In two experiments centered around the inverse base-rate effect, we demonstrate that people not only make highly informed inferences about the values of unknown features, but also subsequently use the inferred values to come to a categorization decision. The inferences appear to be based on immediately available information about the particular stimulus under consideration, as well as on higher-level inferences about the stimulus class as a whole. Implications for future modeling efforts are discussed.     

The personality traits of liked people

There is surprisingly little understanding of how personality traits are associated with being generally liked by others after adolescence (Ozer & Benet-Martinez, 2006). We examined the relationship between self-reported personality traits and being generally liked in young adulthood in Greek organizations and freshman dormitories. We found a high level of consistency in which traits were associated with being liked. We examined the relationship between liked and socially desirable traits, using a recent theory on agency and communion (Wojciszke, Abele, & Baryla, 2009). Results help to create a personality profile of the person who is more liked by others, especially pointing to the importance of communal characteristics that are associated with behavior benefiting others.     

The pull of the past: when do habits persist despite conflict with motives?

To identify the factors that disrupt and maintain habit performance, two field experiments tested the conditions under which people eat out of habit, leading them to resist motivational influences. Habitual popcorn eaters at a cinema were minimally influenced by their hunger or how much they liked the food, and they ate equal amounts of stale and fresh popcorn. Yet, mechanisms of automaticity influenced habit performance: Participants ate out of habit, regardless of freshness, only when currently in the context associated with past performance (i.e., a cinema; Study 1) and only when eating in a way that allowed them to automatically execute the response cued by that context (i.e., eating with their dominant hand; Study 2). Across all conditions, participants with weaker cinema-popcorn-eating habits ate because of motivations such as liking for the popcorn. The findings reveal how habits resist conflicting motives and provide insight into promising mechanisms of habit change.     

Janet Taylor Spence: Innovator in the Study of Gender

Janet Spence’s contributions moved gender researchers beyond a simple understanding of psychological gender in terms of individual differences in masculinity and femininity. In early work, she constructed the Personal Attributes Questionnaire, or PAQ, consisting of a masculine and a feminine scale, which she interpreted as assessing the core of psychological masculinity and femininity. Spence subsequently recognized that the masculine, or instrumental, scale reliably predicts only self-assertive, dominant behaviors and that the feminine, or expressive, scale reliably predicts only other-oriented, relational behaviors. Moreover, as her work developed, Spence came to understand this self-ascribed instrumentality and expressiveness, not as gender identity, but as two of the several types of psychological attributes that may become associated with individuals’ self-categorization as male or female. She then defined gender identity as the basic, existential sense of being male or female, which generally corresponds to one’s biological sex. Building on her ideas, we argue that gender identity instead encompasses both the sex categorization of oneself, usually as male or female, and self-assessments on gender-stereotypic instrumental and expressive attributes. These two levels of gender identity are linked by people’s self-stereotyping to the extent that they value their group membership as male or female.     

Peer and cyber aggression in secondary school students: the role of moral disengagement,hostile attribution bias,and outcome expectancies

This study investigated the relationship between cognitive mechanisms, applied by people to rationalize and justify harmful acts, and engagement in traditional peer and cyber aggression among school children. We examined the contribution of moral disengagement (MD), hostile attribution bias, and outcome expectancies, and we further explored the individual contribution of each MD mechanism. Our aim was to identify shared and unique cognitive factors of the two forms of aggression. Three hundred and thirty‐nine secondary school children completed self‐report measures that assessed MD, hostile attribution bias, outcome expectancies, and their roles and involvement in traditional and cyber aggression. We found that the MD total score positively related to both forms of peer‐directed aggression. Furthermore, traditional peer aggression positively related to children's moral justification, euphemistic language, displacement of responsibility and outcome expectancies, and negatively associated with hostile attribution bias. Moral justification also related positively to cyber aggression. Cyber aggression and cyber victimization were associated with high levels of traditional peer aggression and victimization, respectively. The results suggest that MD is a common feature of both traditional and cyber peer aggression, but it seems that traditional forms of aggression demand a higher level of rationalization or justification. Moreover, the data suggest that the expectation of positive outcomes from harmful behavior facilitates engagement in traditional peer aggression. The differential contribution of specific cognitive mechanisms indicates the need for future research to elaborate on the current findings, in order to advance theory and inform existing and future school interventions tackling aggression and bullying. Aggr. Behav. 36:81–94, 2010. © 2009 Wiley‐Liss, Inc.     

What do conscientious people do? Development and validation of the Behavioral Indicators of Conscientiousness (BIC)

Typical assessments of personality traits collapse behaviors, thoughts, and feelings into a single measure without distinguishing between these different manifestations. To address this lack of specification, the current study develops and validates a measure that assesses a number of broad behaviors associated with the personality trait of conscientiousness (the Behavioral Indicators of Conscientiousness; BIC). Findings suggest that the lower-order structure of conscientious behaviors is mostly similar to the lower-order structure in extant trait measures. Furthermore, a daily diary method was used to validate the BIC against frequency counts of conscientious behavior. Overall, the results identify specific behaviors that conscientious individuals tend to perform and highlight possible advantages of this approach over broad trait assessment.