Young macaques (<Emphasis Type="Italic">Macaca fascicularis</Emphasis>) preferentially bias attention towards closer,older, and better tool users

Examining how animals direct social learning during skill acquisition under natural conditions, generates data for examining hypotheses regarding how transmission biases influence cultural change in animal populations. We studied a population of macaques on Koram Island, Thailand, and examined model-based biases during interactions by unskilled individuals with tool-using group members. We first compared the prevalence of interactions (watching, obtaining food, object exploration) and proximity to tool users during interactions, in developing individuals (infants, juveniles) versus mature non-learners (adolescents, adults), to provide evidence that developing individuals are actively seeking information about tool use from social partners. All infants and juveniles, but only 49% of mature individuals carried out interacted with tool users. Macaques predominantly obtained food by scrounging or stealing, suggesting maximizing scrounging opportunities motivates interactions with tool users. However, while interactions by adults was limited to obtaining food, young macaques and particularly infants also watched tool users and explored objects, indicating additional interest in tool use itself. We then ran matrix correlations to identify interaction biases, and what attributes of tool users influenced these. Biases correlated with social affiliation, but macaques also preferentially targeted tool users that potentially increase scrounging and learning opportunities. Results suggest that social structure may constrain social learning, but the motivation to bias interactions towards tool users to maximize feeding opportunities may also socially modulate learning by facilitating close proximity to better tool users, and further interest in tool-use actions and materials, especially during development.     

Investigating How Test-Takers Change Their Strategies to Handle Difficulty in Taking a Reading Comprehension Test: Implications for Score Validation

This article investigates how test-takers change their strategies to handle increased test difficulty. An adult sample reported their test-taking strategies immediately after completing the tasks in a reading test. Data were analyzed using structural equation modeling specifying a measurement-invariant, ability-moderated, latent transition analysis in Mplus (Muthén & Asparouhov, 2011). It was found that almost half of the test-takers (47%) changed their strategies when encountering increased task-difficulty. The changes were characterized by augmenting comprehending-meaning strategies with score-maximizing and test-wiseness strategies. Moreover, test-takers' ability was the driving influence that facilitated and/or buffered the changes. The test outcomes, when reviewed in light of adjusted test-taking strategies, demonstrated a form of process-based validity evidence.     

Veterans’ Offspring’s Personality Traits and the Intergenerational Transmission of Posttraumatic Stress Symptoms

Following war and war captivity, many combat veterans and former prisoners of war (ex-POWs) may suffer from posttraumatic psychopathologies, and these may be transmitted to their offspring. Though there are considerable individual differences between offspring in this respect, the mechanisms underlying such differences remain unclear. The current longitudinal study examined the role that veterans’ offspring’s Big Five personality traits may play within this intergenerational transmission. One hundred and twenty-three dyads consisting of veterans (79 ex-POWs and 44 combat veterans) and their adult offspring were examined. Fathers’ posttraumatic stress symptoms (PTSS) and global psychiatric distress (GD) were assessed 30 and 35 years after the war, and offspring’s PTSS, GD, and Big Five personality traits were assessed 40 years after the war. Findings indicate that veterans’ psychopathologies were associated with those of their offspring. Furthermore, analyses revealed significant positive associations between offspring’s psychopathologies and their Neuroticism, and negative associations with their Agreeableness and Conscientiousness. Finally, a mediation effect was found wherein the fathers’ PTSS and GD were related to their offspring’s Neuroticism levels, and the offspring’s Neuroticism was related to their PTSS and GD levels. These findings suggest that offspring’s personality traits may indeed play a role in the transmission of posttraumatic psychopathologies from veterans to their offspring, and may explain individual differences in this respect. Specifically, high levels of Neuroticism may place offspring at risk for secondary traumatization. Possible explanations and limitations are discussed, and future research directions are suggested.     

Grammatical Aspect in Early Child Mandarin: Evidence from a Preferential Looking Experiment

The study assessed 30-month-old Mandarin-speaking children’s awareness of aspectual distinctions involving the perfective marker le and the imperfective marker zhe in a preferential looking experiment. In the experiment, we presented our child subjects with a choice between two video clips (one depicting a closed event and the other depicting an on-going event), in the presence of an auditory stimulus (either the le sentence, the zhe sentence or the control sentence without any aspect marker). Children’s looking behavior in the task was recorded and analyzed. The results revealed 30-month-old children’s emerging sensitivity to the aspectual contrast between le and zhe. This was manifest by an increase in looking to the closed event when hearing the le sentence and an increase in looking to the on-going event when hearing the zhe sentence. The absence of le or zhe in the control sentence did not result in any increase or decrease in looking to either event. We also found that the effect of le on children’s looking behavior was immediate whereas the effect of zhe was late. We attributed this difference to the facilitative role of le in children’s sentence processing as well as their preference for the event boundary. The results lend support to the continuity view that functional morphemes like aspect markers are available to children early in language development.     

Conscious Control Is Associated With Freezing of Mechanical Degrees of Freedom During Motor Learning

This study investigated whether conscious control is associated with freezing of mechanical degrees of freedom during motor learning. Participants practiced a throwing task using either error-strewn or error-reduced practice protocols, which encourage high or low levels of conscious control, respectively. After 24 hr, participants engaged in a series of delayed retention and transfer tests. Furthermore, propensity for conscious control was assessed using participants' ratings and freezing was gauged through movement variability of the throwing arm. Performance was defined by mean radial error. In the error-strewn group, propensity for conscious control was positively associated with both freezing and performance. In the error-reduced group, propensity for conscious control was negatively associated with performance, but not with freezing. These results suggest that conscious control is associated with freezing of mechanical degrees of freedom during motor learning.     

Are orthographic rules used by children with and without writing disabilities? / ¿Utilizan las reglas ortográficas los niños con y sin dificultades de aprendizaje en la escritura de palabras?

The aim of this study was to explore whether children with and without learning difficulties use orthographic rules to write words. To study this, two types of tasks from the Early Grade Writing Assessment (EGWA) test were used: (1) a dictation task which included pseudowords with an implicit orthographic rule; and (2) a dictation task which included words with arbitrary, unregulated orthography. An initial sample of 1,447 students from grades 1 to 3 of elementary school was selected. The results showed that the variables task type and grade were significant when explaining the differences found between the groups. These findings are discussed from the perspective of the orthographic representations self-teaching hypothesis as related to the orthographic depth hypothesis, associated with the orthographic transparency of Spanish.