Surface feature congruency effects in the object-reviewing paradigm are dependent on task memory demands

Perception of object continuity depends on establishing correspondence between objects viewed across disruptions in visual information. The role of spatiotemporal information in guiding object continuity is well documented; the role of surface features, however, is controversial. Some researchers have shown an object-specific preview benefit (OSPB)—a standard index of object continuity—only when correspondence could be based on an object’s spatiotemporal information, whereas others have found color-based OSPB, suggesting that surface features can also guide object continuity. This study shows that surface feature-based OSPB is dependent on the task memory demands. When the task involved letters and matching just one target letter to the preview ones, no color congruency effect was found under spatiotemporal discontinuity and spatiotemporal ambiguity (Experiments 1–3), indicating that the absence of feature-based OSPB cannot be accounted for by salient spatiotemporal discontinuity. When the task involved complex shapes and matching two target shapes to the preview ones, color-based OSPB was obtained. Critically, however, when a visual working memory task was performed concurrently with the matching task, the presence of a nonspatial (but not a spatial) working memory load eliminated the color-based OSPB (Experiments 4 and 5). These results suggest that the surface feature congruency effects that are observed in the object-reviewing paradigm (with the matching task) reflect memory-based strategies that participants use to solve a memory-demanding task; therefore, they are not reliable measures of online object continuity and cannot be taken as evidence for the role of surface features in establishing object correspondence.     

A misleading review of response bias: comment on McGrath, Mitchell, Kim, and Hough (2010)

In the May 2010 issue of Psychological Bulletin, R. E. McGrath, M. Mitchell, B. H. Kim, and L. Hough published an article entitled "Evidence for Response Bias as a Source of Error Variance in Applied Assessment" (pp. 450-470). They argued that response bias indicators used in a variety of settings typically have insufficient data to support such use in everyday clinical practice. Furthermore, they claimed that despite 100 years of research into the use of response bias indicators, "a sufficient justification for [their] use… in applied settings remains elusive" (p. 450). We disagree with McGrath et al.'s conclusions. In fact, we assert that the relevant and voluminous literature that has addressed the issues of response bias substantiates validity of these indicators. In addition, we believe that response bias measures should be used in clinical and research settings on a regular basis. Finally, the empirical evidence for the use of response bias measures is strongest in clinical neuropsychology. We argue that McGrath et al.'s erroneous perspective on response bias measures is a result of 3 errors in their research methodology: (a) inclusion criteria for relevant studies that are too narrow; (b) errors in interpreting results of the empirical research they did include; (c) evidence of a confirmatory bias in selectively citing the literature, as evidence of moderation appears to have been overlooked. Finally, their acknowledging experts in the field who might have highlighted these errors prior to publication may have prevented critiques during the review process.     

Experimental studies of sequential selection and assignment with relative ranks

We study a class of sequential selection and assignment problems in which a decision maker (DM) must sequentially assign applicants to positions with the objective of minimizing expected cost. In modeling this class of problems, we assume that on each period the DM is only informed of the rank of the present applicant relative to the applicants that she previously observed and assigned. We first present the optimal decision policy that we subsequently use as a normative benchmark, and then report results from three experiments designed to study sequential assignment behavior. In comparing the aggregate results from all three experiments to the optimal decision policy, we identify a systematic bias, called the middleness bias, to over‐assign applicants to intermediate positions. The results also reveal a strong bias for early applicants to be over‐assigned to important positions. Copyright © 2006 John Wiley & Sons, Ltd.     

Correlates of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) Personality Psychopathology Five (PSY-5) scales in a forensic assessment setting

Empirical correlates of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) Personality Psychopathology Five (PSY-5) scales in a forensic assessment setting were identified. Archival extratest data, including demographics, psychosocial history, criminal behavior history, and current mental status and psychodiagnosis, were extracted from the case files of 593 men and women referred to a forensic assessment clinic for criminal court-ordered evaluations. Zero-order and multiple correlations were calculated between the MMPI-2 PSY-5 scales and relevant criterion variables. Findings indicated that the PSY-5 scales' empirical correlates in a forensic setting are similar to and consistent with those found in general mental health settings. Linear combinations of MMPI-2 PSY-5 Scale scores accounted for moderate proportions of variance in the collateral indicators.     

Automatic and effortful processing in Attention Deficit/Hyperactivity Disorder

Twenty-five boys with Attention Deficit/Hyperactivity Disorder and 23 age-matched controls were compared on verbal memory tasks differentiating automatic versus effortful information processing. Automatic processing tasks included the recognition of new or old words in a list and the recognition of frequency of occurrence of words in a list. Effortful tasks included free recall of lists of both related and unrelated words. Hyperactive boys did not differ from controls in automatic processing capabilities but demonstrated significantly poorer effortful processing. Intercorrelations of the variables revealed high correlations between scores on effortful measures and also raise questions about the purity of automaticity in some tasks employed. Stepwise discriminant analysis demonstrated that free recall of related words (an effortful task) best discriminated between groups. Effort-related processing in hyperactive and normal children is discussed in relation to variables of motivation, affect, arousal, and other higher-order cognitive processes.