Quality of text recall as a function of children's classroom competence

This study demonstrated that the manner in which children, as students, chose to devise their recall was a function of the type of response register they maintained with their teachers. Students (mean C.A. = 10.4 years) who used an Imitative Response Register recalled significantly more referential propositions than students using either a Contingent or Noncontingent Response Register. In this sense, students employing an Imitative Response Register were more likely to reproduce text than the other Register Groups. Students (mean C.A. = 10.3 years) who used a Noncontingent Response Register recalled significantly more pragmatic inference propositions, i.e., either elaboration or distortion inference propositions, than students using either Imitative or Contingent Response Registers. In this sense, students employing a Noncontingent Response Register were more likely to embellish text than the other two groups. Finally, students (mean C.A. = 10.6 years) who used a Contingent Response Register recalled significantly more text-structured propositions, i.e., propositional and enabling inference propositions, than students using either Imitative or Noncontingent Response Registers. In this sense, students employing a Contingent Response Register were more likely to reconstruct text than the other two groups. These findings are discussed in terms of a classroom competence model of student behaviors.     

Peer and parent-child interaction before and after enrollment in nursery school

Forty-five three-year-olds and their parents participated in the research. Twenty-four of the children were observed two months and one week before, as well as two months after, enrollment in a nursery school. The others were observed at comparable intervals, but remained at home in the fulltime care of their parents. On all occasions, the children who were about to enter or had entered nursery school engaged in more positive interaction with and sought more proximity to their parents than the home care children did. These tendencies were unaffected by enrollment in nursery school. There were no differences between nursery school and home care children on measures of peer interaction eithe before or after nursery school began. The need to consider differences between nursery school and home care children that antedate enrollment is emphasized.     

Right hemispheric specialization for mental imagery: A review of the evidence

An implicit assumption in the literature on functional hemispheric asymmetry is that the right hemisphere plays a special role in mental imagery. Using a definition of mental imagery as quasi-perceptual experience, we draw distinctions among visual imagery, visual recognition memory, and visuospatial abilities. We then review the research literature to evaluate the hypothesis that mental imagery is a specialized function of the right cerebral hemisphere, and find that it receives little unambiguous support. Case reports of loss of imagery are no more frequent with right than with left unilateral brain damage. Systematic studies of brain-injured patients provide some support for the hypothesis, but are also consistent with the alternative hypothesis of bilateral representation of imagery. Commissurotomized patients report dreaming and being able to form visual images. Behavioral and psychophysiological studies of non-brain-injured patients either fail to provide evidence in favor of the hypothesis or can be interpreted as compatible with the alternate hypothesis of bilateral hemispheric involvement in imagery. We conclude that there is, presently, insufficient empirical basis for considering imagery a right hemispheric function. We then discuss implications of this conclusion for future research.     

Locale,Street, Square—a Naive Theory of the City

The paper outline three basic categories of urban phenomenology based upon the simple notion of a trajectory thorough a network of streets. This formal notion gives rise to three different phases of such a trajectory—where the movement stops, when it proceeds unproblematically, and when several possibilities for choosing the further trajectory present themselves; thus, the locale, the street, and the square, as indicated in the title. Based on the Peircean notions of First-, Second-, and Thirdness, the paper makes a first investigation as to which aspects of urban experience are connected to these three categories.     

Assessing crossing and communication behavior of pedestrians at urban streets

Pedestrians belong to the most vulnerable road users and in order to reduce accidents and fatality rates, research on pedestrian crossing behavior is necessary. However, findings on pedestrians’ crossing, gaze and gesture behavior are heterogeneous and sometimes contradictory. Different methods that are used to assess pedestrian behavior might provide an explanation. In a field study, we measured pedestrian behavior in real traffic by making use of instructed and non-instructed pedestrians, combining and comparing objective and subjective data. Instructed pedestrians deliberately interacted with a research vehicle in urban traffic and filled in 2687 self-report questionnaires about experienced scenarios from their point of view. Interaction scenarios focused on instructed pedestrians either crossing or not crossing the street when the research vehicle passed by. In addition, 75 h of video-recorded interaction scenarios with instructed and non-instructed pedestrians were gathered using a camera placed on the inside of the research vehicle. Self-report and video data were matched (N = 644) and evaluated regarding instructed pedestrians’ crossing, gaze and gesture behavior. Substantial agreement was found between self-reported and video-observed data for crossing action and gesture occurrence and somewhat lower agreement for gaze occurrence. Furthermore, the crossing, gaze and gesture behavior of instructed pedestrians (N = 1423 situations) and non-instructed pedestrians (N = 369 situations) was compared and no major discordance was reported. Therefore, instructed pedestrians can be an externally valid method to assess crossing behavior while implications are given on how self-reported and observational data can mutually supplement each other.     

The maintenance of fluency after intensive in-patient therapy: Long-term follow-up

Maintenance of fluency after intensive in-patient treatment was studied in eight male stammerers. Reasons for success and failure are discussed in relation to objective and subjective data collected at the final follow-up interview.     

Hemiretinal differences in face recognition: accuracy versus reaction time

A face-recognition task involving monocular presentation of laterally displaced stimuli yielded a nasal hemiretinal advantage for reaction time for correct identifications, but a temporal hemiretinal advantage for accuracy (d'). These hemiretinal effects, in conjunction with eye dominance, could in principle distort or obscure interpretations of hemispheric processing differences obtained with binocular stimulation.     

Variations in patterns of lateral asymmetry among dextrals

Evidence supporting individual variations in patterns of hemispheric involvement in the recognition of visuo-spatial and verbal stimuli among dextrals is reported. In Experiment 1, subjects' asymmetry scores on a task that was nonlateralized for the group as a whole were significantly correlated with their asymmetry scores on right-hemisphere-specialized tasks, including face recognition. In Experiment 2, subjects' asymmetry scores on a task that was nonlateralized for the group as a whole were significantly correlated with their asymmetry scores on a left-hemisphere-specialized word recognition task. These results suggest that individual dextrals' asymmetry scores on lateralized tasks are a joint function of a subject's underlying hemispheric specialization for that task and stable individual variations in asymmetric hemispheric reliance.