Word acquisition, retention, and transfer: findings from contextual and isolated word training

Successful reading instruction entails not only acquiring new words but also remembering them after training has finished and accessing their word-specific representations when they are encountered in new text. We report two studies demonstrating that acquisition, retention, and transfer of unfamiliar words were affected differentially by isolated word and context training. Materials were individualized to include only those words that average readers in second grade were unable to name in context. Different words were trained in each condition; context training presented words in stories, and isolated word training presented words on flashcards. Together, the studies show that context training promotes word acquisition beyond that experienced from reading words in isolation. Contrary to the prevailing opinion, memory performance for words trained in context and in isolation did not differ; children demonstrated excellent retention over an 8-day interval in both conditions. Finally, transfer was maximized when the congruency between training and testing was high. Therefore, when reading trained words in novel circumstances, the best method of training was mediated by the transfer task employed at test.     

Spatio-temporal constraints on upright children's coordination when hitting a moving target

To determine if the spatial and/or temporal context affected the coordination patterns of children under five in upright interceptive tasks, 3-year-olds hit a ball dropped from a ramp from five heights (1.5, 2, 2.5, 3, and 3.5 m) to control drop time. We studied the initiation time of hitting a ball with a cinematic analysis of the different joint movements (foot, knee, hip, shoulder, and hand). Two patterns of joint coordination were observed according to the rolling height of the ball: a de-synchronized pattern for heights of 2 m or above where the foot was the first to move and the hand the last, and a “synchronized” pattern, for the lowest height (1.5 m) where all joints started moving at the same time due to a strong temporal pressure. These two coordination patterns highlight a functional adaptation of body joints according to the spatio-temporal constraints among children from the age of three.     

Developmental Transitions in Youth Behavioral Opposition and Maternal Beliefs in Social Ecological Context

We investigated age-based changes in mothers’ complaints about offspring behavioral opposition, and offspring reports of opposition in a prospective longitudinal design (N = 821). Maternal complaints declined from pre-adolescence to early adulthood, but more slowly in low socioeconomic status (SES) and single-parent families. Mothers complained more about first- than later-born children, but showed no average differences for offspring gender, race, SES, or single parent status. Complaints covaried with youth-reported opposition, but effects involving SES, single-parent status, and birth order remained significant after opposition was controlled; this finding is interpreted to reflect social contextual differences in maternal beliefs. Youth opposition was stable to age 16, then decreased; higher levels were associated with earlier birth order and low SES among European-Americans. Our results have implications for parenting interventions, indicating that parents may benefit from education about the normative, gradual increase in concordance between their own expectations and their child’s behavior from early to late adolescence. Further, parenting interventions may be strengthened by actively attending to social contextual factors that shape parental belief systems and values.     

The deception faucet: A metaphor to conceptualize deception and its detection

Why are there few reliable deception cues and why is deception detection a challenge? These questions are related and have puzzled social scientists, leading to few universal truths about the relationship between deception and communication behavior. This article reviews existing theories to suggest how deceptive discourse production actually occurs, which can lead to a better understanding of deception production and detection processes. Crucial components of a deception — lie-truth base-rates, deception expectations, and goals — are largely overlooked in most theories and primary studies, but are integrated in this paper through a deception faucet metaphor. The metaphor describes deceptive discourse production as violations of conversational maxims (Quantity, Quality, Manner, Relation) and reflected by characteristics that change across deceptions. Considerations for theory and application are suggested.     

Initial judgment task and delay of the final validity-rating task moderate the truth effect

Repeatedly seen or heard statements are typically judged to be more valid than statements one has never encountered before. This phenomenon has been referred to as the truth effect. We conducted two experiments to assess the plasticity of the truth effect under different contextual conditions. Surprisingly, we did not find a truth effect in the typical judgment design when using a ten minutes interval between statement repetitions. However, we replicated the truth effect when changing the judgment task at initial statement exposure or when using an interval of one week rather than ten minutes. Because none of the current truth effect theories can fully account for these context effects, we conclude that the cognitive processes underlying truth judgments are more complex than has hitherto been assumed. To close the theoretical gap, we propose a revised fluency attribution hypothesis as a possible explanation of our findings.     

纳米伦理:规范分析和范式转换

鉴于纳米技术目前显现出的启发式控制活力,可以将其作为伦理学一个重要的潜在探索领域。这就要求把对纳米技术的规范分析从一般技术制品和后果评估扩大到技术隐喻、想象和语言评估,由此认为目前占据主流地位的德莱克斯勒式纳米机器是一种机械隐喻,必然导向决定论式的单向度社会命运,但其论敌斯默莱的生物模拟隐喻实际上意味着一种范式转换,因为它为人在纳米技术发展中提供了表达责任感的道德机会。沿着这一线索,目前倡导伦理导向的纳米技术发展,就是要把它作为一个多学科背景依赖领域,把参与其社会意义塑造的各种主客体要素引导到人道主义立场上来,以使纳米世界建构真正体现人的全面发展。     

Blocked vs. interleaved presentation and proactive interference in episodic memory

Although a number of theoretical accounts of proactive interference (PI) in episodic memory have been proposed, existing empirical evidence does not support conclusively a single view yet. In two experiments we tested the predictions of the temporal discrimination theory of PI against alternative accounts by manipulating the presentation schedule of study materials (lists blocked by category vs. interleaved). In line with the temporal discrimination theory, we observed a clear buildup of (and release from) PI in the blocked condition, in which all the lists of the same category were presented sequentially. In the interleaved condition, with alternating lists of different categories, a more gradual and smoother buildup of PI was observed. When participants were left free to choose their presentation schedule, they spontaneously adopted an interleaved schedule, resulting again in more gradual PI. After longer delays, we observed recency effects at the list level in overall recall and, in the blocked condition, PI-related effects. The overall pattern of findings agrees with the predictions of the temporal discrimination theory of PI, complemented with categorical processing of list items, but not with alternative accounts, shedding light on the dynamics and underpinnings of PI under diverse presentation schedules and over different time scales.     

The influence of locative expressions on context-dependency of endpoint control in aiming

It has been claimed that increased reliance on context, or allocentric information, develops when aiming movements are more consciously monitored and/or controlled. Since verbalizing target features requires strong conscious monitoring, we expected an increased reliance on allocentric information when verbalizing a target label (i.e. target number) during movement execution. We examined swiping actions towards a global array of targets embedded in different local array configurations on a tablet under no-verbalization and verbalization conditions. The global and local array configurations allowed separation of contextual-effects from any possible numerical magnitude biases triggered from calling out specific target numbers. The patterns of constant errors in the target direction were used to assess differences between conditions. Variation in the target context configuration systematically biased movement endpoints in both the no-verbalization and verbalization conditions. Ultimately, our results do not support the assertion that calling out target numbers during movement execution increases the context-dependency of targeted actions.     

The crutch of context-dependency: Effects of contextual support and constancy on acquisition and retention

Paired associates (Tagalog–English word pairs) were studied and practiced with pairs superimposed over pictorial contexts, and tested with no context cues. On every retrieval practice (RP) incidental or conceptually supportive contexts were repeatedly shown with the same pair (constant context condition), or else new contexts were shown on every RP trial (varied context condition). Incidental contexts in the constant condition and supportive contexts in both constant and varied context conditions facilitated practice scores, but left learning susceptible to forgetting when context cues were not provided. In contrast, varying incidental contexts during practice resulted in slower acquisition, but greater retention in the absence of context cues. The results show that varying incidental contexts during practice can be a desirable difficulty.     

The blocking effect of pictorial prompts on sight-word reading

This study replicates and extends previous work showing that pictorial prompts can interfere with the learning of sight words by students with moderate mental retardation. Effects of training with 6 students were assessed during five conditions using an alternating treatments design. In four conditions, words were presented either alone or with a corresponding picture. In a fifth condition, pictures were used to provide feedback. The results showed that acquisition was achieved fastest during the word-alone conditions with 5 students.