Developmental changes in selective and integrative visual attention

School-aged children and adults performed two speeded classification tasks designed to examine the relation between selective and integrative aspects of visual attention. Stimuli consisted of two parentheses (Experiment 1) or two arrows (Experiment 2) separated by 0.5 to 16 degrees visual angle. In a selective attention task, observers classified stimuli on the basis of one of the two elements. Younger children experienced more interference when the elements were closely spaced than older children and adults. In an integrative attention task, stimuli were classified on the basis of both of the elements. Here age differences were most pronounced when elements were separated by large visual angles. These findings suggest that the ability to contract and expand the size of the attentional "spotlight" improves with age in the school years.     

FOLLOWING A TRAJECTORY: ON “TRACING A TRAJECTORY” AND “EXPLAINING AND VALUING,” BY JAMES M. GUSTAFSON

Abstract. The roots of religious faith–and the provenance of ethical thought–may be sought in the human sciences, the physical sciences, literature, religious traditions, and deep human intuitions. Gustafson's religious stance and the author's, while different on their face, in common reflect a mingling–and tangling–of skepticism, understanding, and transcendence. Let all of us hope and believe what we can.     

Fowler's Stages of Faith Development in an Honors Science-and-Religion Seminar

According to Paul Tillich's understanding of religion as "ultimate concern," a religious dimension is implicit in all university curricula. A science-and-religion course, such as one taught at Southeast Missouri State University, can offer students the opportunity to integrate their worldview, taking seriously both religious ideas and scientific information. Assignments based on A. E. Lawson's model of a learning cycle provide a vehicle for evaluating significant student learning leading toward fuller integration. The stages of faith developed by James W. Fowler serve as a fruitfull framework for interpreting changes in student viewpoints. Fowler's six stages of faith are characterized. Examples from student writing assignments demonstrate shifts in the cognitive understanding of faith that coincide with Fowler's stages.     

Whole-word units are used before orthographic knowledge in perceptual development

A visual search task for target letters in multiletter displays was used to investigate information-processing differences between college students and presecond-grade children (mean age = 7 years, 4 months). The stimulus displays consisted of single words, pronounceable pseudowords, and unpronounceable nonwords varying in length from three to five letters. The mean response times for indicating whether or not a target letter occurred in the display increased with the number of display letters for both groups, although there were apparent differences between groups in the rate of search and type of search strategy used. Pre-second-grade children responded faster to word displays than to pseudoword and nonword displays, indicating that familiar letter strings could be processed faster than unfamiliar strings regardless of whether or not the latter were consistent with rules of English orthography. In contrast, college students processed words and pseudowords about equally well, and both resulted in faster responses than nonwords. As reading skills develop, children apparently come to process familiar words differently from other letter strings. Only after a significant sightword vocabulary is established do children seem to recognize the regularities of standard English orthography and make use of this knowledge to facilitate perceptual processes.     

Children's cognitive maps of large-scale spaces: Effects of exploration,direction, and repeated experience

Kindergarteners and third graders (mean ages 5–10 and 8–9 years) repeatedly encountered a model town and then constructed the town from memory. In Experiment 1, the effect of different types of exploration on the development of a cognitive map was assessed. Children who were directed to walk within the town placed buildings more accurately than children who had walked along the town's perimeter. Children who walked within the town and were directed to the spatial relationships among buildings had the highest placement accuracy. Third graders were more accurate than kindergarteners across the three types of exploration. In Experiment 2, children were permitted to explore the town alone for an unlimited amount of time. Under these conditions, third graders still placed buildings more accurately than kindergarteners. A comparison of Experiments 1 and 2 indicated that children developed more accurate cognitive maps when motor activity and attention were directed by the experimenter as opposed to being directed by the child. Accuracy improved with repeated walks and constructions in both experiments, and the results of Experiment 3 suggested that constructing facilitated the development of the cognitive map as much as walking. It was concluded that third graders' cognitive maps were more accurate than kindergarteners' maps due to differences in the speed of acquisition and storage of spatial information.     

The development of visual information processing skills related to reading

Literate adults can use their familiarity with specific words and their knowledge of English orthography to facilitate word recognition processes. The development of word superiority effects in visual perception was investigated in the present study using a search task with kindergarten (5.7 years old), second (8.0 years old), and fourth grade children (10.0 years old), and college students. The search task consisted of the visual presentation of a target letter followed by a three-, four-, or five-letter display. The target letter was included in the display on half the trials, and the displays were common words, orthographically regular pseudowords, and irregular nonwords. Although response times decreased with age, the three oldest groups showed similar effects for the size and structure of the displays. That is, response times increased linearly with the number of display letters, and responses were faster for word and pseudoword displays than for nonwords. The data for the kindergarten children showed evidence for the use of a different search strategy, and they did not respond differentially to the three types of displays. The results are discussed in terms of the implications for developmental models of visual search and word superiority effects in visual perception.     

Knowledge of one's own responding and the relation of such knowledge to learning: A developmental study

First-, third-, fifth-grade children, and college students (ages 6, 8, 10, and 19 years) acquired a paired-associate list under the study-test procedure to a one error-less trial criterion. In addition, as each pair was presented the individual indicated whether he/she had that pair correct on the immediately preceding trial (postdiction responses). The data were interpreted in terms of a discrimination-utilization hypothesis which postulates that individuals discriminate their own correct and incorrect responses on a given trial and use this information for distributing processing effort on the subsequent trial. Analyses involving the accuracy of postdiction responses, the relation of postdiction accuracy to acquisition, and the consideration of the acquisition data in terms of a two-stage model led to the conclusion that older children and adults may use the discrimination-utilization strategy but younger children tend not to use it, probably because of both mediation and production deficiencies.     

Impression management in the forced compliance situation: Two studies using the bogus pipeline

Two studies were performed to assess the interpersonal concerns of subjects in the forced compliance paradigm. The first study counterposed dissonance and impression management theory predictions in a 2 × 2 design by varying the public versus private nature of the counterattitudinal behavior and by assessing attitudes with the usual pencil-and-paper method or with a bogus pipeline technique designed to create strong pressures toward sincere reporting. Attitude change occurred only in the Public/Pencil-and-Paper condition and thus supported an interpersonal or impression management interpretation. The second study examined the effect of measuring the critical attitude a second time in the mode not experienced in the first assessment. This three-group design (Pencil-and-Paper/Bogus Pipeline, Bogus Pipeline/Pencil-and-Paper, Control) demonstrated that attitude change occurred only in the Pencil-and-Paper/Bogus Pipeline condition and was maintained on the second assessment when measured by the bogus pipeline. A common-factor analysis of the secondary measures in the second study demonstrated that the Pencil-and-Paper/Bogus Pipeline subjects reported a great deal of negative arousal such as embarrassment and guilt, while the subjects in the Bogus Pipeline/Pencil-and-Paper condition reported feeling manipulated and constrained. The findings of both studies were interpreted as consistent with impression management theory.     

Relationships between the Vocational Preference Inventory and the Edwards Personal Preference Schedule

The Vocational Preference Inventory and the Edwards Personal Preference Schedule were administered to 372 undergraduates. The two instruments were compared using canonical analysis. The analysis revealed three significant relationships between components of the two instruments. The relationships were viewed as supportive of Holland's theory of personality types.