How preview space/time translates into preview cost/benefit for fixation durations during reading

Eye-movement control during reading depends on foveal and parafoveal information. If the parafoveal preview of the next word is suppressed, reading is less efficient. A linear mixed model (LMM) reanalysis of McDonald (2006) confirmed his observation that preview benefit may be limited to parafoveal words that have been selected as the saccade target. Going beyond the original analyses, in the same LMM, we examined how the preview effect (i.e., the difference in single-fixation duration, SFD, between random-letter and identical preview) depends on the gaze duration on the pretarget word and on the amplitude of the saccade moving the eye onto the target word. There were two key results: (a) The shorter the saccade amplitude (i.e., the larger preview space), the shorter a subsequent SFD with an identical preview; this association was not observed with a random-letter preview. (b) However, the longer the gaze duration on the pretarget word, the longer the subsequent SFD on the target, with the difference between random-letter string and identical previews increasing with preview time. A third pattern—increasing cost of a random-letter string in the parafovea associated with shorter saccade amplitudes—was observed for target gaze durations. Thus, LMMs revealed that preview effects, which are typically summarized under “preview benefit”, are a complex mixture of preview cost and preview benefit and vary with preview space and preview time. The consequence for reading is that parafoveal preview may not only facilitate, but also interfere with lexical access.     

Deconstructing Frith and Snowling's homograph-reading task: Implications for autism spectrum disorders

The poor performance of autistic individuals on a test of homograph reading is widely interpreted as evidence for a reduction in sensitivity to context termed “weak central coherence”. To better understand the cognitive processes involved in completing the homograph-reading task, we monitored the eye movements of nonautistic adults as they completed the task. Using single trial analysis, we determined that the time between fixating and producing the homograph (eye-to-voice span) increased significantly across the experiment and predicted accuracy of homograph pronunciation, suggesting that participants adapted their reading strategy to minimize pronunciation errors. Additionally, we found evidence for interference from previous trials involving the same homograph. This progressively reduced the initial advantage for dominant homograph pronunciations as the experiment progressed. Our results identify several additional factors that contribute to performance on the homograph reading task and may help to reconcile the findings of poor performance on the test with contradictory findings from other studies using different measures of context sensitivity in autism. The results also undermine some of the broader theoretical inferences that have been drawn from studies of autism using the homograph task. Finally, we suggest that this approach to task deconstruction might have wider applications in experimental psychology.     

Treatment of Chronic Major Depression Using the Cognitive Behavioral Analysis System of Psychotherapy (CBASP)

This article presents data from an ABAB single case design study of a 60-year-old Caucasian male diagnosed with chronic major depressive disorder. The Cognitive Behavioral Analysis System of Psychotherapy (CBASP) was utilized throughout treatment, and both BDI scores and diagnostic interviews revealed states of partial, and ultimately full remission during the course of treatment. A focus was ultimately placed on generalizing what the patient learned in-session to his outside life. Additionally, the unique design of this case illustrated that the patient experienced a moderate reduction in depressive symptoms, prior to the long-term alteration of his coping style. A stable change in his coping style was necessary before full and sustained recovery was evidenced.     

Interfaith Dialogue and the Science-and-Religion Discussion

The science-and-religion dialogue has so often assumed that the key issues for discussion are those that have arisen within the Western Christian religious and intellectual tradition that little interest has been devoted to the possible insights that the presence of non-Christian voices in the dialogue might bring. In the following I explore the benefits of a truly multireligious dialogue on science and religion and offer a model for integrating various religious perspectives into the science-and-religion dialogue. Of course, taking the multifaith perspectives of the religions seriously also means making a dialogue between religions a component of the science-and-religion dialogue, and I discuss how such a dialogue might unfold along with key ideas that might emerge in ever more interesting ways once the dialogue begins.     

Natural Selection and Design: Comments on Michael Ruse's New Book

Is the adaptive complexity of living organisms the result of evolutionary processes alone? or does it give evidence of intentional design? Michael Ruse appears to argue that we can have it either way. As a scientist I find the argument from design unnecessary. Yet it has great appeal to humans, whose behavior is largely intentional and who look for patterns in events and for the intentions that may have produced them.     

Stress and Student Job Design: Satisfaction, Well-Being, and Performance in University Students

It is imperative that the university environment be supportive and capable of nurturing optimal learning and performance in students. Using job design and work stress theories, the study assessed relationships between psychosocial work characteristics, well-being and satisfaction, and performance in a random sample survey of Australian university students (N = 176). Methodological improvements were a time lag between survey and performance measures, an objective measure of performance, and LISREL structural equation modeling. Results showed high levels of psychological distress and low levels of satisfaction, both linked to high demands combined with low control. In accord with the happy-productive student hypothesis, satisfaction mediated the impact of the work environment on performance. Reengineering the design of the student work environment may therefore improve performance outcomes (student grades) through enhancing satisfaction.     

实验设计:一种非模式的方法

实验设计通常被当作一种种设计模式．这种方法可称之为实验设计的模式方法。但本文认为,这种常用的方法事实上存在着不少缺点。于此．本文尝试提出了一种新的实验设计方法——实验设计的变量方法。实验设计的变量方法的基本思想是．从实验研究的问题出发,根据实验中变量的性质或特点确定实验设计的具体内容。本文最后讨论了实验设计变量方法的优越性。     

父母教养态度与儿童在2-4岁期间的问题行

考察父母的教养态度和儿童在2—4岁间的问题行为的发展变化。采用交叉时序滞后设计,对172名儿童从2岁起进行2年追踪,在被试2岁和4岁时,分别对他们的父母进行间卷调查。结果发现：儿童外显问题行为与父母教养态度的相互作用较强,儿童在2岁时的外显问题行为可以预测4岁时母亲的惩罚性,内隐问题行为与父母教养态度的相互作用较弱;从2岁到4岁之间,儿童外显问题行为具有较高的稳定性,内隐问题行为的稳定性相对略低,父母教养态度也都具有一定的稳定性。     

Contextual Integration in Multiparty Audience Design

Communicating with multiple addressees poses a problem for speakers: Each addressee necessarily comes to the conversation with a different perspective—different knowledge, different beliefs, and a distinct physical context. Despite the ubiquity of multiparty conversation in everyday life, little is known about the processes by which speakers design language in multiparty conversation. While prior evidence demonstrates that speakers design utterances to accommodate addressee knowledge in multiparty conversation, it is unknown if and how speakers encode and combine different types of perspective information. Here we test whether speakers encode the perspective of multiple addressees, and then simultaneously consider their knowledge and physical context during referential design in a three‐party conversation. Analyses of referential form—expression length, disfluency, and elaboration rate—in an interactive multiparty conversation demonstrate that speakers do take into consideration both addressee knowledge and physical context when designing utterances, consistent with a knowledge‐scene integration view. These findings point to an audience design process that takes as input multiple types of representations about the perspectives of multiple addressees, and that bases the informational content of the to‐be‐designed utterance on a combination of the perspectives of the intended addressees.