A Test of the Adams-Creamer Decay Hypothesis for the Timing of Motor Responses

The Adams-Creamer hypothesis states that S uses the decay of proprioceptive feedback from an early portion of a movement to cue a timed response at some later time. This hypothesis was tested by creating passive left-arm movement in one group and withholding it from another, and having Ss make a right-hand response when exactly 2.0 sec. had elapsed since the end of the movement Ss with left-arm feedback had less absolute and algebraic error, and greater within-S consistency than did the no-movement control Ss and, when KR was withdrawn, Ss with left-arm movement regressed less than did Ss without the left-arm movement, which provided 2 lines of support for the decay hypothesis.     

Contextual diversity, not word frequency, determines word-naming and lexical decision times

Word frequency is an important predictor of word-naming and lexical decision times. It is, however, confounded with contextual diversity, the number of contexts in which a word has been seen. In a study using a normative, corpus-based measure of contextual diversity, word-frequency effects were eliminated when effects of contextual diversity were taken into account (but not vice versa) across three naming and three lexical decision data sets; the same pattern of results was obtained regardless of which of three corpora was used to derive the frequency and contextual-diversity values. The results are incompatible with existing models of visual word recognition, which attribute frequency effects directly to frequency, and are particularly problematic for accounts in which frequency effects reflect learning. We argue that the results reflect the importance of likely need in memory processes, and that the continuity between reading and memory suggests using principles from memory research to inform theories of reading.     

Psychology in the Spanish scientific domain through categories cocitation of Journal Citation Report 1990-2005

This work aims to reveal some aspects of the scientific domain of Psychology, in the context of the internationally visible Spanish science in the databases of the Citation Index of The Institute for Scientific Information (ISI), which is represented by a map. We used the methodology of cocitation of thematic categories (JCR-Thompson Scientific), with which we obtained a representation of the scientific activity. The resulting map allowed us to focus on the area of Psychology, whose representation acts as database for the analysis of this discipline in the scientific field with international visibility. This study offers an empirical view of the underlying structure of Spanish Psychology. This is important because most scientists have an intuitive idea of this structure, but this may or may not be real. This way, we present a global vision of the entire discipline that favours its objective analysis as a function of scientists' behaviour as it affects their patterns of communication through the established formal channels.     

Psychological skills and mindfulness training effects on the psychological wellbeing of undergraduate music students: An exploratory study

This study explored the efficacy of psychological skills and mindfulness training intervention on the psychological wellbeing of undergraduate music students. Participants were undergraduate music students (n = 36) from the Department of Music at a South African university, 21 of whom were elected to take the psychological skills and mindfulness training intervention. Data on their self-reported psychological wellbeing, psychological skills, mindfulness and performance anxiety levels were collected pre-and post-intervention. The analysis applied non-parametric procedures to determine changes in students’ psychological wellbeing after the seven-week intervention programme. Findings suggest improvements in psychological wellbeing, psychological skills, mindfulness and performance anxiety with training. Psychological skills and mindfulness training may have benefits to the psychological wellbeing of music students.