Causal bridging inferences: Validating consistent and inconsistent sequences.

Proposes that causal bridging inferences must be validated against pertinent knowledge before being accepted by the reader. Three experiments were conducted with 130 undergraduates to test whether this validation model is applicable to consistent and inconsistent causal sequences. Results provide support for the validation model of bridging inference. Findings suggest that one way in which the reader maintains global coherence is by monitoring comprehension with reference to the causal network underlying a discourse. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working-memory capacity as long-term memory activation: An individual-differences approach.

One explanation of the correlation often observed between working-memory span scores and reading comprehension is that individuals differ in level of activation available for long-term memory units. Two experiments used the fan manipulation to test this idea. In Exp 1, high- and low-working-memory Ss learned a set of unrelated sentences varying in the number of shared concepts (fans) and then performed speeded recognition for those sentences. Low-working-memory Ss showed a larger increase in recognition time as fan increased. When the slope of the fan effect was partialled out of the relationship between working-memory span and verbal abilities, the relationship was reduced to nonsignificance. In Exp 2, Ss learned thematically related sentences that varied in fan. Low-span Ss showed the positive fan effect typically found with thematically unrelated sentences, whereas high-span Ss showed a negative fan effect. The results are discussed in terms of a general capacity theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From reading to spelling and spelling to reading: Transfer goes both ways.

This study compares the effects of practice spelling and reading specific words on the orthographic representations in memory involved in reading both practiced words and new, unfamiliar words. Typically developing readers in Grade 2 (mean age = 7 years, 7 months) participated in a training study examining whether transfer can occur between reading and spelling following a series of reading and spelling practice sessions. Practice consisted of either repeated reading or repeated spelling of words with shared orthographic rime patterns. A series of mixed analyses of variance was used to examine generalization within skill and transfer across skill. Following practice, word-specific transfer across skill was found. Specifically, children were better able to spell words they had practiced reading and to read words they had practiced spelling. In addition, generalization to new words with practiced rime units was found both within a skill and across skills. However, transfer from spelling to reading was greater than transfer from reading to spelling. Results indicate that the orthographic representations established through practice can be used for both reading and spelling. Subsequently, reading and spelling curricula should be coordinated to benefit children maximally. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Causal inferences in motivation research: A reinterpretation of results from panel studies.

Presents a secondary analysis of the data reported in 3 previous studies (E. E. Lawler, 1968; E. E. Lawler and J. L. Suttle, 1973; J. Sheridan et al, 1975) on the causal relationships between an expectancy construct of motivation and job performance. Corrected cross-lagged correlations indicate that the previous statistical inferences of causality may have been artifact of varying measurement reliability and that the observed relationships were spurious. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is reading ability related to activation dumping speed? Evidence from immediate repetition priming

In parallel processing models, residual activity constitutes noise that must be dumped, and fast dumping is associated with efficient processing. Subjects performed a continuous lexical decision task with repetitions (Experiments 1 and 2). Efficient readers (who had high comprehension and vocabulary scores) showed smaller repetition priming than did inefficient readers, but mostly at Lag 0 (equivalent to 3-sec stimulus onset asynchrony [SOA]). Experiment 3 manipulated the empty inter-repetition interval. It was found that reading ability was negatively related to repetition priming mostly when the SOA was 3 sec, but less so when it was 2 or 4 sec. Experiment 4 failed to find similar reading ability differences when the task was continuous recognition. The findings are interpreted as showing that efficient readers managed to dump residual activity related to subsemantic information in less than 3 sec, whereas inefficient readers required 3-4 sec.     

Causal inferences about communicators and their effect on opinion change.

An attribution analysis of opinion change viewed message persuasiveness as a function of inferred communicator biases. Recipients infer a knowledge bias (KB) by believing that a communicator's knowledge about external reality is nonveridical and a reporting bias (RB) by believing that a communicator's willingness to convey an accurate version of external reality is compromised. In an experiment with 355 undergraduates, KB expectancies were established by portraying a communicator as having a strong commitment to values represented by the probusiness or proenvironment side of a controversial issue and RB expectancies by portraying his audience as having a strong commitment to one or the other side. In all conditions, the communicator advocated the proenvironment position. Therefore, recipients' expectancies were confirmed in the context of a proenvironment communicator and/or audience and disconfirmed in the context of a probusiness communicator and/or audience. Regardless of the type of bias that Ss expected, they were more persuaded and rated the communicator as more unbiased when their expectancies were disconfirmed. Confirmation of expectancies based on RB, but not KB, was associated with inferences of communicator insincerity and manipulativeness. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recall strategies in three-channel immediate memory.

Digits were spoken through earphones via 3 simultaneous auditory "channels," created by having 1 digit spoken to the left ear only, another to the right ear only, and a third (middle channel) to both ears at once. Also, each channel was spoken by a different voice, a woman's in the middle, and different men's voices to left and right. 18 right-handed and 18 left-handed Ss heard a series of 2 such triplets, with onsets of 1 sec. apart. Ss instructed to report the digits channel by channel recalled as many digits as those instructed to report them triplet by triplet, but Ss who were permitted free recall chose the triplet-by-triplet strategy more often than the channel-by-channel one. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A theory of reading: From eye fixations to comprehension.

Presents a model of reading comprehension that accounts for the allocation of eye fixations of 14 college students reading scientific passages. The model deals with processing at the level of words, clauses, and text units. Readers made longer pauses at points where processing loads were greater. Greater loads occurred while readers were accessing infrequent words, integrating information from important clauses, and making inferences at the ends of sentences. The model accounts for the gaze duration on each word of text as a function of the involvement of the various levels of processing. The model is embedded in a theoretical framework capable of accommodating the flexibility of reading. (70 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Elaborative inferences during reading: Do they occur on-line?

Four experiments were conducted to examine the extent to which readers construct elaborative inferences on-line during reading. In Experiment 1, gaze durations were measured while subjects read anaphors to target antecedents that referenced a particular category member either explicitly or implicitly. When the context strongly suggested a particular category member, gaze durations on an anaphor were the same following either an implicit or an explicit antecedent. When the context did not suggest any particular category member, gaze durations were significantly longer following an implicit antecedent. The results confirmed that, with sufficient context, readers will generate a simple elaborative inference on-line. These results were replicated in Experiment 2 in which the materials did not strongly signal the inference but a sentence designed to encourage subjects to infer was included. In Experiment 3, this "demand sentence" was not included, and readers did not appear to construct the targeted inference. The results of Experiment 4 confirmed that once generated, elaborative inferences are stored as part of the long-term-memory representation of a passage. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transitive inferences from set-inclusion relations and working memory.

Research into the evaluation of transitive inferences from inclusion relations has shown, though there are important intersubject differences, that participants tend to consider the inclusion relation to be symmetrical and that they fail to assume transitivity: the level of correct responses falls for true inferences and increases for false inferences, the greater the number of inferential steps involved (Truth?×?Distance interaction). This article puts forth a cognitive load hypothesis to account both for the interaction and for intersubject differences. It was shown that the cognitive load associated with the calculation of the inferences predicted error rates and accounted for the Truth?×?Distance interaction. Moreover, the performances were correlated with participants' working memory span. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From Covariation to Causation: A Test of the Assumption of Causal Power.

How humans infer causation from covariation has been the subject of a vigorous debate, most recently between the computational causal power account (P. W. Cheng, 1997) and associative learning theorists (e.g., K. Lober & D. R. Shanks, 2000). Whereas most researchers in the subject area agree that causal power as computed by the power PC theory offers a normative account of the inductive process. Lober and Shanks, among others, have questioned the empirical validity of the theory. This article offers a full report and additional analyses of the original study featured in Lober and Shanks's critique (M. J. Buehner & P. W. Cheng, 1997) and reports tests of Lober and Shanks's and other explanations of the pattern of causal judgments. Deviations from normativity, including the outcome-density bias, were found to be misperceptions of the input or other artifacts of the experimental procedures rather than inherent to the process of causal induction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Output interference in long-term memory.

Reports 2 experiments, with 70 and 140 undergraduates, concerning the role of output interference on the recall of organized material. Groups of Ss received blocked presentation of a 49-item list consisting of 7 items in each of 7 categories. At recall, the category name served as the retrieval cue. In Exp. I, a 20-sec recall interval was allowed for each category and 10 Ss were assigned to each group. In Exp. II, this interval was increased to 90 sec. and 20 Ss were assigned to each group. Results of both studies indicate that the number of words recalled from a category is dependent on the position of the category in the output sequence. In general, the earlier a category appears in the output sequence, the greater the number of words recalled from that category. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sources of the continued influence effect: When misinformation in memory affects later inferences.

Several lines of research have found that information previously encoded into memory can influence inferences and judgments, even when more recent information discredits it. Previous theories have attributed this to difficulties in editing memory: failing to successfully trace out and alter inferences or explanations generated before a correction. However, in Exps 1A and 1B, Ss who had received an immediate correction made as many inferences based on misinformation as Ss who had received the correction later in the account (despite presumably having made more inferences requiring editing). In a 2nd experiment, the availability of the misinformation within the comprehension context was tested. Results showed that Ss continued to make inferences involving discredited information when it afforded causal structure, but not when only incidentally mentioned or primed during an intervening task. Exps 3A and 3B found that providing a plausible causal alternative, rather than simply negating misinformation, mitigated 1 effect. The findings suggest that misinformation can still influence inferences one generates after a correction has occurred; however, providing an alternative that replaces the causal structure it affords can reduce the effects of misinformation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accuracy of MMPI-based inferences regarding memory and concentration in closed-head-trauma patients.

This study examined the validity of MMPI scores and MMPI-based cognitive complaints as indicators of memory and concentrational disturbances in 70 closed-head-trauma patients. The relation of scores on the MMPI Depression (D), Schizophrenia (Sc), Mental Dullness (D4), Lack of Ego Mastery, Cognitive (Sc2A), and Organic Symptoms (Org) scales to actual memory performance on the WAIS—R Digit Span and Wechsler Memory Scale (Russell's revision) subtests was explored. The results suggest an absence of any relation between actual memory performance on any of these subtests and MMPI scores or a Cognitive Complaint Index consisting of 8 MMPI items. Findings are discussed in light of the questionable validity of memory complaints in other samples, as well as possible limitations in the ecological validity of current tests of memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Serial order in spatial immediate memory

Serial order effects in spatial memory are investigated in three experiments. In the first an analysis of errors in recall data suggested that immediate transpositions were the most common error and that order errors over 2 or 3 adjacent items accounted for the majority of errors in recall. The first and last serial positions are less error-prone than is the middle position in sets of six and seven items. A second experiment investigated recognition of transpositions and found that immediate transpositions were hardest to recognize but that a traditional serial position effect was not found. This may be due to the difficulty of maintaining one set of spatial items when another set is presented for comparison. A probe experiment, in which subjects were asked to recognize whether a single item came from a memory set and then to assign it to its position in the set indicated that the first and last positions were remembered more accurately than were central positions. The combination of serial order data in recall and position data suggests that there are similarities between serial order and position effects in the verbal and spatial domains and that serial order in spatial sequences is position-based.     

Very early phonological activation in Chinese reading.

Is Chinese read by a process that bypasses phonology, or is phonology a part of word identification as it is in alphabetic writing systems? Two experiments provide evidence that phonological information is activated as part of Chinese character identification. When participants made judgments about the meanings of pairs of characters, their reaction times and error rates to homophonic foils showed phonological interference. Correspondingly, when they made judgments about the pronunciation of pairs of characters, they showed semantic interference. The 2nd experiment found phonological interference with only 90 ms stimulus onset asynchrony and semantic interference at 140 ms. These results are accounted for by a class of models that assume that phonological names are constituents of word identification in Chinese. The results provide support for a universal principle of phonological processes in reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations among reading ability, reading mode, and recognition memory.

Based on the Profiles Reading Test, 32 2nd graders were identified as poor and 32 as good readers. Ss were then tested individually for sentence memory. Results indicate that (a) the highest percentage of recognition errors occurred for true inference sentences, (b) good readers showed superior performance on false inference and false premise sentences, and (c) silent readers made more errors than oral readers. (French summary) (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The sensory nature of episodic memory: Sensory priming effects due to memory trace activation.

The aim of this study was to provide evidence that memory and perceptual processing are underpinned by the same mechanisms. Specifically, the authors conducted 3 experiments that emphasized the sensory aspect of memory traces. They examined their predictions with a short-term priming paradigm based on 2 distinct phases: a learning phase consisting of the association between a geometrical shape and a white noise and a priming phase examining the priming effect of the geometrical shape, seen in the learning phase, on the processing of target tones. In the 3 experiments, the authors found that only the prime associated with the sound in the learning phase had an effect on the target processing. The perceptual nature of the auditory component reactivated by the prime was shown in Experiments 1 and 2 via manipulation of the white noise duration in the learning phase and the stimulus onset asynchrony in the priming phase. Moreover, Experiment 3 highlighted the importance of the simultaneous association of sensory components in the learning phase, which makes it possible to integrate these components in a memory trace. (PsycINFO Database Record (c) 2010 APA, all rights reserved)