Age-linked declines in retrieving orthographic knowledge: Empirical, practical, and theoretical implications.

[Correction Notice: An erratum for this article was reported in Vol 14(1) of Psychology and Aging (see record 2008-09595-001). The article contained an error. In Table 1 on page 652, the values for rated spelling ability at age 20 and at current age were reversed for older and oldest adults. The corrected table is included in the erratum, with values that have been changed in bold.] This study developed and tested a Transmission Deficit hypothesis of how aging affects retrieval of orthographic knowledge. Young, older, and very old adults heard a tape-recorded series of difficult-to-spell words of high and low frequency, spoken slowly, clearly and repeatedly, and wrote down each word at their own pace. With perceptual errors and vocabulary differences factored out, misspellings increased with aging, especially for high-frequency words. In addition, data from a metamemory questionnaire indicated that the oldest adults were aware of their declining ability to spell. These findings were not due to general slowing, educational factors, hours per week spent reading, writing, or solving crossword puzzles, or age-linked declines in monitoring or detecting self-produced errors. However, the results fit Transmission Deficit predictions, and suggested an age-linked decline in retrieval of orthographic knowledge that resembles age-linked declines in spoken word retrieval observed in many other studies. Practical implications of this age-linked decline for conceptions of normal aging are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Filial therapy with Native Americans on the Flathead Reservation": Correction to Glover and Landreth (2000).

Reports an error in Filial therapy with Native Americans on the Flathead Reservation by Geri J. Glover and Garry L. Landreth (International Journal of Play Therapy, 2000, Vol 9[2], 57-80). This article was originally published with the wrong first page. Printed issues contain the first page for the preceding article, Effectiveness of Filial Therapy for Korean Parents, by Mikyung Jang. The online version has been revised to present the correct first page. The URL for the corrected online version is provided in the erratum. (The following abstract of the original article appeared in record 2001-00558-004.) Examined the effectiveness of the 10-wk filial therapy model as an intervention for 25 Native American parents (aged 23–46 yrs) and their 21 children (aged 3–10 yrs) residing on the Flathead Reservation in Montana. Results show that Native American parents significantly increased their level of empathy in their interactions with their children. Children significantly increased their level of desirable play behaviors with their parents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Effects of media on picturing by children and adults": Correction to Seidman and Beilin.

Reports an error in "Effects of media on picturing by children and adults" by Susan Seidman and Harry Beilin (Developmental Psychology, 1984[Jul], Vol 20[4], 667-672). The reference to Copple, Cocking, and Waxman on pages 667 and 672 is incorrectly cited as 1968. The correct date is 1980. (The following abstract of the original article appeared in record 1984-25563-001.) Examined the hypothesis that adults and children have media-specific conceptions of picturing and that the functional uses of photography and drawing differ across development. 30 preschoolers (aged 4.0-5.6 yrs), 30 schoolchildren (aged 6.6-10.0 yrs), and 30 adults (aged 17-63 yrs) responded to either a photographic or drawing task. In each task, Ss were asked to talk aloud about what they were doing or thinking as they produced their pictures. The results show a progression with age from viewing photography as only reflecting the real object (preschoolers), to viewing it as a medium that allows for control and alteration of reality (school age children and adults). For drawing, all age groups displayed knowledge of the ability to control aspects of their productions. Symbolic performance is thus as closely linked to the S's experience in the use of a medium as to the age of the S. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Memory illusions: False recall and recognition in adults with Asperger's syndrome": Correction to Bowler et al. (2000).

Reports an error in "Memory illusions: False recall and recognition in adults with Asperger's syndrome" by Dermot M. Bowler, John M. Gardiner, Sarah Grice and Pia Saavalainen (Journal of Abnormal Psychology, 2000[Nov], Vol 109[4], 663-672). On page 665, Figure 1, the figure caption incorrectly reads, "Serial position effects for the Asperger and control groups of participants. Gray boxes = Asperger; black boxes = controls." The correct Figure 1 caption appears in the correction. (The following abstract of the original article appeared in record 2000-12687-011.) As persons on the autistic spectrum are known not to use semantic features of word lists to aid recall, they might show diminished susceptibility to illusory memories that typically occur with lists of associated items. Alternatively, since such individuals also have poor source monitoring, they might show greater susceptibility. The authors found that adults with Asperger's syndrome (n?=?10) recalled similar proportions of a nonpresented strong associate of the study list items, compared with controls (n?=?15). In Exp 2, rates of true and false recognition of study list associates did not differ significantly between Asperger (n?=?10) and control (n?=?10) participants. Moreover, the Asperger participants made fewer remember and more know judgments than controls for veridical but not for false recognitions. Thus, deficits found in some aspects of memory in people with Asperger's syndrome do not affect their susceptibility to memory illusions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Effect of defining features on inhibition in a spatial localization task": Correction to Simone et al (1998).

Reports an error in "Effect of defining features on inhibition in a spatial localization task" by Patricia M. Simone, Elizabeth A. Carlisle and Eileen B. McCormick (Journal of Experimental Psychology: Human Perception and Performance, 1998[Jun], Vol 24[3], 993-1005). Analysis of variance (ANOVA) main effects and interactions reported in the article were incorrect owing to an error in programming. Electronic mail requests for a table of corrected ANOVAs may be sent to psimone@scu.edu. Planned comparisons altered by the corrected analyses occur in the results of Experiments 2 and 4. The corrected results are presented in the erratum. (The following abstract of the original article appeared in record 1998-02354-022.) In selective attention tasks, inhibition appears to be limited to the reported feature of a stimulus, suggesting that reported features determine inhibition (S. P. Tipper, B. Weaver, & G. Houghton, see record 1995-20194-001). This article examines whether defining features can also determine inhibition when participants are required to make a cognitive search on the basis of a target feature (color or shape). In 2 spatial localization experiments in which a touch-sensitive monitor was used, results indicated that distractor inhibition depended on both defining and reported stimulus features. Two additional experiments examined the locus of discrepancy between these results and other findings (e.g., B. Milliken, S. R Tipper, & B. Weaver, see record 1994-35938-001). The researchers concluded that defining features can determine inhibition in a selective attention task involving spatial localization. However, defining-feature inhibition may depend on level of analysis of the stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Marital quality and mother-child and father-child interactions with school-aged children": Correction to Brody and Pellegrini.

Reports an error in "Marital quality and mother-child and father-child interactions with school-aged children" by Gene H. Brody, Anthony D. Pellegrini and Irving E. Sigel (Developmental Psychology, 1986[May], Vol 22[3], 291-296). In the article, the second author's name was misspelled in the issue's table of contents, title of the article, and page headings of the article. The name appears correctly in this erratum. (The following abstract of the original article appeared in record 1986-24288-001.) Mother-child and father-child teaching interactions of 60 families (parents aged 31-37 yrs, children aged 5.5-7.5 yrs) were videotaped, from which frequency counts of efficacious teaching behaviors were obtained for each parent-child teaching interaction. Parents completed the Scale of Marriage Problems. A dyad score of marital problems was formed by adding the husbands' and wives' scores, and a 2-level variable of marital problems was then derived by performing a median split on the marital problem dyad scores. Normative comparisons suggested that the couples whose scores fell below the median were characterized as nondistressed and the couples whose scores fell above the median were characterized as slightly discontented with their marital relationship. Few differences in teaching styles were found between mothers and fathers in the nondistressed group. Mothers in the slightly discontented group used more questions, positive feedback, informational feedback, and verbal task management and intruded less often into their children's learning effort than did the fathers in this group. Fathers with increased reports of marital problems used less positive feedback and were more intrusive; mothers in this group appeared to compensate for a less-than-satisfactory marriage by being more involved in teaching their children. In turn, children of slightly discontented mothers were more actively responsive to their teaching behaviors than were children of nondistressed mothers. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The Memory Functioning Questionnaire for assessment of memory complaints in adulthood and old age": Correction to Gilewski et al.

Reports an error in "The Memory Functioning Questionnaire for assessment of memory complaints in adulthood and old age" by Michael J. Gilewski, Elizabeth M. Zelinski and K. Warner Schaie (Psychology and Aging, 1990[Dec], Vol 5[4], 482-490). In the aforementioned article, the author note at the beginning of the article should have contained the following statement: "The Memory Functioning Questionnaire (MFQ) items that appear in the appendix at the end of this article were published previously in 'Memory Functioning Questionnaire (MFQ)' by Michael J. Gilewski and Elizabeth M. Zelinski (Psychopharmacology Bulletin, 1988, Vol. 24, No. 4, pp. 665-670). The current article reflects the construction validation, scoring, and interpretation of the MFQ more accurately than does the article that appeared in Psychopharmacology Bulletin." (The following abstract of the original article appeared in record 1991-08788-001.) The results of psychometric analyses of the Metamemory Questionnaire (MQ) of E. M. Zelinski et al (1980), developed to evaluate perception of everyday memory functioning, are presented for a sample of 343 men and 435 women (aged 16-89 yrs). Exploratory factor analysis yielded 4 correlated factors (General Frequency of Forgetting, Retrospective Functioning, and Mnemonics Usage) that accounted for 36.7% of the variance in responses to the MQ. Factor structure was invariant across age groups (16-54 vs 55-89 yrs), 2 independent samples, and over 3 yrs. Because some of the original MQ scales did not load on the factors, only 64 of the original 92 items were retained for inclusion in the Memory Functioning Questionnaire (MFQ). Internal consistency of MFQ scores is high. The MFQ is therefore reliable for evaluating memory self-appraisals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Understanding unfamiliar words: The influence of processing resources, vocabulary knowledge, and age": Clarification regarding McGinnis and Zelinski (2000).

Reports a clarification regarding the original article "Understanding unfamiliar words: The influence of processing resources, vocabulary knowledge, and age" by Debra McGinnis and Elizabeth M. Zelinski (Psychology and Aging, 2000[Jun], Vol 15[2], 335-350). Please note that the Action Editor for this article was Anderson D. Smith. (The following abstract of the original article appeared in record 2000-03816-012.) In a 2-experiment design, the authors assessed the role of age and ability in defining unfamiliar words from context. In Experiment 1, 60 adults aged 18-33 and 60 adults aged 61-96 read passages with cues to the meaning of rare words, then defined them. Older adults produced fewer components of the words' meanings and were more likely to produce generalized interpretations of the precise meaning. In Experiment 2, 726 adults aged 30-97 selected definitions from 4 choices: the exact definition, a generalized interpretation of the exact definition, a generalized interpretation of the story, and definition irrelevant information from the story. Adults over age 75 selected fewer precise definitions and more generalized interpretations of the story than younger ones. Findings suggest that older adults may have special difficulties in deriving the meaning of unfamiliar words from context. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Prototypes in the mist: The early epochs of category learning": Correction to Smith and Minda (1998).

Reports an error in "Prototypes in the mist: The early epochs of category learning" by J. David Smith and John Paul Minda (Journal of Experimental Psychology: Learning, Memory, and Cognition, 1998[Nov], Vol 24[6], 1411-1436). As a result of errors made in production, two equations in the article were printed incorrectly. The corrected equations are included in the erratum. (The following abstract of the original article appeared in record 1998-12790-005.) Recent ideas about category learning have favored exemplar processes over prototype processes. However, research has focused on small, poorly differentiated categories and on task-final performances--both may highlight exemplar strategies. Thus, we evaluated participants' categorization strategies and standard categorization models at successive stages in the learning of smaller, less differentiated categories and larger, more differentiated categories. In the former case, the exemplar model dominated even early in learning. In the latter case, the prototype model had a strong early advantage that gave way slowly. Alternative models, and even the behavior of individual parameters within models, suggest a psychological transition from prototype-based to exemplar-based processing during category learning and show that different category structures produce different trajectories of learning through the larger space of strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"That swimsuit becomes you: Sex differences in self-objectification, restrained eating, and math performance": Correction to Fredrickson et al. (1998).

Reports an error in "That swimsuit becomes you: Sex differences in self-objectification, restrained eating, and math performance" by Barbara L. Fredrickson, Tomi-Ann Roberts, Stephanie M. Noll, Diane M. Quinn and Jean M. Twenge (Journal of Personality and Social Psychology, 1998[Jul], Vol 75[1], 269-284). This article contains errors in the Participants sections. The corrected information is included in the erratum. (The following abstract of the original article appeared in record 1998-04530-020.) Objectification theory (B. L. Fredrickson & T Roberts, 1997) posits that American culture socializes women to adopt observers' perspectives on their physical selves. This self-objectification is hypothesized to (a) produce body shame, which in turn leads to restrained eating, and (b) consume attentional resources, which is manifested in diminished mental performance. Two experiments manipulated self-objectification by having participants try on a swimsuit or a sweater. Experiment 1 tested 72 women and found that self-objectification increased body shame, which in turn predicted restrained eating. Experiment 2 tested 42 women and 40 men and found that these effects on body shame and restrained eating replicated for women only. Additionally, self-objectification diminished math performance for women only. Discussion centers on the causes and consequences of objectifying women's bodies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Experts appear to use angle of elevation information in basketball shooting": Correction to de Oliveira, Oudejans, and Beek (2009).

Reports an error in "Experts appear to use angle of elevation information in basketball shooting" by Rita Ferraz de Oliveira, Ra?ul R. D. Oudejans and Peter J. Beek (Journal of Experimental Psychology: Human Perception and Performance, 2009[Jun], Vol 35[3], 750-761). On page 754 of the article, Figure 3 was repeated in place of Figure 4. The correct version of Figure 4 is provided in the erratum. (The following abstract of the original article appeared in record 2009-07761-010.) For successful basketball shooting, players must use information about the location of the basket relative to themselves. In this study, the authors examined to what extent shooting performance depends on the absolute distance to the basket (m) and the angle of elevation (α). In Experiment 1, expert players took jump shots under different visual conditions (light, one dot glowing on the rim in the dark, and dark). Task performance was satisfactory under the one-dot condition, suggesting that m and α provided sufficient information during movement execution. In Experiment 2, expert wheelchair basketball players performed shots binocularly and monocularly, under one-dot and light conditions. Performance under the one-dot condition was similar binocularly and monocularly, suggesting that distance information was not crucial for the online control of shooting. In Experiment 3, experts took jump shots under light, one-dot, and dark conditions while the basket’s height was varied between trials unbeknownst to the participants. Players relied on α in combination with the official basket’s height to guide their shooting actions. In conclusion, basketball shooting appears to be based predominantly on angle of elevation information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Ethnic differences and the closing of the sex gap in alcohol use among college-bound students": Correction to Corbin, Vaughan, and Fromme (2008).

Reports an error in "Ethnic differences and the closing of the sex gap in alcohol use among college-bound students" by William R. Corbin, Ellen L. Vaughan and Kim Fromme (Psychology of Addictive Behaviors, 2008[Jun], Vol 22[2], 240-248). The article was published with incorrect figures. The correct Figures 1 and 2 are reprinted in this correction. (The following abstract of the original article appeared in record 2008-06772-009.) In this study, the authors used Web-based surveys to examine differences in alcohol use by sex and ethnicity and factors associated with these group differences among 2,241 college-bound students. A Sex × Ethnicity interaction indicated that the sex gap was much larger for Latino than for Caucasian students. Although peer influence was important for both Caucasian and Latino students, family influences were significant only for Latino youths. The sex differences in drinking among Latino youths were largely explained by the combination of same-sex family member and same-sex peer drinking through values about the acceptability of drinking behavior. Among Caucasians, perceptions of peer behavior exerted a stronger influence on drinking behavior than among Latinos. These results suggest that interventions targeting peer influence are likely to be most effective for Caucasian students. In contrast, for Latinos, particularly Latina women, family characteristics may be an important target for prevention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)