Reinstatement of causal information during reading.

An on-line word naming probe was used to test whether information presented earlier in a text, and then backgrounded by several sentences, would be reinstated when Ss were required to understand the cause of a currently processed action or event. In Exp 1, Ss named a probe word that represented an earlier-mentioned cause more quickly when it followed a causal coherence break than when it followed a neutral sentence. Exps 2 and 3 replicated this effect and examined 2 conditions that may affect the process of reinstating a cause: (1) inclusion of part of the context in which the cause was originally presented was not necessary to obtain reinstatement of the cause and (2) reinstatement of the cause was not evidenced when it had been disconfirmed earlier in the text. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of context in accessing distant information during reading.

In 3 experiments, the authors investigated factors that influence accessibility of backgrounded goal information. Participants read texts consisting of 2 episodes. In the 1st episode, the goal was satisfied or unsatisfied. Following a statement of goal satisfaction or goal postponement, there was a 2nd unrelated episode. After completion of the 2nd episode, target sentences were presented that were consistent with the 2nd episode but were inconsistent with completion of the earlier unsatisfied goal. Participants noticed the inconsistency only when the conflicting information was separated by a few sentences or when the context of the goal had been reinstated. The results are consistent with the resonance model described by J. E. Albrecht and E. J. O'Brien (see record 1994-00399-001) and by J. L. Myers, E. J. O'Brien, J. E. Albrecht, and R. A. Mason (see record 1995-39562-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pupil dilation and its relationship to information processing during reading and listening.

Investigated whether pupil diameter indicates information-processing load during reading in 3 experiments involving 24 undergraduates reading passages of varying difficulty. A TV camera and monitor and a video recorder were used to measure the diameter of the pupil under a reading condition and 3 control conditions. No evidence was obtained that the pupil dilates while reading. Results were investigated by measuring the pupil size of 20 undergraduates while listening to tape recordings of the reading passages. No evidence was obtained that the pupil dilates while listening. Results suggest that pupil size cannot be used as an objective indication of whether or not an S is processing the information contained in connected discourse while he is engaged in reading or listening activities. The possibilities that the dilations occurred but were too small to be detected with the methods used is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential forgetting of superordinate and subordinate information acquired from prose material.

Investigated the construct validity of a recognition test based on the structure of a prose passage and attempted to relate both present and past data on memory for prose to current approaches to human memory. 44 undergraduates read a 1,600-word prose passage after which half of them took a recognition test dealing with the content of the passage, while the other half performed an unrelated task. Following a 2-day delay, both groups took the recognition test. Results indicate that there were different rates of forgetting for superordinate and subordinate ideas in the passage. Further analysis addressed the adequacy of D. P. Ausubel's (1963) subsumption theory and F. I. Craik and R. S. Lockhart's (see record 1973-20189-001) levels-of-processing framework for explaining the data on memory for prose. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integration of temporal and ordinal information during serial interception sequence learning.

The expression of expert motor skills typically involves learning to perform a precisely timed sequence of movements. Research examining incidental sequence learning has relied on a perceptually cued task that gives participants exposure to repeating motor sequences but does not require timing of responses for accuracy. In the 1st experiment, a novel perceptual-motor sequence learning task was used, and learning a precisely timed cued sequence of motor actions was shown to occur without explicit instruction. Participants learned a repeating sequence through practice and showed sequence-specific knowledge via a performance decrement when switched to an unfamiliar sequence. In the 2nd experiment, the integration of representation of action order and timing sequence knowledge was examined. When either action order or timing sequence information was selectively disrupted, performance was reduced to levels similar to completely novel sequences. Unlike prior sequence-learning research that has found timing information to be secondary to learning action sequences, when the task demands require accurate action and timing information, an integrated representation of these types of information is acquired. These results provide the first evidence for incidental learning of fully integrated action and timing sequence information in the absence of an independent representation of action order and suggest that this integrative mechanism may play a material role in the acquisition of complex motor skills. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correspondence of supervisor and subordinate perspectives during major organizational change.

Staff members (N?=?2,605) and supervisors (N?=?55) of 39 administrative units in 2 healthcare organizations completed a survey measuring confidence in the organization, engagement with their work, and occupational hazards. A correlational analysis determined correspondence between the perspectives of supervisors with those of staff reporting to them as their facilities adjusted to major organizational changes. Supervisors' scores were significantly and positively correlated with the corresponding scores of staff members on cynicism, meaningfulness, acceptance of change, goals, hospital reputation, and health risks. Regression analysis found that relationships were relatively domain specific: Supervisor engagement with work was positively related to that of their staff members, and supervisor evaluations of the organization were positively related to those of their staff members. Supervisor assessment of occupational hazards was related to all 3 areas of staff perception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of topic label repetition and importance on reading time and recall of text.

College students read one of 2 versions of a chapter of text in which target topic labels appeared either with high frequency or low frequency. In 2 experiments, frequent repetition of a token in the passage increased the likelihood that the token was listed as a main topic, regardless of the importance of the topic. Also, in Experiment 2, readers with lower verbal ability spent more time reading high-frequency/low-importance material than did high-verbal-ability readers. These experiments show that readers with low prior knowledge are more likely to make use of surface cues to identify important elements of text. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eye movements in reading and information processing.

Reviews studies of eye movements in reading and other information-processing tasks such as picture viewing, visual search, and problem solving. The major emphasis of the review is on reading as a specific example of the more general phenomenon of cognitive processing. Basic topics discussed are the perceptual span, eye guidance, integration across saccades, control of fixation durations, individual differences, and eye movements as they relate to dyslexia and speed reading. In addition, eye movements and the use of peripheral vision and scan paths in picture perception, visual search, and pattern recognition are discussed, as is the role of eye movements in visual illusion. The basic theme of the review is that eye movement data reflect the cognitive processes occurring in a particular task. Theoretical and practical considerations concerning the use of eye movement data are also presented. (7? p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Inference during reading.

Most current theories of text processing assume a constructionist view of inference processing. In this article, an alternative view is proposed, labeled the minimalist hypothesis. According to this hypothesis, the only inferences that are encoded automatically during reading are those that are based on easily available information, either from explicit statements in the text or from general knowledge, and those that are required to make statements in the text locally coherent. The minimalist hypothesis is shown to be supported by previous research and by the results of several new experiments. It is also argued that automatically encoded minimalist inferences provide the basic representation of textual information from which more goal-directed, purposeful inferences are constructed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anaphoric inference during reading.

Examined whether antecedents are reactivated by anaphor, in 3 experiments with a total of 144 undergraduates, using additional control sentences and an alternative response time measure. Ss read a series of texts each containing a target item. Immediately after the last line of each text, the item was probed using a recognition task in Exp I and a naming task in Exp II. Ss were faster to respond to the item when the last line contained an anaphoric reference to it than when the last line referred to a different item from the text. Additional control conditions ensured that the effect was not due to semantic priming and that the probed item was not in working memory when the last line was encountered. Findings in Exp III, which compared reading and naming times when the last sentence continued the established topic with times when the last sentence changed the topic, suggest that previous evidence for reinstatement reflected interference from a change of topic in the last line rather than facilitation due to reinstatement of the probed item. It is suggested that the paradigm developed by G. McKoon and R. Ratcliff (see record 1981-24997-001) requires careful control of variables. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating information across fixations during reading: The use of orthographic bodies and of exterior letters.

Eye movements were recorded to determine whether the parafoveally visible orthographic body of a bisyllabic target word facilitated recognition during the next target fixation. Eye-movement-contingent display changes revealed part of the target, including its orthographic body, or its beginning letters, when it was parafoveally available, but the full target was visible after it was fixated. Target viewing durations showed no benefit from parafoveal preview of orthographic bodies. Instead, preview benefits derived primarily from the preview of word-initial letters. Examination of oculomotor activity revealed that single target fixations were common when the pretarget word received more than one fixation; conversely, more than one target fixation was common when the pretarget word had received a single fixation. Interword fixation strategies thus affected target viewing, but use of parafoveal target previews was unaffected by these strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Connecting goals and actions during reading.

Three experiments showed that reading about a character's actions can reactivate a goal of the character stated earlier in the passage and backgrounded by intervening material. Ss were slower to read a line describing an action that was inconsistent with a goal of the protagonist than they were to read about an action that was consistent with the goal, even though both lines were locally coherent. Goals were reactivated even when the intervening material did not describe attempts to achieve the goal (Exp 2) and when the intervening material described another goal of the protagonist (Exp 3). The results suggest that reading a sentence can reactivate relevant information from earlier in the text, even when the sentence is coherent with its immediate context and the reactivated information has been backgrounded by several lines of unrelated text. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The moderating role of subordinate political skill on supervisors' impressions of subordinate ingratiation and ratings of subordinate interpersonal facilitation.

Nearly 2 decades ago, social influence theorists called for a new stream of research that would investigate why and how influence tactics are effective. The present study proposed that political skill affects the style of execution of influence attempts. It utilized balance theory to explain the moderating effect of employee political skill on the relationships between self- and supervisor-reported ingratiation. Additionally, supervisor reports of subordinate ingratiation were hypothesized to be negatively related to supervisor ratings of subordinate interpersonal facilitation. Results from a combined sample of 2 retail service organizations provided evidence that subordinates with high political skill were less likely than those low in political skill to have their demonstrated ingratiation behavior perceived by targets as a manipulative influence attempt. Also, when subordinates were perceived by their supervisors to engage in more ingratiation behavior, the subordinates were rated lower on interpersonal facilitation. Implications of these findings, limitations, and future research directions are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinctions between reading comprehension and locating information in text.

Reading comprehension is usually operationalized as text recall. However, locating information such as facts, names, or numbers in text is a reading task requiring comprehension that is distinct from text recall in two respects: (1) cognitive processes that control reading comprehension and locating information are expected to be different; (2) the frequency of engagement in comprehension and locating are expected to be independent. We examined these expectations by identifying 4 reading tasks frequently performed by 45 electronics engineers and technicians. Real world reading tasks were simulated with sets of test items in the following domains: (a) comprehending articles, (b) locating information in schematics, (c) locating information in articles, and (d) locating information in manuals. Factor analyses for both the engineers and technicians resulted in two factors, one for comprehension (a) and one for locating information (b, c, d), with a correlation of less than .20. Factor analyses of reading engagement for both groups resulted in factors of (a) comprehending articles, (b) locating information in articles, (c) reading schematics, and (d) reading manuals. Canonical correlations for both groups showed no association between reading engagement variables and reading competence (comprehending and locating) variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maintaining global coherence during reading.

Previous research demonstrated a contradiction effect: Although text currently being processed was locally coherent, readers were aware of inconsistencies between a protagonist's actions and characteristics of the protagonists that were described earlier in the text and subsequently backgrounded. In the present experiments, not only the critical characteristics but also the protagonist were backgrounded. When the protagonist was reintroduced into the narrative in the context of carrying out an inconsistent action, the contradiction effect again occurred. In Exps 1–3, we examined the effects of several variables on the onset of the effect. In Exp 4, we presented probes at various points in the passage with results that supported the conclusion that the critical characteristics had been backgrounded before the sentence that contradicted them. Results are discussed in terms of several recent models in which currently active representational elements serve as retrieval cues for other inactive, but highly related, elements. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accessing global causes during reading.

In 4 experiments, the authors examined whether readers accessed distant causal antecedents for consequent events when the text was locally coherent and a more recent causal antecedent was available. Participants read passages that contained 2 possible causal antecedents for a consequent event; 1 appeared early in the passage, and the other appeared late. The early causal antecedent was elaborated in half of the passages, and neither causal antecedent was elaborated in the remaining half. Experiments 1A and 1B demonstrated that when the more distant, early causal antecedent had been elaborated, both it and the more recent, late causal antecedent were active in memory following the consequent event. In Experiments 2A and 2B, both causal antecedents were backgrounded prior to reading the consequent event. When neither causal antecedent had been elaborated, only the late causal antecedent was reactivated by the consequent event. However, when the early causal antecedent had been elaborated, only it was reactivated. Results are discussed in terms of several recent models of comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Properties of attention during reading lessons.

Investigated the attention of 116 children in 6 2nd- and 3rd-grade classrooms while they participated in 4 lessons involving progressively more difficult stories. Analysis of videotapes of the lessons revealed that the likelihood of a lapse of attention was highest during the 1st 15 sec of attention episodes. Lapses in attention were more likely among 2nd graders than among 3rd graders, among boys than among girls, in low groups than in middle groups, and in middle groups than in high groups. The more difficult the story, the more likely were lapses in attention, especially among younger and less able students. Reading-group membership was more strongly related to attention than were reliable measures of children's individual comprehension and fluency; a leading hypothesis to explain this finding is that reading groups have subcultures that differentially support paying attention. The most newsworthy finding of the study was the sharp drop in attention after oral reading errors; this drop was observed in all reading groups in both 2nd and 3rd grades. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Short-term retention of discourse during reading.

In 2 experiments, 68 3rd, 4th, and 6th graders at different reading levels were given a probe memory task assessing the availability in working memory of recently read discourse segments. During oral and silent reading (Exp I), retention was related to segment length and the occurrence of a sentence boundary. The limits on retention were tested by increasing segment length and difficulty (Exp II). For these segments, performance of less skilled readers was uniformly low, whereas that of the skilled and older readers continued to be affected by length and sentence boundary. Relationships between individual differences in verbal coding processes and short-term retention of discourse as well as implications for text comprehension models are discussed. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Moderators of the influence of supervisor–subordinate similarity on subordinate outcomes.

Gender, racial, and ethnic similarity were examined for 2,883 subordinate–supervisor dyads in a military setting. All forms of demographic similarity were weakly associated with satisfaction with one's supervisor and continued membership in the Army. White subordinates under the supervision of non-Whites expressed the lowest level of satisfaction with supervision. Two moderators were examined: supervisory support of equal opportunity and the length of time worked with a supervisor. Results underscore the value of fine-grained analyses in the area of relational demography and the value of studying temporal dynamics associated with relational demography. (PsycINFO Database Record (c) 2010 APA, all rights reserved)