"Where similarity beats redundancy: The importance of context, higher order similarity, and response assignment": Correction to Eidels, Townsend, and Pomerantz (2008).

Reports an error in "Where similarity beats redundancy: The importance of context, higher order similarity, and response assignment" by Ami Eidels, James T. Townsend and James R. Pomerantz (Journal of Experimental Psychology: Human Perception and Performance, 2008[Dec], Vol 34[6], 1441-1463). The DOIs for the article and the supplemental materials were incorrectly listed. The correct DOIs are provided in the erratum. (The following abstract of the original article appeared in record 2008-16831-008.) People are especially efficient in processing certain visual stimuli such as human faces or good configurations. It has been suggested that topology and geometry play important roles in configural perception. Visual search is one area in which configurality seems to matter. When either of 2 target features leads to a correct response and the sequence includes trials in which either or both targets are present, the result is a redundant-target paradigm. It is common for such experiments to find faster performance with the double target than with either alone, something that is difficult to explain with ordinary serial models. This redundant-targets study uses figures that can be dissimilar in their topology and geometry and manipulates the stimulus set and the stimulus-response assignments. The authors found that the combination of higher order similarity (e.g., topological) among the features in the stimulus set and response assignment can effectively overpower or facilitate the redundant-target effect, depending on the exact nature of the former characteristics. Several reasonable models of redundant-targets performance are falsified. Parallel models with the potential for channel interactions are supported by the data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Brain dynamics in spider-phobic individuals exposed to phobia-relevant and other emotional stimuli.

[Correction Notice: An erratum for this article was reported in Vol 9(4) of Emotion (see record 2009-11528-006). This article contained an incorrect DOI for the supplemental materials. The correct DOI is as follows: http://dx.doi.org/10.1037/a0015550.supp.] Dense sensor event-related brain potentials were measured in participants with spider phobia and nonfearful controls during viewing of phobia-relevant spider and standard emotional (pleasant, unpleasant, neutral) pictures. Irrespective of the picture content, spider phobia participants responded with larger P1 amplitudes than controls, suggesting increased vigilance in this group. Furthermore, spider phobia participants showed a significantly enlarged early posterior negativity (EPN) and late positive potential (LPP) during the encoding of phobia-relevant pictures compared to nonfearful controls. No group differences were observed for standard emotional materials indicating that these effects were specific to phobia-relevant material. Within group comparisons of the spider phobia group, though, revealed comparable EPN and LPP evoked by spider pictures and emotional (unpleasant and pleasant) picture contents. These results demonstrate a temporal unfolding in perceptual processing from unspecific vigilance (P1) to preferential responding (EPN and LPP) to phobia-relevant materials in the spider phobia group. However, at the level of early stimulus processing, these effects of increased attention seem to be related to emotional relevance of the stimulus cues rather than reflecting a fear-specific response. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Planes, trains, automobiles--and tea sets: Extremely intense interests in very young children.

[Correction Notice: An erratum for this article was reported in Vol 44(1) of Developmental Psychology (see record 2007-19851-021). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0012-1649.43.6.1579.supp.] Some normally developing young children show an intense, passionate interest in a particular category of objects or activities. The present article documents the existence of extremely intense interests that emerge very early in life and establishes some of the basic parameters of the phenomenon. Surveys and interviews with 177 parents revealed that nearly one third of young children have extremely intense interests. The nature of these intense interests is described, with particular focus on their emergence, commonalities in the content of the interests, and the reactions of other people to them. One of the most striking findings is a large gender difference: Extremely intense interests are much more common for young boys than for girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Planes, trains, automobiles--and tea sets: Extremely intense interests in very young children": Correction to DeLoache, Simcock, and Macari (2007).

Reports an error in "Planes, trains, automobiles--and tea sets: Extremely intense interests in very young children" by Judy S. DeLoache, Gabrielle Simcock and Suzanne Macari (Developmental Psychology, 2007[Nov], Vol 43[6], 1579-1586). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0012-1649.43.6.1579.supp. (The following abstract of the original article appeared in record 2007-16709-024.) Some normally developing young children show an intense, passionate interest in a particular category of objects or activities. The present article documents the existence of extremely intense interests that emerge very early in life and establishes some of the basic parameters of the phenomenon. Surveys and interviews with 177 parents revealed that nearly one third of young children have extremely intense interests. The nature of these intense interests is described, with particular focus on their emergence, commonalities in the content of the interests, and the reactions of other people to them. One of the most striking findings is a large gender difference: Extremely intense interests are much more common for young boys than for girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Michalowski et al. (2009).

Reports an error in "Brain dynamics in spider-phobic individuals exposed to phobia-relevant and other emotional stimuli" by Jaroslaw M. Michalowski, Christiane A. Melzig, Almut I. Weike, Jessica Stockburger, Harald T. Schupp and Alfons O. Hamm (Emotion, 2009[Jun], Vol 9[3], 306-315). This article contained an incorrect DOI for the supplemental materials. The correct DOI is as follows: http://dx.doi.org/10.1037/a0015550.supp. (The following abstract of the original article appeared in record 2009-07991-002.) Dense sensor event-related brain potentials were measured in participants with spider phobia and nonfearful controls during viewing of phobia-relevant spider and standard emotional (pleasant, unpleasant, neutral) pictures. Irrespective of the picture content, spider phobia participants responded with larger P1 amplitudes than controls, suggesting increased vigilance in this group. Furthermore, spider phobia participants showed a significantly enlarged early posterior negativity (EPN) and late positive potential (LPP) during the encoding of phobia-relevant pictures compared to nonfearful controls. No group differences were observed for standard emotional materials indicating that these effects were specific to phobia-relevant material. Within group comparisons of the spider phobia group, though, revealed comparable EPN and LPP evoked by spider pictures and emotional (unpleasant and pleasant) picture contents. These results demonstrate a temporal unfolding in perceptual processing from unspecific vigilance (P1) to preferential responding (EPN and LPP) to phobia-relevant materials in the spider phobia group. However, at the level of early stimulus processing, these effects of increased attention seem to be related to emotional relevance of the stimulus cues rather than reflecting a fear-specific response. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School readiness and later achievement.

[Correction Notice: An erratum for this article was reported in Vol 44(1) of Developmental Psychology (see record 2007-19851-023). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0012-1649.43.6.1428.supp.] Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of language and abstract concepts: The case of natural number.

[Correction Notice: An erratum for this article was reported in Vol 137(2) of Journal of Experimental Psychology: General (see record 2008-05019-011). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0096-3445.137.1.22.supp] What are the origins of abstract concepts such as "seven," and what role does language play in their development? These experiments probed the natural number words and concepts of 3-year-old children who can recite number words to ten but who can comprehend only one or two. Children correctly judged that a set labeled eight retains this label if it is unchanged, that it is not also four, and that eight is more than two. In contrast, children failed to judge that a set of 8 objects is better labeled by eight than by four, that eight is more than four, that eight continues to apply to a set whose members are rearranged, or that eight ceases to apply if the set is increased by 1, doubled, or halved. The latter errors contrast with children's correct application of words for the smallest numbers. These findings suggest that children interpret number words by relating them to 2 distinct preverbal systems that capture only limited numerical information. Children construct the system of abstract, natural number concepts from these foundations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal neglect and Spearman's g: Competing parts of a complex task.

[Correction Notice: An erratum for this article was reported in Vol 137(2) of Journal of Experimental Psychology: General (see record 2008-05019-012). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0096-3445.137.1.131.supp] In goal neglect, a person ignores some task requirement though being able to describe it. Goal neglect is closely related to general intelligence or C. Spearman's (1904) g (J. Duncan, H. Emslie, P. Williams, R. Johnson, & C. Freer, 1996). The authors tested the role of task complexity in neglect and the hypothesis that different task components in some sense compete for attention. In contrast to many kinds of attentional limits, increasing the real-time demands of one task component does not promote neglect of another. Neither does neglect depend on preparation for different possible events in a block of trials. Instead, the key factor is complexity in the whole body of knowledge specified in task instructions. The authors suggest that as novel activity is constructed, relevant facts, rules, and requirements must be organized into a "task model." As this model increases in complexity, different task components compete for representation, and vulnerable components may be lost. Construction of effective task models is closely linked to g. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Agreement of parent and child reports of trauma exposure and symptoms in the early aftermath of a traumatic event.

[Correction Notice: An erratum for this article was reported in Vol 2(4) of Psychological Trauma: Theory, Research, Practice, and Policy (see record 2010-22173-001). The article contained an incorrect DOI. The correct DOI is as follows: http://dx.doi.org/10.1037/a0019156. The online version has been corrected.] [Correction Notice: An erratum for this article was reported in of Psychological Trauma: Theory, Research, Practice, and Policy (see record 2010-22173-001). The article contained an incorrect DOI. The correct DOI is as follows: http://dx.doi.org/10.1037/a0019156. The online version has been corrected.] Exposure to violence and potentially traumatic events (PTEs) is a common experience among children and youth. The assessment of necessary intervention relies upon parental acknowledgment of exposure and recognition of their child's distress. Early interventions and treatment are most effective when parents are aware of the nature of the traumatic exposure, understand their child's symptomatic response, and are intimately involved in the treatment process. The present study investigated concordance between parents and exposed children on child trauma history, the subjective report of the impact of the traumas experienced, and presence of posttraumatic stress disorder (PTSD) symptoms. Agreement between parent and child report of traumas experienced was nonsignificant for serious accidents, separation from significant others, and physical assaults. Nonsignificant agreement was also found for avoidance and hyperarousal symptoms of PTSD. Correlations were not significant between parent and child report of the impact of traumas both at the time of the incident and at the time of the interview. Recommendations are suggested for helping parents improve their capacity to understand the potential impact of exposure on the child's psychological functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Duncan et al. (2008).

Reports an error in "Goal neglect and Spearman's g: Competing parts of a complex task" by John Duncan, Alice Parr, Alexandra Woolgar, Russell Thompson, Peter Bright, Sally Cox, Sonia Bishop and Ian Nimmo-Smith (Journal of Experimental Psychology: General, 2008[Feb], Vol 137[1], 131-148). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0096-3445.137.1.131.supp (The following abstract of the original article appeared in record 2008-01081-009.) In goal neglect, a person ignores some task requirement though being able to describe it. Goal neglect is closely related to general intelligence or C. Spearman's (1904) g (J. Duncan, H. Emslie, P. Williams, R. Johnson, & C. Freer, 1996). The authors tested the role of task complexity in neglect and the hypothesis that different task components in some sense compete for attention. In contrast to many kinds of attentional limits, increasing the real-time demands of one task component does not promote neglect of another. Neither does neglect depend on preparation for different possible events in a block of trials. Instead, the key factor is complexity in the whole body of knowledge specified in task instructions. The authors suggest that as novel activity is constructed, relevant facts, rules, and requirements must be organized into a "task model." As this model increases in complexity, different task components compete for representation, and vulnerable components may be lost. Construction of effective task models is closely linked to g. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Condry and Spelke (2008).

Reports an error in "The development of language and abstract concepts: The case of natural number" by Kirsten F. Condry and Elizabeth S. Spelke (Journal of Experimental Psychology: General, 2008[Feb], Vol 137[1], 22-38). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0096-3445.137.1.22.supp (The following abstract of the original article appeared in record 2008-01081-003.) What are the origins of abstract concepts such as "seven," and what role does language play in their development? These experiments probed the natural number words and concepts of 3-year-old children who can recite number words to ten but who can comprehend only one or two. Children correctly judged that a set labeled eight retains this label if it is unchanged, that it is not also four, and that eight is more than two. In contrast, children failed to judge that a set of 8 objects is better labeled by eight than by four, that eight is more than four, that eight continues to apply to a set whose members are rearranged, or that eight ceases to apply if the set is increased by 1, doubled, or halved. The latter errors contrast with children's correct application of words for the smallest numbers. These findings suggest that children interpret number words by relating them to 2 distinct preverbal systems that capture only limited numerical information. Children construct the system of abstract, natural number concepts from these foundations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"School readiness and later achievement": Correction to Duncan et al. (2007).

Reports an error in "School readiness and later achievement" by Greg J. Duncan, Chantelle J. Dowsett, Amy Claessens, Katherine Magnuson, Aletha C. Huston, Pamela Klebanov, Linda S. Pagani, Leon Feinstein, Mimi Engel, Jeanne Brooks-Gunn, Holly Sexton, Kathryn Duckworth and Crista Japel (Developmental Psychology, 2007[Nov], Vol 43[6], 1428-1446). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0012-1649.43.6.1428.supp. (The following abstract of the original article appeared in record 2007-16709-012.) Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Substance and artifact in the higher-order factors of the Big Five.

[Correction Notice: An erratum for this article was reported in Vol 95(3) of Journal of Personality and Social Psychology (see record 2008-11108-007). In this article, an incorrect DOI was published. The correct DOI for this article is 10.1037/0022-3514.95.2.442.] J. M. Digman (1997) proposed that the Big Five personality traits showed a higher-order structure with 2 factors he labeled α and β. These factors have been alternatively interpreted as heritable components of personality or as artifacts of evaluative bias. Using structural equation modeling, the authors reanalyzed data from a cross-national twin study and from American cross-observer studies and analyzed new multimethod data from a German twin study. In all analyses, artifact models outperformed substance models by root-mean-square error of approximation criteria, but models combining both artifact and substance were slightly better. These findings suggest that the search for the biological basis of personality traits may be more profitably focused on the 5 factors themselves and their specific facets, especially in monomethod studies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Twins and the study of rater (dis)agreement.

[Correction Notice: An erratum for this article was reported in Vol 13(2) of Psychological Methods (see record 2008-06808-006). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/1082-989X.12.4.451.supp] Genetically informative data can be used to address fundamental questions concerning the measurement of behavior in children. The authors illustrate this with longitudinal multiple-rater data on internalizing problems in twins. Valid information on the behavior of a child is obtained for behavior that multiple raters agree upon and for rater-specific perception of the child's behavior. Rater-disagreement variance =?2(rd) accounted for 35% of the individual differences in internalizing behavior. Up to 17% of this =?2(rd) was accounted for by rater-specific additive genetic variance=?2(Au). Thus, the disagreement should not be considered only to be bias/error but also as representing the unique feature of the relationships between that parent and the child. The longitudinal extension of this model helps to make a distinction between measurement error and the raters' unique perception of the child's behavior. For internalizing behavior, the results show large stability across time, which is accounted for by common additive genetic and common shared environmental factors. Rater-specific shared environmental factors show substantial influence on stability. This could mean that rater bias may be persistent and affect longitudinal studies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Hartnell, Ou, and Kinicki (2011).

Reports an error in "Organizational culture and organizational effectiveness: A meta-analytic investigation of the competing values framework's theoretical suppositions" by Chad A. Hartnell, Amy Yi Ou and Angelo Kinicki (Journal of Applied Psychology, Advance online publication, January 17, 2011. doi: 10.1037/a0021987). In this article the supplemental materials doi was incorrect. The correct doi is: http://dx.doi.org/10.1037/a0021987.supp All versions of this article have been corrected. (The following abstract of the original article appeared in record 2011-00494-001.) We apply Quinn and Rohrbaugh's (1983) competing values framework (CVF) as an organizing taxonomy to meta-analytically test hypotheses about the relationship between 3 culture types and 3 major indices of organizational effectiveness (employee attitudes, operational performance [i.e., innovation and product and service quality], and financial performance). The paper also tests theoretical suppositions undergirding the CVF by investigating the framework's nomological validity and proposed internal structure (i.e., interrelationships among culture types). Results based on data from 84 empirical studies with 94 independent samples indicate that clan, adhocracy, and market cultures are differentially and positively associated with the effectiveness criteria, though not always as hypothesized. The findings provide mixed support for the CVF's nomological validity and fail to support aspects of the CVF's proposed internal structure. We propose an alternative theoretical approach to the CVF and delineate directions for future research. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Correction to Bartels et al. (2007).

Reports an error in "Twins and the study of rater (dis)agreement" by Meike Bartels, Dorret I. Boomsma, James J. Hudziak, Toos C. E. M. van Beijsterveldt and Edwin J. C. G. van den Oord (Psychological Methods, 2007[Dec], Vol 12[4], 451-466). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/1082-989X.12.4.451.supp. (The following abstract of the original article appeared in record 2007-18729-006.) Genetically informative data can be used to address fundamental questions concerning the measurement of behavior in children. The authors illustrate this with longitudinal multiple-rater data on internalizing problems in twins. Valid information on the behavior of a child is obtained for behavior that multiple raters agree upon and for rater-specific perception of the child's behavior. Rater-disagreement variance =?2(rd) accounted for 35% of the individual differences in internalizing behavior. Up to 17% of this =?2(rd) was accounted for by rater-specific additive genetic variance=?2(Au). Thus, the disagreement should not be considered only to be bias/error but also as representing the unique feature of the relationships between that parent and the child. The longitudinal extension of this model helps to make a distinction between measurement error and the raters' unique perception of the child's behavior. For internalizing behavior, the results show large stability across time, which is accounted for by common additive genetic and common shared environmental factors. Rater-specific shared environmental factors show substantial influence on stability. This could mean that rater bias may be persistent and affect longitudinal studies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Selective corticostriatal dysfunction in schizophrenia: Examination of motor and cognitive skill learning": Correction to Foerde et al. (2008).

Reports an error in "Selective corticostriatal dysfunction in schizophrenia: Examination of motor and cognitive skill learning" by Karin Foerde, Russell A. Poldrack, Barbara J. Knowlton, Fred W. Sabb, Susan Y. Bookheimer, Robert M. Bilder, Don Guthrie, Eric Granholm, Keith H. Nuechterlein, Stephen R. Marder and Robert F. Asarnow (Neuropsychology, 2008[Jan], Vol 22[1], 100-109). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0894-4105.22.1.100.supp. (The following abstract of the original article appeared in record 2008-00382-011.) It has been suggested that patients with schizophrenia have corticostriatal circuit dysfunction (Carlsson & Carlsson, 1990). Skill learning is thought to rely on corticostriatal circuitry and different types of skill learning may be related to separable corticostriatal loops (Grafton, Hazeltine, & Ivry, 1995; Poldrack, Prabhakaran, Seger, & Gabrieli, 1999). The authors examined motor (Serial Reaction Time task, SRT) and cognitive (Probabilistic Classification task, PCT) skill learning in patients with schizophrenia and normal controls. Development of automaticity was examined, using a dual task paradigm, across three training sessions. Patients with schizophrenia were impaired at learning on the PCT compared to controls. Performance gains of controls occurred within the first session, whereas patients only improved gradually and never reached the performance level of controls. In contrast, patients were not impaired at learning on the SRT relative to controls, suggesting that patients with schizophrenia may have dysfunction in a specific corticostriatal subcircuit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intramuscular electrical stimulation of facial muscles in humans and chimpanzees: Duchenne revisited and extended.

[Correction Notice: An erratum for this article was reported in Vol 7(2) of Emotion (see record 2007-06782-006). The address provided for the on-line supplemental materials was incorrect. The correct address at which the supplemental materials can be viewed is the following: http://dx.doi.org/10.1037/1528-3542.6.3.367.supp] The pioneering work of Duchenne (1862/1990) was replicated in humans using intramuscular electrical stimulation and extended to another species (Pan troglodytes: chimpanzees) to facilitate comparative facial expression research. Intramuscular electrical stimulation, in contrast to the original surface stimulation, offers the opportunity to activate individual muscles as opposed to groups of muscles. In humans, stimulation resulted in appearance changes in line with Facial Action Coding System (FACS) action units (AUs), and chimpanzee facial musculature displayed functional similarity to human facial musculature. The present results provide objective identification of the muscle substrate of human and chimpanzee facial expressions- data that will be useful in providing a common language to compare the units of human and chimpanzee facial expression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)