Phonologically Mediated Priming of Preexisting and New Associations in Young and Older Adults.

In 2 experiments, the authors investigated phonologically mediated priming of preexisting and new associations in word retrieval. Young and older adults completed paired word stems with the first word that came to mind. Priming of preexisting associations occurred when word-stem pairs containing homophones (e.g., beech-s____) showed more completions with the target (e.g., sand) relative to unrelated pairs (e.g., batch-s____), with more priming for subordinate than for dominant homophones. Priming occurred for new associations independent of dominance such that word-stem pairs containing homophones (e.g., beech-l____ and beach-l____) were completed with the same word (e.g., laugh) more often than unrelated pairs (e.g., beech-l____ and batch-l____). No age differences in phonologically mediated priming were found for either type of association, suggesting age equivalence in the use of bottom-up phonological connections. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Automatic Mediation or Absence of Mediation? Commentary on Crutcher and Ericsson (2000).

R. J. Crutcher and K. A. Ericsson (2000; see record 2000-05419-014) showed that subjects stopped reporting mnemonic mediation in a recall task after sufficient practice. They concluded that subjects continued to use the mediator indefinitely but that its execution eventually became automatic and no longer required access to working memory. Their article thus supports the more general hypothesis that multistep cognition can take place without awareness. In this article the authors evaluate that conclusion on both conceptual and empirical grounds and report results of a new experiment that indicate that a qualitative shift to direct, unmediated recall can occur for at least some tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit change identification: A replication of Fernandez-Duque and Thornton (2003).

Using a simple change detection task involving vertical and horizontal stimuli, I. M. Thornton and D. Fernandez-Duque (2000) showed that the implicit detection of a change in the orientation of an item influences performance in a subsequent orientation judgment task. However, S. R. Mitroff, D. J. Simons, and S. L. Franconeri (2002) were not able to replicate this finding after correcting for confounds and thus attributed Thornton and Fernandez-Duque's results to methodological artifacts. Because Mitroff et al.'s failure to replicate might in turn have stemmed from several methodological differences between their study and those of Thornton and Fernandez-Duque (2000) and Fernandez-Duque and Thornton (see record 2003-08747-002), the current authors set out to conduct a further replication in which they corrected all known methodological biases identified so far. The results suggest that implicit change detection indeed occurs: People's conscious decisions about the orientation of an item appear to be influenced by previous undetected changes in the orientation of other items in the display. Implications of this finding in light of current theories of visual awareness are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing the importance of letter pairs in reading-parafoveal processing is not the only view: Reply to Inhoff, Radach, Eiter, and Skelly (2003).

D. Briihl and A. W. Inhoff (1995; see record 1995-20036-001) found that exterior letter pairs showed no privileged status in reading when letter pairs were presented as parafoveal primes. However, T. R. Jordan, S. M. Thomas, G. R. Patching, and K. C. Scott-Brown (2003; see record 2003-07955-013) used a paradigm that (a) allowed letter pairs to exert influence at any point in the reading process, (b) overcame problems with the stimulus manipulations used by Briihl and Inhoff (1995), and (c) revealed a privileged status for exterior letter pairs in reading. A. W. Inhoff, R. Radach, B. M. Eiter, and M. Skelly (2003; see record 2003-07955-014) made a number of claims about the Jordan, Thomas, et al. study, most of which focus on parafoveal processing. This article addresses these claims and points out that although studies that use parafoveal previews provide an important contribution, other techniques and paradigms are required to reveal the full role of letter pairs in reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age differences and similarities in the shift from computation to retrieval during reading comprehension.

Previous research has established that 1 mechanism underlying speed-ups in task performance with practice involves a shift from computational processing to retrieval of information encoded earlier in practice. To what extent do young and older adults differ in shifts from computation to retrieval with practice in reading comprehension? Young and older adults read short stories containing an unfamiliar noun–noun combination (e.g., bee caterpillar) followed by disambiguating information indicating the combination’s meaning (either the normatively dominant meaning or an alternative subordinate meaning). Stories were presented either once or repeatedly across practice blocks. In Experiment 1, both age groups shifted from computation to retrieval with practice for the repeated items. However, older adults were slower to shift (e.g., older adults showed slower convergence of reading times for repeated subordinate and dominant items). Results of Experiment 2 suggested that the slower shift was due to age differences in bias against using retrieval rather than associative learning differences. The authors compare age differences in retrieval shifts in reading versus other tasks and discuss implications for age differences in the regulation of reading comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Race differences in brain size.

Replies to M. Peters's (see record 1996-14159-001) comments on Rushton's (see record 1995-17150-001) reply to a critique of his work (e.g., see record 1993-40406-001) on brain size differences among human racial groups (i.e., Mongoloids, Caucasoids, and Negroids). Rushton reports on 4 independent ways of estimating brain size, and confirms that brains of East Asians average about 17 cm–3 larger than those of Europeans, whose brains average about 80 cm–3 larger than those of Africans. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The cerebral hemispheres cooperate to perform complex but not simple tasks.

Three experiments were designed to examine whether task complexity determines the degree to which a division of processing across the hemispheres (i.e., across-hemisphere processing) underlies performance when within- and across-hemisphere processing are equally possible. When task complexity was relatively low, performance in a midline condition that allowed for either within- or across-hemispheric processing resembled within-hemisphere performance (Experiments 1 and 2). However, when task complexity was high, performance in a midline condition (Experiments 1 and 2) and a lateralized condition, which also allowed for either within- or across-hemisphere processing (Experiment 3), resembled across-hemisphere performance. Results complement and extend prior work (e.g., M. T. Banich & A. Belger, see record 1990-30280-001) by indicating that the degree to which interhemispheric cooperation underlies performance changes with the complexity of the task being performed. This finding suggests that the hemispheres dynamically couple or uncouple their processing as a function of task complexity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age differences in memory retrieval shift: Governed by feeling-of-knowing?

The noun-pair lookup (NP) task was used to evaluate strategic shift from visual scanning to retrieval. We investigated whether age differences in feeling-of-knowing (FOK) account for older adults' delayed retrieval shift. Participants were randomly assigned to one of three conditions: (1) standard NP learning, (2) fast binary FOK judgments, or (3) Choice, where participants had to choose in advance whether to see the look-up table or respond from memory. We found small age differences in FOK magnitudes but major age differences in memory retrieval choices that mirrored retrieval use in the standard NP task. Older adults showed lower resolution in their confidence judgments (CJs) for recognition memory tests on the NP items, and this difference appeared to influence rates of retrieval shift, given that retrieval use was correlated with CJ magnitudes in both age groups. Older adults had particular difficulty with accuracy and confidence for rearranged pairs, relative to intact pairs. Older adults' slowed retrieval shift appears to be attributable to (1) impaired associative learning early in practice, not just a lower FOK; but also (2) retrieval reluctance later in practice after the degree of associative learning would afford memory-based responding. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Cognitive development in adulthood: A fifth stage? A critique.

Discusses the 2 criteria, sequencing and qualitative differences of cognitive approach, postulated by P. K. Arlin (see record 1976-00521-001) to be met by a 5th stage (i.e., problem finding) in cognitive development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sexual responsibility as a function of test administrator's gender.

Discusses the finding of T. Schill, et al. (see record 1970-20959-001) on the effect of E gender on the sexual responsivity of Ss. 40 male and female undergraduates were assigned to groups with either a male or female E. Ss were given a word association test with 20 neutral and 30 double-entendre words (e.g., cherry). No significant differences were found between the frequency and flagrancy of male and female sexual responses when the E was of the same gender. Males showed significant inhibition when tested by a female E (p     

Psychological research on race differences.

Responds to the discussion by A. H. Yee et al (see record 1994-09250-001) of A. R. Jensen's (e.g., see record 1986-18910-001) research on racial differences in abilities and states that the references to Jensen's work are dated. Jensen notes more recent research (Jensen and P. A. Whang; see PA, Vol 81:1181 and 20927) and provides an explanation for his research focus on Black–White differences in cognitive abilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

IQ gains and fluid g.

Responds to J. P. Rushton's comments (see record 2000-15413-003) on the J. R. Flynn article (see record 1999-00167-001) examining IQ gains over time. Flynn contends that factor analysis does show that inbreeding depression isolated from a cluster including fluid g, IQ gains, and Black-White differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Science, public policy, and legal recognition of same-sex relationships.

In their comments on my article discussing the social science data relevant to societal recognition of same-sex committed relationships (see record 2006-11202-004), Rosik and Byrd (see record 2007-14606-024) and Schiller (see record 2007-14606-025) criticized aspects of my analysis and raised questions about the role of psychology in policy debates concerning sexual orientation. In the limited space available here, I first respond to their specific criticisms and then briefly consider the broader policy question. Both comments raised questions about whether and how psychologists should address policy issues related to sexual orientation. Rosik and Byrd advocated what they called a "measured approach" that "would distinguish the social scientist from the social activist" (p. 712). In practice, however, their measured approach apparently allows for vague constructs (e.g., men's "uncivilized" sexual nature), accepts conservative social activists' assumptions (e.g., about the necessity of marital "gender complementarity"), and ignores data that contradict their predictions (e.g., Badgett, 2004). Thus, it clearly is inadequate as a source for guidance. As for Tyler's fourth criterion (see record 200714606-026), it is difficult to know if and how psychologists' efforts in this arena will be effective. Regardless of the ultimate policy outcome, however, to the extent that we successfully communicate accurate information about the current state of scientific knowledge on sexual orientation and same-sex relationships, we will have remained true to our commitment to take a leading role in removing the stigma associated with homosexuality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obligations and opportunities.

Comments on the articles by Oskamp (see record 2000-15413-008), Howard (see record 2000-15413-009), McKenzie-Mohr (see record 2000-15413-012), Stern (see record 2000-15413-011), and Winter (see record 2000-15413-010) in the May 2000 issue of the American Psychologist. Riebel thinks that these authors have performed a valuable service by reminding us that the environmental problems that threaten people and this planet are human in origin and by calling on psychologists to participate in environmental restoration. Psychologists are uniquely positioned to provide expertise critical to this complex task. They understand the defense mechanisms, such as denial, dissociation, and rationalization, that permit destruction of the earth to continue almost unchecked. They study attitudes and social influence, the types and schedules of reinforcement for behavior change, motivation, cultural beliefs and roles, organizational structures and impediments to change. It is no longer justifiable for psychologists to assume that environmental issues don't concern them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Doing Two Things at Once: IV. Necessary and Sufficient Conditions: Rejoinder to Lien, Proctor, and Ruthruff (2003).

Responds to the reply by Lien et al (see case 2003-09958-012) to the author's comments (see record 2003-08747-004) on Lien et al's (see record 2002-02027-010) article about the psychological refractory period. Four publications have demonstrated perfect timesharing of 1 simultaneous decisions. In all of these, (a) subjects were motivated to respond as quickly as possible, and with 1 exception that involved unusually extensive practice (E. Hazeltine, D. Teague, & R. B. Ivry, 2002, Experiment 4), (b) at least 1 of the 2 tasks was characterized by ideomotor (IM) compatibility, meaning that each task stimulus incorporated a component of the sensory feedback from its required response. Conclusions justified by these reports are that (a) the use of speed-stress instructions is necessary for perfect timesharing of 2 simultaneous decision tasks: (b) when both tasks are IM compatible, perfect timesharing requires little or no practice: (c) extensive practice is needed to achieve perfect timesharing when only 1 of the 2 tasks is IM compatible: and (d) very large amounts of practice can yield perfect timesharing of 2 decision tasks when neither is IM compatible. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modernity, postmodernity, and psychology.

Responds to the S. Greer (see record 2001-00625-016), J. D. Raskin (see record 2001-00625-017), and M. Glassman (see record 2001-00625-018) comments on the J. Martin and J. Sugarman (see record 2000-08148-003) discussion on finding the middle ground between modern and postmodern approaches to psychology. All of the critiques are responded to in turn. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based interventions in school psychology: Thoughts on thoughtful commentary.

Responds to comments by S. L. Cristenson, C. Carlson, and C. R. Valdez (see record 2003-01789-008); J. A. Durlak (see record 2003-01789-009); J. R. Levin (see record 2003-01789-010); J. R. Nelson and M. H. Epstein (see record 2003-01789-011); B. E. Wampold (see record 2003-01789-012); and G. E. Waas (see record 2003-01789-013) on the mini-series on evidence-based interventions (EBIs) in school psychology (T. R. Kratochwill and K. C. Stoiber [see record 2003-01789-005]; G. Lewis-Snyder, K. C. Stoiber, and T. R. Kratochwill [see record 2003-01789-007]; and E. S. Shernoff, T. R. Kratochwill, and K. C. Stoiber [see record 2003-01789-006]) . A conceptual framework for future operation of the Task Force on Evidence-Based Interventions in School Psychology (hereafter called the Task Force) is presented within the context of identification, review, coding, analyzing and synthesizing, and disseminating research related to EBIs. Reactions to the mini-series are discussed within the context of this framework. Some general comments on future directions of the Task Force are presented along with challenges and merits of EBIs for the practice of school psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Biological versus social evolution.

Comments on the number of responses (e.g., L. G. Wispe and J. N. Thompson, Jr.; see record 1977-06633-001) to D. T. Campbell's (see record 1976-12046-001) American Psychological Association presidential address on the issue of biological vs social evolution. The author agrees with Wispe and Thompson on the link between evolutionary theory and political conservatism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Potential Role of Drug Onset Cues in Drug Dependence and Withdrawal: Reply to Bardo (2004), Bossert and Shaham (2004), Bouton (2004), and Stewart (2004).

In responding to commentaries (M. Bardo, see record 2004-10475-002; J. Bossert and Y. Shaham, see record 2004-10475-003; M. Bouton, see record 2004-10475-004; J. Stewart, see record 2004-10475-005) on their original article (see record 2004-10475-001), the authors agree that the basic mechanisms underlying intra-administration associations may be extensible to a much wider range of phenomena, including both other examinations of conditioned drug effects (e.g., conditioned place preference) and human psychological disorders. The authors also address the concerns of a number of the commenting authors regarding discrepancies in the literature concerning the effects of drug priming in both human and animal studies of reinstatement of drug self-administration. Finally, the authors accept and endorse the calls by several of these commenting authors for further studies required to generate additional support for their model of conditioned drug effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ambiguity and visual word recognition: Can feedback explain both homophone and polysemy effects?

In a lexical-decision task (LDT), Y. Hino and S. J. Lupker (see record 1996-06577-001) reported a polysemy effect (faster response times for polysemous words [e.g., BANK]), and attributed this effect to enhanced feedback from the semantic system to orthographic units, for polysemous words. Using the same task, P. M. Pexman et al (in review) reported a homophone effect (slower response times for homophonic words [e.g., MAID]) and attributed this effect to inconsistent feedback from the phonological system to orthographic units, for homophones. This article tests two predictions derived from this feedback explanation: Polysemy and homophone effects should (1) co-occur in a standard LDT (with pseudoword foils) and (2) both be larger with pseudohomophones (e.g., BRANE) as foils in LDT. The results support both predictions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)