"Developing organization of mental verbs and theory of mind in middle childhood: Evidence from extensions": Correction to Schwanenflugel et al. (1998).

Reports an error in "Developing organization of mental verbs and theory of mind in middle childhood: Evidence from extensions" by Paula J. Schwanenflugel, Robbie L. Henderson and William V. Fabricius (Developmental Psychology, 1998[May], Vol 34[3], 512-524). In this article, Figures 2 and 4 were inadvertently switched. The figure appearing on page 519 is Figure 4, and the data pertain to third graders; the figure appearing on page 521 is Figure 2, and the data pertain to adults. (The following abstract of the original article appeared in record 1998-01885-012.) The purpose of the study was to assess developments in the theory of mind suggested by changes in the organization of cognitive verb extensions during the elementary school years. Adults and 3rd- and 5th-grade children were provided with a set of mental activity scenarios and were asked to select the best verbs from a list of cognitive verbs that might apply to each scenario. Changes in organization were assessed by examining overlapping uses of cognitive verbs in different contexts. There were 3 major changes with development: (a) the understanding of the role of memory in input functions increased, (b) the interrelatedness of memory- and comprehension-related verbs increased, and (c) the importance of cognitive certainty and uncertainty engaged by constructive processing verbs increased. Together, these findings suggest that a constructivist theory of mind develops in later childhood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Serial position effects in comparative judgments.

Three studies examined the ubiquity of the bowed serial position effect in comparative judgments: the tendency for pairs of extreme magnitude to be discriminated more readily than pairs of intermediate magnitude. Although prior research has demonstrated that this effect occurs quite regularly in finite set experiments that repeatedly present a small number of items, there has been some ambiguity about the robustness of the bowed serial position effect in infinite set experiments, in which items are never repeated. Based on the extensive norms collected in Experiment 1, Experiment 2 demonstrated that a bowed serial position effect does in fact occur in a large infinite set experiment. The results of Experiment 3 indicate that this bowed serial position effect is not an artifact of our norms. The results are consistent with models that emphasize categorization of magnitudes and inconsistent with models that emphasize positional discriminability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Semantic relatedness and the scope of facilitation for upcoming words in sentences.

Three experiments examined the generality of context effects displayed for congruous completions appearing in high- and low-constraint sentences. Exp 1 found an effect of context for a broader range of completions for low-constraint than high-constraint sentences. Lexical decisions for unexpected congruous words that were related in meaning to the most expected completion for the sentence showed a benefit from context in low-constraint sentences only. Unexpected words that were unrelated to the most expected completion never benefited from appearing in either high- or low-constraint sentence contexts. Exp 2 varied the semantic relatedness of the unexpected words within Ss and found that unrelated words still did not benefit from sentence context. Exp 3 included only low-constraint sentences to encourage Ss to develop broader expectations for upcoming words. Unrelated words continued not to display any benefit from context. It is concluded that the scope of facilitation for upcoming words demonstrated in a lexical decision task is wider for low-constraint than high-constraint sentences, but never includes unrelated, although acceptable, completions for the sentence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategy regulation: The role of intelligence, metacognitive attributions, and knowledge base.

This study investigated the influence of intelligence, metacognitive attributions, and knowledge base on strategy regulation during a sort-recall task in 1st- and 2nd-grade children. Children were classified into 4 types of metacognitive attributions (W. V. Fabricius and J. W. Hagen; see record 1985-00906-001). Use of the category-sorting strategy with high and low knowledge base stimuli was then examined, and intelligence measures were collected. Results suggested that knowledge base was a powerful predictor of strategic-looking behavior whereas metacognitive attributions' influence was most evident in the low knowledge base condition. Intelligence played little role in predicting strategy use when other factors were taken into account. Evidence indicated that 1st graders were utilization deficient as they could use the strategy but were unable to gain maximum benefit from it (D. DeMarie-Dreblow and P. H. Miller; see record 1992-00962-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Myth and reality of the word caller: The relation between teacher nominations and prevalence among elementary school children.

The purpose of the study was to investigate (a) the prevalence of word callers in elementary school, (b) the accuracy of teachers’ word caller nominations, and (c) teachers’ conceptualization of reading fluency and reading comprehension. To this end, 2 cross-sectional studies of second- and third- (N = 868) and of third- and fifth-grade (N = 202) children were conducted. Our findings suggest that word callers occur infrequently in the primary grades but that they are more prevalent in late elementary school. Regardless of grade level, teachers often overnominated children as word callers. Furthermore, a great deal of ambiguity and inconsistency seems to exist regarding teachers’ understanding and use of the term. These findings suggest that the term should be used relatively rarely and that reading educators should be cautious about their identification of word callers in early elementary school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers.

Prosodic reading, or reading with expression, is considered one of the hallmarks of fluent reading. The major purpose of the study was to learn how reading prosody is related to decoding and reading comprehension skills. Suprasegmental features of oral reading were measured in 2nd- and 3rd-grade children (N = 123) and 24 adults. Reading comprehension and word decoding skills were assessed. Children with faster decoding speed made shorter and less variable intersentential pauses, shorter intrasentential pauses, larger sentence-final fundamental frequency (F?) declinations, and better matched the adult prosodic F? profile. Two structural equation models found evidence of a relationship between decoding speed and reading prosody as well as decoding speed and comprehension. There was only minimal evidence that prosodic reading was an important mediator of reading comprehension skill. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adolescent abortion and parental notification: evidence for the importance of family functioning on the perceived quality of parental involvement in U.S. families

Hyperthyroidism is common and affects approximately 2% of women and 0.2% of men. The most common cause of hyperthyroidism is Graves' disease, an autoimmune disorder associated with circulating immunoglobulins that bind to and stimulate the thyrotropin (TSH) receptor, resulting in sustained thyroid overactivity. Toxic nodular goitres cause hyperthyroidism due to autonomous hyperfunctioning of localised areas of the thyroid. There are 3 recognised modalities of treatment for hyperthyroidism: antithyroid drugs, surgery and radioiodine. All are effective but no single method offers an absolute cure. Patients with Graves' disease may be prescribed antithyroid drugs over a period of 12 to 18 months with a view to inducing a long term remission. These drugs are also often given for a short period to render the patient euthyroid before definitive therapy with radioiodine or thyroidectomy. However, antithyroid drugs will not 'cure' hyperthyroidism associated with a toxic nodular goitre. The use of radioiodine as a first-line therapy for hyperthyroidism is growing. It is well tolerated, with the only long term sequelae being the risk of developing radioiodine-induced hypothyroidism. Radioiodine can be used in all age groups other than children, although it should also be avoided in pregnancy and during lactation. Pregnancy should be avoided for 4 months following its administration. Radioiodine may cause a deterioration in Graves' ophthalmopathy and corticosteroid cover may reduce the risk of this complication. The treatment of choice for toxic nodular goitre hyperthyroidism is radioiodine. Surgery, either subtotal or near-total thyroidectomy, has limited but specific roles to play in the treatment of hyperthyroidism: this approach is rarely used in patients with Graves' disease unless radioiodine has been refused or there is a large goitre causing symptoms of compression in the neck. The goal of surgery is to cure the underlying pathology while leaving residual thyroid tissue to maintain postoperative euthyroidism.     

Developing organization of mental verbs and theory of mind in middle childhood: Evidence from extensions.

[Correction Notice: An erratum for this article was reported in Vol 34(5) of Developmental Psychology (see record 2008-09591-001). In this article, Figures 2 and 4 were inadvertently switched. The figure appearing on page 519 is Figure 4, and the data pertain to third graders; the figure appearing on page 521 is Figure 2, and the data pertain to adults.] The purpose of the study was to assess developments in the theory of mind suggested by changes in the organization of cognitive verb extensions during the elementary school years. Adults and 3rd- and 5th-grade children were provided with a set of mental activity scenarios and were asked to select the best verbs from a list of cognitive verbs that might apply to each scenario. Changes in organization were assessed by examining overlapping uses of cognitive verbs in different contexts. There were 3 major changes with development: (a) the understanding of the role of memory in input functions increased, (b) the interrelatedness of memory- and comprehension-related verbs increased, and (c) the importance of cognitive certainty and uncertainty engaged by constructive processing verbs increased. Together, these findings suggest that a constructivist theory of mind develops in later childhood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Category typicality, cultural familiarity, and the development of category knowledge.

This study examined the role that cultural familiarity with instances might play in the development of category knowledge cross-culturally. Thirty kindergarten, 2nd-, 4th-, and 6th-grade children from Taiwan and the United States were asked to make category inclusion and typicality judgments for 6 categories. Cultural familiarity with instances was more highly correlated with the typicality ratings of younger than older children but was less strongly correlated for Chinese than American children. Cultural familiarity also partially accounted for cultural variations in category knowledge. Therefore, cultural familiarity with instances seems to play an important role in the development of category knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prosody of syntactically complex sentences in the oral reading of young children.

Prosodic, or expressive, reading is considered to be one of the essential features of the achievement of reading fluency. The purpose of this study was to determine (a) the degree to which the prosody of syntactically complex sentences varied as a function of reading speed and accuracy and (b) the role that reading prosody might play in mediating individual differences in comprehension. Spectrographic analysis of 80 third graders' and 29 adults' reading of a syntactically complex text was carried out. Oral reading skill was measured through standardized assessments. Pitch changes (changes in fundamental frequency) and pause duration were measured for sentence-final words of basic declarative sentences, basic declarative quotatives, wh questions, and yes-no questions; words preceding commas in complex adjectival phrases; and words preceding phrase-final commas. Children who had quick and accurate oral reading had shorter and more adultlike pause structures, larger pitch declinations at the end of basic declarative sentences, and larger pitch rises at the end of yes-no questions. Furthermore, children who showed larger basic declarative sentence declinations and larger pitch rises following yes-no questions tended to demonstrate greater reading comprehension skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)