The American Psychological Association's 2023 PsycINFO database entry is subject to copyright, with all rights reserved.
A framework for reading acquisition is purported to be established by oral language and early literacy skills. Understanding these interconnections demands methods showcasing the dynamic evolution of reading ability development. We studied the correlation between school-entry skills and early literacy skill progressions with later reading abilities in 105 five-year-old children commencing primary school and formal literacy instruction in New Zealand. Initial school-entry evaluations used Preschool Early Literacy Indicators, followed by progress tracking every four weeks in the first six months, with five probes assessing First Sound Fluency, Letter Sound Fluency, and New Zealand Word Identification Fluency Year 1. A final assessment was conducted after one full school year, utilizing both researcher and school-generated literacy indicators. Skill development patterns, derived from multiple progress monitoring sessions, were explored using Modified Latent Change Score (mLCS) modeling. Early literacy development in children was shown by ordinal regression and structural equation modeling (path analysis) to be influenced by school-entry skills and early learning trajectories, as measured by mLCS. These results have profound consequences for research and screening in beginning reading, advocating for school-entry assessments and continual progress monitoring of early literacy skills. The PsycINFO database, copyright 2023 by the American Psychological Association, contains all rights to this entry.
Whereas other visual elements remain unaltered by a change in left-to-right orientation, mirror-image characters, such as 'b' and 'd', differentiate themselves as distinct objects. Studies on masked priming and lexical decisions using mirror letters have indicated that recognizing a mirror letter might involve suppressing its mirrored counterpart. This is supported by the finding that a pseudoword prime containing the mirror counterpart of a target letter delayed the identification of the target word compared to a control prime with a non-related letter (e.g., ibea-idea > ilea-idea). GLPG3970 mw Subsequent research suggests that this inhibitory mirror priming effect's responsiveness is tied to the distributional bias of left and right orientations in the Latin alphabet, where only the more frequent right-facing mirror letters (e.g., b) led to interference. The present study's focus was on mirror letter priming in adult readers, utilizing single letters and nonlexical letter strings for analysis. In every trial, a visually contrasting control letter prime was juxtaposed with both right-facing and left-facing mirror letter primes, which uniformly expedited, and did not impede, the recognition of a target letter; a prime example being the accelerated processing of b-d over w-d. Mirror primes, when measured against a reference identity prime, displayed a rightward bias, albeit a modest one that wasn't always statistically significant within a single experiment. The identification of mirror letters reveals no evidence of a mirror suppression mechanism, prompting an alternative interpretation based on noisy perceptual processes. Return the JSON schema containing this list of sentences: list[sentence].
Previous masked translation priming research, particularly examining bilinguals who read and write different scripts, has established that cognates elicit a stronger priming effect than non-cognates. This heightened priming effect is usually explained by the shared phonological structure of cognates. Using same-script cognates as both primes and targets in a word-naming task, our research with Chinese-Japanese bilinguals took a novel approach to examine this issue. Cognate priming effects were substantial and demonstrably significant within Experiment 1. Priming effects for phonologically similar (e.g., /xin4lai4/-/shiNrai/) and dissimilar (e.g., /bao3zheng4/- /hoshoR/) cognate pairs were, however, statistically indistinguishable, implying that phonological similarity did not impact the effects. Experiment 2, using exclusively Chinese stimuli, demonstrated a substantial homophone priming effect, utilizing two-character logographic primes and matching targets, implying the presence of phonological priming for two-character Chinese targets. However, priming was observed only for pairs with identical tonal sequences (e.g., /shou3wei4/-/shou3wei4/), suggesting the importance of lexical tone congruence for the observation of phonologically-based priming under those conditions. GLPG3970 mw Experiment 3, in this regard, used phonologically similar Chinese-Japanese cognate pairs, changing the level of suprasegmental phonological feature similarity, such as lexical tone and pitch-accent. Statistical analysis revealed no disparity in priming effects for tone/accent similar pairs, such as /guan1xin1/-/kaNsiN/, and dissimilar pairs, for example /man3zu2/-/maNzoku/. Our findings suggest that phonological facilitation does not contribute to the occurrence of cognate priming effects in Chinese-Japanese bilinguals. Explanations for the observed phenomena, rooted in the underlying structures of logographic cognates, are explored. The PsycINFO Database Record, copyrighted by APA in 2023, necessitates the return of this document, retaining all rights.
The experience-dependent acquisition, representation, and processing of novel emotional and neutral abstract concepts were investigated using a novel linguistic training procedure. In five training sessions, participants (32 using mental imagery and 34 engaging in lexico-semantic rephrasing of linguistic material) successfully grasped the novel abstract concepts. Features created after the training process showcased that emotional features significantly bolstered the representations of emotional ideas. The semantic richness of emotional concepts acquired through vivid mental imagery during training, surprisingly, led to slower lexical decision times for participants. Rephrasing yielded a superior learning and processing capacity compared to imagery, presumably because of more deeply entrenched lexical associations. The significance of emotional and linguistic experiences, coupled with in-depth lexico-semantic analysis, is validated by our results in relation to the acquisition, representation, and processing of abstract concepts. APA, copyright holder of the PsycINFO database record from 2023, retains all rights.
This project sought to pinpoint the contributing elements behind the advantages of cross-language semantic previews. Experiment 1 involved Russian-English bilinguals reading English sentences with Russian words pre-displayed in parafoveal positions. Sentences were presented using the gaze-contingent boundary approach. Evaluations of the critical previews revealed either cognate translations (CTAPT-START), non-cognate translations (CPOK-TERM), or interlingual homograph translations (MOPE-SEA). Shorter fixation durations were observed for related previews of cognate and interlingual homograph translations, but not for noncognate translations, indicating a semantic preview advantage. In Experiment 2, bilingual individuals fluent in English and French perused English sentences, wherein French terms served as parafoveal previews. Interlingual homograph translations of PAIN-BREAD, often with added diacritics, were used to produce the critical previews. A robust semantic preview had a positive effect only for interlingual homographs absent diacritics, although each type of preview improved semantic preview benefit during the total fixation duration. GLPG3970 mw Our research demonstrates that semantically corresponding previews require a substantial amount of orthographic overlap with words from the target language in order to deliver cross-linguistic semantic preview benefits during the initial phases of eye fixation. The Bilingual Interactive Activation+ model suggests the preview word might need to stimulate the target language's node beforehand, for its meaning to be combined with the target word's. The APA, copyright holders for 2023, retains all rights to this PsycINFO database record.
Support-seeking behaviors within familial support contexts in aged care are not adequately documented in the literature, a consequence of the absence of assessment tools focused on support recipients. Consequently, we designed and tested a Support-Seeking Strategy Scale on a broad spectrum of aging parents receiving care from their adult children. Items, developed by a panel of experts, were administered to 389 older adults (over 60 years of age), each supported by an adult child. Participants were recruited through the online platforms Amazon Mechanical Turk and Prolific. Parents' perceptions of support from adult children were assessed via self-report measures in the online survey. Twelve items on the Support-Seeking Strategies Scale best represented three factors: a factor depicting the directness of support-seeking (direct), and two factors indicating the intensity of support-seeking (hyperactivated and deactivated). Individuals employing direct support-seeking strategies exhibited more positive views of support from an adult child; however, hyperactivated and deactivated support-seeking strategies were connected with less positive views. The support-seeking strategies used by older parents with their adult children vary, encompassing direct, hyperactivated, and deactivated methods. Seeking support directly is highlighted as a more adaptable method, while persistently and intensely seeking support (hyperactivation) or avoiding support altogether (deactivation) are shown to be less adaptive strategies. Research projects that utilize this assessment tool will advance our comprehension of support-seeking patterns both within family-based elder care situations and in broader contexts.