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Full-Text Articles in Psychology
Everyday Challenges To The Practice Of Desirable Difficulties: Introduction To The Forum, Paula T. Hertel
Everyday Challenges To The Practice Of Desirable Difficulties: Introduction To The Forum, Paula T. Hertel
Psychology Faculty Research
No abstract provided.
Attention To Explicit And Implicit Contrast In Verb Learning, Jane B. Childers, Amy Hirshkowitz, Kristin Benavides
Attention To Explicit And Implicit Contrast In Verb Learning, Jane B. Childers, Amy Hirshkowitz, Kristin Benavides
Psychology Faculty Research
Contrast information could be useful for verb learning, but few studies have examined children's ability to use this type of information. Contrast may be useful when children are told explicitly that different verbs apply, or when they hear two different verbs in a single context. Three studies examine children's attention to different types of contrast as they learn new verbs. Study 1 shows that 3 ½-year-olds can use both implicit contrast (“I'm meeking it. I'm koobing it.”) and explicit contrast (“I'm meeking it. I'm not meeking it.”) when learning a new verb, while a control group's responses did not differ …
Children Use Different Cues To Guide Noun And Verb Extensions, Jane B. Childers, M. Elaine Heard, Kolette Ring, Anushka Pai, Julie Sallquist
Children Use Different Cues To Guide Noun And Verb Extensions, Jane B. Childers, M. Elaine Heard, Kolette Ring, Anushka Pai, Julie Sallquist
Psychology Faculty Research
Learning new words involves decoding both how a word fits the current situation and how it could be used in new situations. Three studies explore how two types of cues— sentence structure and the availability of multiple instances-- affect children’s extensions of nouns and verbs. In each study, 2½-year-olds heard nouns, verbs or no new word while seeing the experimenter use a novel object to perform an action; at test, they were asked to extend the word. In Study 1, children hearing nouns in simple sentences used object shape as the basis for extension even though, during the learning phase, …
Early Verb Learners: Creative Or Not?, Jane B. Childers
Early Verb Learners: Creative Or Not?, Jane B. Childers
Psychology Faculty Research
This monograph describes a longitudinal study of eight children's first verb uses including an analysis of the variety of words used in conjunction with 34 targeted verbs, the variety of utterances produced, and the patterns of developmental change in the first 10 uses of these verbs. These data are important because most diary studies have included very few children at a time and have not focused on the beginnings of verb learning. Thus, these results advance our understanding of an early stage of verb learning that has received relatively little attention.
Korean- And English-Speaking Children Use Cross-Situational Information To Learn Novel Predicate Terms, Jane B. Childers, Jae H. Paik
Korean- And English-Speaking Children Use Cross-Situational Information To Learn Novel Predicate Terms, Jane B. Childers, Jae H. Paik
Psychology Faculty Research
This paper examines children’s attention to cross-situational information during word learning. Korean-speaking children in Korea and English speaking children in the US were taught four nonce words that referred to novel actions. For each word, children saw four related events: half were shown events that were very similar (Close comparisons), half were shown events that were not as similar (Far comparisons). The prediction was that children would compare events to each other and thus be influenced by the events shown. In addition, children in these language groups could be influenced differently as their verb systems differ. Although some differences were …
Depression-Related Differences In Learning And Forgetting Responses To Unrelated Cues, Paula T. Hertel, A. Mahan
Depression-Related Differences In Learning And Forgetting Responses To Unrelated Cues, Paula T. Hertel, A. Mahan
Psychology Faculty Research
Using the think/no-think paradigm, we examined the effect of a meaningful connection between emotionally neutral cues and targets on initial learning and later recall by students in dysphoric or nondysphoric mood states. Compared to meaningfully connected cue-target pairs, unrelated pairs were less easily learned and more easily forgotten, even when initial learning was controlled. Depressive deficits were obtained in initial learning (only marginally) and final recall. When examined separately within each cuing condition, the recall deficit associated with depressed mood was restricted to the unrelated condition, but when initial learning differences were controlled this deficit was only marginally significant. Results …
Joint Attention And Word Learning In Ngas-Speaking Toddlers In Nigeria, Jane B. Childers, J. Vaughan, D. A. Burquest
Joint Attention And Word Learning In Ngas-Speaking Toddlers In Nigeria, Jane B. Childers, J. Vaughan, D. A. Burquest
Psychology Faculty Research
This study examines infants’ joint attention behavior and language development in a rural village in Nigeria. Participants included eight younger (1;0 to 1;5, M age=1;2) and eight older toddlers (1;7 to 2;7, M age=2; 1). Joint attention behaviors in social interaction contexts were recorded and coded at two time points six months apart. Analyses revealed that these toddlers were producing more high-level joint attention behaviors than less complex behaviors. In addition, the quality and quantity of behaviors produced by these Nigerian children was similar to those found in other cultures. In analyses of children’s noun and verb comprehension and production …
Emotion, Mood, And Memory, Paula T. Hertel
Emotion, Mood, And Memory, Paula T. Hertel
Psychology Faculty Research
The ways in which we attend, learn, and remember are related to our transitory moods and to our enduring emotional states. This assertion is based on research performed by experimental and clinical psychologists who use a variety of methods. In some studies, psychologists measure differences in emotional states and determine whether those differences are associated with differences in the ways that the participants perform cognitive tasks. These studies usually focus on unpleasant emotions and moods, such as depression and anxiety. In other studies, psychologists attempt to induce either unpleasant or pleasant moods in the participants (perhaps by having them listen …
Depressive Deficits In Memory: Focusing Attention Improves Subsequent Recall, Paula T. Hertel, S. S. Rude
Depressive Deficits In Memory: Focusing Attention Improves Subsequent Recall, Paula T. Hertel, S. S. Rude
Psychology Faculty Research
58 Ss (aged up to 55 yrs) diagnosed as depressed, recovered from depression, or without a history of depression performed an unintentional learning task, followed by tests of free and forced recall. In the learning task, Ss decided whether a series of nouns sensibly completed corresponding sentence frames that varied in decision difficulty. For half of the Ss, the focus of attention was unconstrained by the demands of this task. The others, however, were required to repeat the targeted noun at the end of the trial as a means of focusing their attention on the task. Depressed Ss in the …
Remembering With And Without Awareness In A Depressed Mood: Evidence Of Deficits In Initiative, Paula T. Hertel, T. S. Hardin
Remembering With And Without Awareness In A Depressed Mood: Evidence Of Deficits In Initiative, Paula T. Hertel, T. S. Hardin
Psychology Faculty Research
We propose that depressive deficits in remembering are revealed in tasks that allow the spontaneous use of strategies; tasks that bypass or direct the use of strategies should not produce depressive deficits. College students received depressive- or neutral-mood inductions after answering questions worded to reflect homophones' less common meaning. After the inductions, subjects spelled old and new homophones and showed no effect of the depressive inductions on unaware memory for the old homophones. Subsequent tests of recognition did, however, reveal differences according to the induced moodor the presence of naturally occurring depression (in Experiment 3). The differences, evidence of nondepressed …