David Cottrell

Learning correspondences between letters and phonemes without explicit instruction

Three studies examined the sources of learning by which children, very early in learning to read, formed correspondences between letters and phonemes when these were not explicitly taught in the whole language instruction they received. There were three classes of predicted knowledge sources: (a) induced sublexical relations (i.e., induction of orthographic–phonological relations from the experience of print words), (b) acrophones from letter names, and (c) transfer from spelling experience. The results of Study 1 indicated that children used both sources (a) and (b). Study 2 results showed that source (a) dominated when the letters were initial components of pseudowords rather than isolated items. The transfer from phoneme-to-grapheme correspondences of the childrens spelling was examined in Study 3. The results were not consistent with the use of source (c). The findings of these studies have implications for the question of how early in learning to read children are able to use knowledge from their experience of print words as a source for phonological recoding.

Writing dictated words and picture names: Syllabic boundaries affect execution in Spanish

Two experiments examined the role of syllables in writing Spanish words. In Experiment 1, participants had to write single words that were aurally presented. The interletter intervals (ILIs) between critical letters were measured. Longer ILIs were found in the intersyllabic than the intrasyllabic condition. In Experiment 2, the inputs were pictures to remove any potential phonological bias stemming from the input stimulus. Results suggested that the linguistic nature of the input is not determining the output. Post hoc analyses revealed that other characteristics of the stimuli cannot explain the results. These results indicate that syllables are essential units of processing in writing Spanish and that central processes related to spelling and the graphemic buffer affect peripheral processes at movement execution.

“I just want to teach” Queensland independent school teachers and their workload

Purpose – The present study seeks to elucidate observed mismatches with workload in teacher respondents to a survey exploring aspects of the work environment. Design/methodology/approach – This phase of the study constituted a pen and paper survey of 298 currently serving teachers in independent schools in Queensland, Australia. Measures used in the research included the Areas of Worklife Survey (AWLS), which identifies matches or mismatches between the worker and organization on six areas of worklife, the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES). Findings – One sample t-tests revealed respondents reported significantly higher matches in the control, community, fairness and values areas of work life than previously surveyed populations, whereas they reported no difference in reward, and significantly more mismatch with workload. Respondents reported significantly higher levels than previously established norms on the OLBI dimension of exhaustion, but similar levels of disengagement. Responses to the UWES revealed significantly higher dedication and absorption and lower vigor than previously established norms. In addition, respondents reported working long hours in order to fulfill all obligations. Expansion of the quantitative data with respondent comments indicated that teachers working independent schools in Queensland have reached a level of workload that is unsustainable and which constitutes a serious risk to their mental and physical health. Originality/value – This article pinpoints the many reasons why demands made on teachers have extended to a level which is making their work unsustainable and will be of interest to those involved in the teaching profession.

An Evaluation of Modality Preference Using a “Morse Code” Recall Task

Advocates of modality preference posit that individuals have a dominant sense and that when new material is presented in this preferred modality, learning is enhanced. Despite the widespread belief in this position, there is little supporting evidence. In the present study, the authors implemented a Morse code–like recall task to examine whether visual and auditory recall is moderated by modality preference. When the perceptual discriminability of visual and auditory stimuli was controlled for, there was no significant relation between (a) modality preference and (b) visual and auditory recall. The nature of the task did however effect performance. When a temporal discrimination between stimuli was required, recall for auditory stimuli was superior to recall of visual stimuli. In contrast, when the task involved a spatial discrimination, the opposite effect was observed. It is not surprising that in each recall task, sequences with a discernible pattern were recalled more accurately than were sequences that lacked any obvious pattern. The authors concluded that the ability to recall simple material is determined more by the type of stimulus than by the preferences of the individual.

Developing the readiness to alter sun-protective behaviour questionnaire (RASP-B)

BACKGROUND Australia has the highest incidence of skin cancer of any country in the world, even though the risk of contracting the disease can be lowered considerably by engaging in appropriate sun-protective behaviours. We aimed to construct and validate a questionnaire to assess the readiness of a group of mostly young people to change their levels of sun-protective behaviour by assigning them to a stage of change based on the transtheoretical model of behaviour change. METHOD A sample of 122 undergraduate students in Queensland, Australia completed the readiness to alter sun-protective behaviour questionnaire (the RASP-B, a 12-item questionnaire about their attitudes toward sun-protection), in addition to a short questionnaire about their current sun-protective behaviours. RESULTS A principal component analysis revealed a clear three-factor structure corresponding to the precontemplation, contemplation, and action stages of the transtheoretical model. Participants in the action stage reported engaging in significantly higher levels of sun-protective behaviour than participants in the earlier precontemplation and contemplation stages. These behaviours included avoiding exposure to direct sunlight by wearing long-sleeved clothing and remaining in the shade or indoors. Participants in the different stages reported no significant differences in the reported frequency of sunscreen use, although respondents across all three stages reported using sunscreen infrequently. CONCLUSION The RASP-B requires approximately 5 min to complete, can be self-administered and has satisfactory psychometric properties, and thus has utility in primary health care settings where time and client-practitioner contact are often limited.

Auditory Perception of a Human Walker

When one hears footsteps in the hall, one is able to instantly recognise it as a person: this is an everyday example of auditory biological motion perception. Despite the familiarity of this experience, research into this phenomenon is in its infancy compared with visual biological motion perception. Here, two experiments explored sensitivity to, and recognition of, auditory stimuli of biological and nonbiological origin. We hypothesised that the cadence of a walker gives rise to a temporal pattern of impact sounds that facilitates the recognition of human motion from auditory stimuli alone. First a series of detection tasks compared sensitivity with three carefully matched impact sounds: footsteps, a ball bouncing, and drumbeats. Unexpectedly, participants were no more sensitive to footsteps than to impact sounds of nonbiological origin. In the second experiment participants made discriminations between pairs of the same stimuli, in a series of recognition tasks in which the temporal pattern of impact sounds was manipulated to be either that of a walker or the pattern more typical of the source event (a ball bouncing or a drumbeat). Under these conditions, there was evidence that both temporal and nontemporal cues were important in recognising theses stimuli. It is proposed that the interval between footsteps, which reflects a walkers cadence, is a cue for the recognition of the sounds of a human walking.

Modality preference and learning style theories: rethinking the role of sensory modality in learning

Learning styles have been widely accepted in pedagogical practice but suffer from a distinct lack of empirical support. While a diverse range of learning styles have been proposed, modality preference has received the most attention within educational research and practice. Supporters of this theory posit that each individual has a dominant sense and that when new material is presented in this preferred modality, learning is improved. For the most part this theory has been debunked, however, it leaves open the question of exactly how sensory modality influences learning. This critical review identifies methodological limitations in previous research and provides a perspective from psychological science, which supports the implausibility of modality preference as a basis for instructional design. To extend on the existing literature, an alternative position is presented suggesting that modality effects are task dependent, hence modality matters, but it matters for everyone in the same way depending on the nature of the learning activity.

Does the ventriloquist illusion assist selective listening

Driver (1996) reported that the ventriloquist illusion can enhance selective listening of speech. Participants in his study listened to target and distractor words from a single loudspeaker while watching lip movements of the target words on a video monitor either above the loudspeaker or displaced to the left or right. He found that participants were more accurate in repeating the target words when the video was displaced from the loudspeaker than when the video was directly above the loudspeaker. Driver proposed that the ventriloquist illusion dragged the target sounds toward the location of the lip movements, freeing them from interference from the distractor words. However, successful attempts at replicating this finding are rare (we know of only three successful replications from 19 attempts). In five experiments, we found a weak advantage for selective listening from displaced lip movements only when there was a convincing ventriloquist illusion. We conclude that the ventriloquist illusion is necessary to confer the advantage for selective listening from displaced lip movements but that the phenomenon is a fleeting one at best.

South Korean alcohol free associations: Negative expectancy not predicting drinks per occasion

INTRODUCTION AND AIMS Cultural and biological particulars existing in East Asian countries are likely to mediate differences in the alcohol consumption experience. Despite this no research to date has directly explored the alcohol free association or expectancy of any East Asian nations. The current research aims to provide a set of South Korean alcohol expectancies. DESIGN AND METHODS Two hundred and thirty-seven South Koreans participated in an alcohol free association test and completed a demographic survey. RESULTS The results both confirmed and contradicted areas of past alcohol expectancy research. There appears to be differences in associates with high probability of recall and alcohol expectancy, where negative, negative sedating and sedating expectancy categories were not found to be predictors of South Korean drinker level. DISCUSSION AND CONCLUSION The results suggest that South Koreans have a more even level of negative expectancy across all drinker categories, possibly due to a combination of linguistic, cultural and biological difference found among this population. The results provide a list of South Korean alcohol free association norms for future alcohol research in the region, with the results also underlining the need for alcohol free association tests among East Asian nations.

Impact of active and passive social facilitation on self-paced endurance and sprint exercise: encouragement augments performance and motivation to exercise

Objective The positive effect of an audience on performance is anecdotally well known, but the impact of such social facilitation to both performance and the motivation to exercise have not been thoroughly explored. The aim of this study was therefore to investigate verbal encouragement as a means to promote positive behavioural adherence to exercise and augmented performance. Methods Twelve untrained but active individuals (seven female), age 24±3 years participated in this study. Exercise conditions with external verbal encouragement (EVE) and without external verbal encouragement (WEVE) were compared in both endurance (20 min) and sprint (2 × 30 s Wingate) cycling tasks in a randomised crossover design. Results were analysed by separate 2 (EVE/WEVE) × 2 (sprint/endurance) within-subjects analyses of variance for each dependent variable. Statistical significance was set at p≤0.05. Results EVE resulted in a significant increase, F (1,11)=15.37, p=0.002, η p 2=0.58 in the average power generated by participants in each exercise bout on the cycle ergometer. EVE also had a significant effect on reported motivation to exercise the next day, F (1,11)=5.5, p=0.04, η p 2 =0.33, which did not differ between type of exercise. Conclusion External encouragement in both sprint and endurance activities resulted in large improvements in performance and motivation to continue an exercise regimen the next day, which has important implications for health, adherence and maximising physical performance using a practical intervention.