Joan M. Barth

Does degree of asymmetry relate to performance? A critical review.

In a recent paper, Chiarello, Welcome, Halderman, and Leonard (2009) reported positive correlations between word-related visual field asymmetries and reading performance. They argued that strong word processing lateralization represents a more optimal brain organization for reading acquisition. Their empirical results contrasted sharply with those of another such large-scale study, by Boles, Barth, and Merrill (2008). We reported negative correlations between asymmetry and performance when both were measured using the same visual lexical tasks. Most recently, within-task negative correlations were also reported by Hirnstein, Leask, Rose, and Hausmann (2010). Here two major differences between studies are explored. Task purity refers to the influence of the same mental processes on both the asymmetry and performance measures, and is arguably maximal in studies measuring both within the same task. The other difference concerns the measurement of asymmetry. Linear corrections for ceiling and floor effects were used by Chiarello et al. and Hirnstein et al., while we used a more appropriate nonlinear one. Their results are difficult to interpret for those reasons. The operation of a third variable to which both asymmetry and performance are positively correlated could also be a factor in the Chiarello et al. findings. The Boles et al. findings reflect a negative correlation between an asymmetric visual lexical process and performance measured within the same task.

Emotion knowledge in children and adolescents with Down syndrome: a new methodological approach.

Emotion knowledge was examined in 19 youth with Down syndrome (DS) and compared to typically developing (TD) children of similar developmental levels. This project expanded upon prior research on emotion knowledge in DS by utilizing a measure that minimized the need for linguistic skills, presented emotion expressions dynamically, and included social context cues. In Study 1, participants with DS were as accurate as TD participants when judging emotions from static or dynamic expression stimuli and from facial or contextual cues. In Study 2, participants with DS and TD participants showed similar cross-sectional developmental trajectories of emotion knowledge across mental age. This project highlights the importance of measure selection when examining emotion knowledge in samples with intellectual and developmental disabilities.

Preschool child and adult lateralisation and performance in emotion and language tasks

A total of 34 undergraduate students from the University of Alabama and 34 preschool children completed measures assessing lateralisation and competency in emotion and language processing in order to examine the developmental time course of the underlying lateralised processes. Results indicate different developmental time courses for lateralisation in dichotic words and chimeric faces tasks, and provide some support for the developmental models of Boles, Barth, and Merrill (2008) concerning the relationship between lateralisation and performance.

The Relation Between Emotion Production Behavior and Preschool Social Behavior: In the Eye of the Beholder

Two questions were examined with a sample of preschool children: (a) What is the relation between emotion production behavior and classroom social behavior?; and (b) Does familiarity with a child affect the perception of emotion expressions and the relations between emotion expressions and social behavior? Two theoretical perspectives on the ‘eye of the beholder’ (familiarity) were evaluated: reputation bias and generalized effects. Sixty-eight (55% female) children were photographed posing emotion expressions (e.g., happy, sad, and angry). Expressions were rated by classmates, peer strangers, and adults. Classmates and teachers evaluated social behavior. Analyses indicated that children who were more negative and dependent had angry production biases and were likely to display happy expressions instead of sad. Results support the reputation bias and generalized familiarity theories.

Racially Diverse Classrooms: Effects of Classroom Racial Composition on Interracial Peer Relationships

The purpose of this study was to examine the interactive effects that a childs race and the racial composition of a classroom have on a variety of sociometric measures. Sociometric nominations were collected from 872 fifth-grade students (48% male, 48% Black) who were in classrooms that ranged from nearly all Black to nearly all White students. Hierarchical Linear Modeling analyses indicated that the race of the child, the race of the rater, and the classroom race composition each impacted sociometric nominations. Results suggest that schools that are more balanced in the distribution of Black and White students might promote more positive interracial peer relationships. However, opportunities to be highly liked and to be perceived as a leader might be greatest in a school in which the child is in the clear racial majority.

How gender role stereotypes affect attraction in an online dating scenario

Today, it is not uncommon to meet someone and begin a romantic relationship online. Meeting on a dating website differs from meeting in person because a dating profile is created first that allows others to review potential romantic partners. Few studies have examined romantic attraction within an online dating context, and even fewer have examined how gender roles may influence attraction. The current study1 (Nź=ź447, 49.4% female) examined the effects of gender role congruence and physical attractiveness on romantic interest in college students. Participants viewed online dating profiles that varied in their physical attractiveness and adherence to gender role norms. Results indicated that both men and women preferred attractive and gender role incongruent dating partners over average looking and gender role congruent. Contrary to previous research, women differentiated more between profiles based on physical attractiveness than the men, especially for gender role congruent profiles. Men were especially interested in attractive, gender role incongruent profiles. After physical attractiveness, gender role incongruence was the greatest factor that determined interest in a profile. Future research may need to consider how the potential seriousness of a relationship, as defined by the expected length of the relationship, influences how online profile characteristics affect attraction and interest. Participants rated mock dating profiles varying in attractiveness and gender roles.Gender role incongruent were preferred over congruent profiles.Physically attractive profiles were preferred over average appearance profiles.Participant gender and role congruence modified physical attractiveness effects.

Facebook History Collector: A New Method for Directly Collecting Data from Facebook

Social networking sites are a rich source of untapped data. While much research has focused on Facebook and other social networks, less has done so by collecting information straight from the source. The purpose of this paper is to present a new and innovative means of gathering raw data from Facebook via a software program the authors call the Facebook History Collector. Initially developed to study Facebook activity in the wake of a destructive tornado that occurred in Tuscaloosa, Alabama on April 27, 2011, this tool allows for retrieving massive amounts of text, photographs, and videos directly from Facebook during a period of time set by the researcher. In this article, the authors argue that the new method has broad implications for use within the research community as it allows capturing real-time social media interactions. The process of software development, data collection, technical details, and ethical considerations are discussed.

Beta Testing a Web-Based Writing Coach

“The Coach” is a web-based tool developed to guide students through the technical writing process. It provides instruction about form as well as critique of different aspects of the students’ writing. It goes beyond the Microsoft word spell check and grammar check. It gives feedback about writing complexity and appropriateness for different word choices in a technical document. It also gives background about the appropriate contents for technical writing in addition to example documents. The latter is extremely important for the novice writer who may not have much experience in working with technical reports.The initial document type in “The Coach” is a lab report. If the lab report can be developed into the web-based tool, other forms will be more easily implemented. In addition to developing the website, the development team is preparing a document and a video for a professor to use to instruct students on the use of “The Coach.”The instructional materials and “The Coach” were beta tested with a freshman engineering class. A baseline writing sample was collected before the introduction of “The Coach.” Students in some sections were instructed in use of “The Coach,” and other sections were controls. Additional beta testing is ongoing.© 2012 ASME