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We explored whether the academic grade a student sees influences how positively or negatively they interpret written assessment feedback. Specifically, an experimental design was used where N = 94 psychology students each read an identical passage of neutrally worded feedback. Depending upon which of three experimental conditions they had been allocated to, they also saw with the feedback either a grade of (i) 75 per cent (High Grade; N = 33); (ii) 45 per cent (Low Grade: N = 31) or (iii) No Grade (control condition; N = 30). Next, they answered seven questions relating to their perceptions of the feedback they had read. As predicted, those in the High Grade and No Grade conditions provided significantly more positive perceptions of the neutral feedback compared to those in the Low Grade condition. Implications for those within higher education, who are responsible for deciding how and when grades and feedback are released to students, are discussed.

Studies using an Information Integration approach have shown that children from four years have a good intuitive understanding of probability and expected value. Experience of skill-related uncertainty may provide one naturalistic opportunity to develop this intuitive understanding. To test the viability of this view, 16 5- and 16 7-year-olds played a marble rolling game in which size of the target and distance from it varied factorially. Task difficulty judgements (prior to practical experience with the game) reflected both objective task structure and subsequent performance for both age groups. Children then judged how happy they would be playing games of variable difficulty for different prizes. These judgements had the multiplicative structure predicted by the normative expected value model, again for both age groups. Thus children can use task difficulties as estimates of personal success probability in skill-related tasks. Our findings therefore extend previous work on early probability understanding from games of chance to games of skill. (Contains 2 figures and 1 table.)

We encounter many faces each day but relatively few are personally familiar. Once faces are familiar, they evoke semantic and social information known about the person. Neuroimaging studies demonstrate differential brain activity to familiar and non-familiar faces; however, brain responses related to personally familiar faces have been more rarely studied. We examined brain activity with fMRI in adults in response to faces of their mothers and fathers compared to faces of celebrities and strangers. Overall, faces of mothers elicited more activity in core and extended brain regions associated with face processing, compared to fathers, celebrity or stranger faces. Fathers' faces elicited activity in the caudate, a deep brain structure associated with feelings of love. These new findings of differential brain responses elicited by faces of mothers and fathers are consistent with psychological research on attachment, evident even during adulthood. (Contains 2 tables and 2 figures.)

Children born very prematurely are at risk of low average IQ and behaviour difficulties throughout childhood and adolescence. Associations among preterm birth, IQ and behaviour have been reported; however, the nature of the relationship among these outcomes is not fully understood. Some studies have proposed that the consequences of preterm birth, such as low average IQ, mediate the association between preterm birth and later behaviour difficulties. The aim of this study was to investigate the relationship among preterm birth, IQ and childhood behaviour problems, by testing mediation and moderation models. We assessed a UK sample of 69 very preterm (less than 32 weeks gestational age) and 70 term born children aged between 6 and 12 years on an abbreviated IQ test. Parental behaviour ratings were obtained using the Strengths and Difficulties Questionnaire. Mediation and moderation models were tested using hierarchical regression analyses. The findings indicate that IQ mediates the relationship between birth status and emotional behaviour problems. Furthermore, the results indicate that birth status moderates the relationship between IQ and behavioural difficulties, i.e., that the relationship between low IQ and behaviour problems is most pronounced for the preterm children. The findings highlight the importance of considering indirect effects in the study of outcome after very preterm birth.

The effect of alcohol intoxication on central and peripheral attention was examined as a test of Alcohol Myopia Theory (AMT). Previous research has supported AMT in the context of visual attention, but few studies have examined the effects of alcohol intoxication on central and peripheral attention. The study followed a 2 (alcohol treatment)×2 (array size)×2 (task type) mixed design. Forty-one participants (placebo or intoxicated) viewed an array of four or six colored circles, while simultaneously counting the flashes of a centrally presented fixation cross. Participants were instructed to prioritize flash counting accuracy. The subsequently presented colored probe matched the cued peripheral stimulus on 50% of trials. Flash counting and probe identification accuracy were recorded. There was a significant main effect of alcohol treatment on accuracy scores, as well as an alcohol treatment by task type interaction. Accuracy scores for the central flash counting task did not differ between treatment groups, but scores for peripheral probe identification were lower in the alcohol group. As predicted by AMT, alcohol impairment was greater for peripheral probe detection than for the central and prioritized flash counting task. The findings support the notion that alcohol intoxication narrows attentional focus to thecentral aspects of a task. [ABSTRACT FROM AUTHOR]