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Understanding spoken words requires listeners to integrate large amounts of linguistic information over time. There has been considerable debate about how semantic context preceding or following a target word affects its recognition, with preceding semantic context often viewed as a constraint on possible future words, and following semantic context as a mechanism for disambiguating previous ambiguous input. Surprisingly, no studies have directly compared whether the timing of semantic context influences spoken word recognition. The current study manipulates the acoustic-perceptual features of a target word, a semantic cue elsewhere in the sentence biasing toward one interpretation, and the location of the semantic context. We find that the two cues are additively integrated in participants' word identification responses, and that semantic context affects categorization the same regardless of where it appears relative to the target word. This suggests that listeners can optimally integrate acoustic-perceptual and semantic information across time.

Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006-2016. The prevalence of mindfulness articles and research specifically focused on mindfulness intervention were examined. Additionally, the type of intervention implemented, tier of intervention, and targets of intervention were examined. Results indicated that 0.57% of articles during the ten-year time frame were related to mindfulness (n = 17). Eight of the 17 articles investigated mindfulness interventions, with interventions ranging from informal practices (e.g., Mandala coloring) to specific intervention programs (e.g., Compassion and Attention in the Schools). Majority of interventions were implemented at the universal level for students. Future directions for mindfulness research and the importance of mindfulness in school psychology are discussed.