Epstein Boje (edwardfang08)

Target relative clauses contained L2 Verb-Noun multiword units, which were manipulated with regards to their L1-L2 congruency. The results indicated that processing of the L1-L2 incongruent units was modulated by an interaction of L2 chunking ability and level of knowledge of multiword units. Critically, the data revealed an inverse U-shaped pattern, with faster reading times in both learners with the highest and the lowest chunking ability scores, suggesting fast integration in the former, and lack of integration in the latter. Additionally, the presence of significant differences between conditions was correlated with individual chunking ability. The findings point at chunking ability as a significant modulator of general L2 processing efficiency, and of cross-language differences in particular, and add clarity to the interpretation of variability in the online reading performance of non-native speakers.Early-Onset Schizophrenia (EOS) and Attention Deficit-Hyperactivity Disorder (ADHD) are early- onset neurodevelopmental disorders associated with cognitive deficits. The current study represents the first attempt to compare these groups on a comprehensive cognitive test battery in a longitudinal design over 25 years in order to enhance our knowledge of particular patterns resulting from the interaction between normal maturational processes and different illness processes of these disorders. In the baseline study, 19 adolescents with schizophrenia were compared to 20 adolescents with ADHD and 30 healthy controls (HC), all between 12 and 18 years of age. After 13 years (T2) and after 25 years (T3) they were re-evaluated with the cognitive test battery. A cognitive Composite Score was used in a linear mixed model. The EOS group had a significant cognitive stagnation or deterioration from T1 to T2 compared to HC. However, the EOS group had the most positive change from T2 to T3, supporting a stable level of cognitive performance over the 25 year span. BGB-283 The ADHD group improved or had similar development as the HC group from T1 to T2. They continued to improve significantly compared to the HC group from T2 to T3. Individuals in the EOS group performed more impaired on the cognitive composite score compared to the HC group and the ADHD group at all three time points. Results might indicate a neurodevelopmental pathway of EOS with subnormal cognitive development specific in adolescence. In comparison, the ADHD group had a more consistent cognitive maturation supporting a maturational delay hypothesis of ADHD.Studies regularly show that an age-based stereotype threat impairs older adults' performance on memory tasks. Results regarding stereotype threat effects on false memories are less clear. Some studies suggest that education may moderate the relationship between an age-related stereotype threat and episodic memory performance in older adults. The present study aimed at examining the moderating role of education on the relationship between perceived stereotype threat (PST) and false memories in older adults. With this aim, 82 adults between 60 and 70 years of age performed a Deese-Roediger-McDermott (DRM) task followed by a free recall test and completed questionnaires assessing both their perception of an age-based stereotype threat and their education level. Regression analyses showed no effect of PST on the production of critical lures. However, as was expected, our results showed that in higher educated older adults, as the perception of stereotype increases, the production of critical lures increases. These results confirm the moderating role of education and highlight its key role in the relationship between the age-based stereotype threat and older adults' susceptibility to false memories.Reputation is a key component in social interactions of group-living animals and appears to play a role in the establishment of cooperation. Animals can form a reputation of an individual by directly interacting with them or by o