A new, brief measure of college students' academic stressors.

Objective: The purpose of this study was to evaluate the psychometric properties of a new measure of academic stressors (the ASM) in college students. Participants: The ASM was given to 677 undergraduate students at three universities along with measures of anxiety/depression, Big Five personality traits, and study skills. Methods: Tests of factorability and an exploratory factor analysis were completed. The internal and test-retest reliability of the measure was also evaluated. Results: The ASM is a concise, valid, and reliable tool for assessing college students' academic stressors. Conclusions: ASM scores predicted anxiety and depression symptoms. Therefore, the ASM can be used by colleges and university to assess students' levels of academic stressors to identify meaningful resources for support.

Evidence for dissociable neural mechanisms underlying inference generation in familiar and less-familiar scenarios.

In this study, we investigated whether the left and right hemispheres are differentially involved in causal inference generation. Participants read short inference-promoting texts that described either familiar or less-familiar scenarios. After each text, they performed a lexical decision on a letter string (which sometimes constituted an inference-related word) presented directly to the left or right hemisphere. Response-time results indicated that hemisphere of direct presentation interacted with type of inference scenario. When test stimuli were presented directly to the left hemisphere, lexical decisions were facilitated following familiar but not following less-familiar inference scenarios, whereas when test stimuli were presented directly to the right hemisphere, facilitation was observed in both familiar and less-familiar conditions. Thus, inferences may be generated in different ways depending on which of two dissociable neural subsystems underlies the activation of background information.

Causal coherence and the availability of locations and objects during narrative comprehension.

The aim of this study was to examine whether locations of objects are encoded and available to the reader at different points in a narrative, depending on their causal relevance. Participants in five experiments read narratives in which the spatial relation between an object and its location either did or did not provide a causal explanation for a later critical event. Object and location target words were presented to the participants immediately before or after the critical event. Speeded recognition response times to target words demonstrated that both locations and objects were reactivated, but only after they became causally relevant. The results suggest that the causal structure of a text can influence the availability of spatial information and that at least some spatial relations are encoded during reading and are available to the reader when they are needed to build coherence.