In the Speech-to-Song Illusion, repetition of a spoken phrase results in it being perceived as if it were sung. Although a number of previous studies have examined which characteristics of the stimulus will produce the illusion, there is, until now, no description of the cognitive mechanism that underlies the illusion. We suggest that the processes found in Node Structure Theory that are used to explain normal language processing as well as other auditory illusions might also account for the Speech-to-Song Illusion. In six experiments we tested whether the satiation of lexical nodes, but continued priming of syllable nodes may lead to the Speech-to-Song Illusion. The results of these experiments provide evidence for the role of priming, activation, and satiation as described in Node Structure Theory as an explanation of the Speech-to-Song Illusion.

Objective: To investigate the symptom dimensions of Oppositional Defiant Disorder (ODD; irritability, defiance) and Attention-Deficit/Hyperactivity Disorder (ADHD; inattention, hyperactivity-impulsivity) as predictors of academic performance, depressive symptoms, and peer functioning in middle childhood.Method: Children (N=346; 51% female) were assessed via teacher-report on measures of ODD/ ADHD symptoms at baseline (grades K-2) and academic performance, depressive symptoms, peer rejection, and victimization on 7 occasions over 4 school-years (from K-2 through 3-5). Selfreport and GPA data collected in grades 3-5 served as converging outcome measures. Latent growth curve and multiple regression models were estimated using a hierarchical/sensitivity approach to assess robustness and specificity of effects.Results: Irritability predicted higher baseline depressive symptoms, peer rejection, and victimization, whereas defiance predicted higher baseline peer rejection; however, none of these ODD-related effects persisted 3 years later to grades 3-5. In contrast, inattention predicted persistently poorer academic performance, persistently higher depressive symptoms, and higher baseline victimization; hyperactivity-impulsivity predicted subsequent peer rejection and Correspondence concerning this article should be addressed to Spencer Evans,

These results expand the literature on cognitive factors and glycemic control among patients with T1D. Factors like delay discounting represent potentially modifiable risk factors targetable through interventions.

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Preliminary evidence indicates that affective empathy is differentially related to proactive and reactive functions of aggression. However, additional longitudinal research is needed to understand the potential reciprocal nature of these links. The current study examined the bidirectional associations between affective empathy and proactive and reactive aggression over a 6‐month period during middle childhood, with attention to potential gender differences. Data were collected from 294 elementary school children (52% girls; M = 9.25 years; SD = 0.944 years) and their homeroom teachers. Affective empathy was assessed using self‐reports, and teachers provided ratings of children's functions of aggression. Data were collected during the fall and spring of one academic year. Overall, results suggest some evidence that affective empathy and functions of aggression are reciprocally linked over time. As predicted, Time 1 empathy was inversely associated with Time 2 proactive aggression and Time 1 reactive aggression was inversely associated with Time 2 empathy. Contrary to expectations, Time 1 proactive aggression was marginally positively associated with Time 2 empathy, and Time 1 empathy was not significantly associated with Time 2 reactive aggression. These prospective links did not differ according to gender. Implications and directions for future research are discussed.

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Extant research indicates that peer victimization is an important factor in the development of internalizing symptoms for youth. However, few studies have examined contextual factors that may impact how peer victimization contributes to these symptoms in middle childhood, especially in the form of victimization. The current study evaluated associations between relational and physical victimization and symptoms of depression and anxiety in a sample of third through fifth graders. In addition, the influence of perceived school safety as a moderator of these associations was examined. Findings indicated that relational victimization was more strongly associated with symptoms of both depression and anxiety than physical victimization. Further, low levels of perceived school safety contributed to symptoms of depression and anxiety and exacerbated the associations between relational victimization and these symptoms, particularly for anxiety. Implications for findings are discussed.