LESSONS FOR RESEARCHERS AND FUNDING AGENCIES FROM HURRICANE KATRINA: A RESEARCH NOTE FROM MISSISSIPPI

We surveyed National Science Foundation (NSF)-funded research in Mississippi to determine the economic extent of research damage and delays due to Hurricane Katrina. While several facilities were physically damaged, we found that the largest effects were time delays and missed opportunities. While psychological factors were not part of the original economic impact study, it became clear that they played an important role. Specifically, the Principal Investigator's (PI's) attitude of “just another delay” was one cultural barrier to fully accounting for the cost of these research delays. We concluded that Principal Investigators, with the assistance of funding agencies, should be better trained to measure time and opportunity costs associated with their research, so future disaster recovery efforts can more fully address those needs.     

Video Deficit in Toddlers’ Object Retrieval: What Eye Movements Reveal About Online Cognition

The purpose of this study was to determine whether toddlers exhibit different eye‐movement patterns when watching real events versus video demonstrations in an object‐retrieval task. Twenty‐four‐month‐olds (N = 36) searched for a sticker on a felt board after watching an experimenter hide it behind a felt object in person or via video. Eye movements during the hiding event were recorded. Compared to those watching in‐person events, children watching video spent more time looking at the target location overall, yet they had relatively poor search performance. Visual attention to the target location predicted search performance in the video condition only; children who watched in‐person hiding events had high success rates even if they paid relatively little visual attention to the correct location. Findings are consistent with the hypothesis that toddlers process information more quickly for in‐person (versus video) events, enabling them to learn as well (or better) despite relatively low selective attention. Thus, relatively poor encoding, as well as memory retrieval, may underlie the video deficit.