Examining potential gender bias in automated-job alerts in the Spanish market.

Numerous field experiments based on the correspondence testing procedure have documented that gender bias influences personnel selection processes. Nowadays, algorithms and job platforms are used for personnel selection processes because of their supposed neutrality, efficiency, and costs savings. However, previous research has shown that algorithms can exhibit and even amplify gender bias. The present research aimed to explore a possible gender bias in automated-job alerts generated in InfoJobs, a popular job platform in Spain. Based on the correspondence testing procedure, we designed eight matched resumes in which we manipulated the gender of the candidate for two different professional sectors (female-dominated vs. male-dominated) and two different levels of age (24 vs. 38). We examined the 3,438 offers received. No significant differences were observed in the automated-job alerts received by female and male candidates as a function of occupation category, salary, and the number of long-term contracts included in the alerts. However, we found significant differences between the female-dominated and the male-dominated sectors in all the mentioned variables. Some limitations and implications of the study are discussed. The data and materials for this research are available at the Open Science Framework, https://osf.io/kptca/.

PicPsy: A new bank of 106 photographs and line drawings with written naming norms for Spanish-speaking children and adults.

The use of pictures as experimental stimuli is a frequent practice in psychological and educational research. In addition, picture-naming task allows the study of different cognitive processes such as perception, attention, memory and language. Line drawings have been widely used in research to date but it has begun to be highlighted the need for more ecological stimuli such as photographs. However, normative data of a photographic set has not been published yet for use with children. We present PicPsy, a new standardized bank of photographs and matched line drawing. We collected written picture-naming norms for name agreement, unknown responses, alternative names, familiarity and visual complexity. A total of 118 native Spanish-speaking children in grades 3-4 participated in the study. For comparison purposes, 89 adults were also included in the study. Child and adult performance was highly correlated, but we found significant age group differences in all variables examined except for visual complexity. Researchers and teachers could benefit from using the new standardized bank reported here which is published under public domain license. The data and materials for this research are available at the Open Science Framework, https://osf.io/nyf3t/.

Predictors of Reading and Spelling Words Change as a Function of Syllabic Structure in Spanish / Los predictores de la lectura y escritura de palabras varían en función de la estructura silábica en español

We investigated the longitudinal predictors of reading and spelling of words and pseudowords with different syllabic structures in a shallow orthography. Participants were 47 Spanish-speaking children from kindergarten to second grade. Letter knowledge, phonological awareness, and rapid automatized naming were evaluated at the beginning and at the end of the school year, and reading and spelling skills were assessed at the beginning of the following year. Hierarchical multiple regression analysis revealed that letter knowledge was the strongest predictor of reading and spelling words and pseudowords with simple syllables after 6 and 12 months. Phonological awareness predicted reading and spelling stimuli with complex syllables. Mediation analysis confirmed the mediator role of phonological awareness in the relationship between letter knowledge and reading and spelling with complex syllabic stimuli. This research provides longitudinal evidence that the syllabic structure determines the role of letter knowledge and phonological awareness in reading and spelling skills in Spanish. Understanding the knowledge that is key to learning to read and write may lead to improving methods and materials for literacy in Spanish language

Investigamos los predictores longitudinales de la lectura y escritura de palabras y pseudopalabras con diferente estructura silábica en una ortografía transparente. Participaron 47 menores de 3º de Educación Infantil a 2º de Educación Primaria cuya lengua materna era el español. Al principio y al final del año escolar se evaluó el conocimiento de las letras, el conocimiento fonológico y la denominación rápida automatizada y al principio del año siguiente se evaluaron las habilidades de lectura y escritura. Los análisis de regresión múltiple jerárquica revelaron que el conocimiento de las letras fue el predictor más fuerte de la lectura y la escritura de palabras y pseudopalabras con sílabas simples después de 6 y 12 meses. El conocimiento fonológico predijo la lectura y escritura de estímulos con sílabas complejas. El análisis de mediación confirmó el papel mediador del conocimiento fonológico en la relación entre el conocimiento de las letras y la lectura y escritura con estímulos silábicos complejos. Esta investigación proporciona evidencia longitudinal de que la estructura silábica determina el papel del conocimiento de las letras y el conocimiento fonológico en las habilidades de lectura y escritura en español. Comprender qué conocimientos son esenciales para aprender a leer y escribir puede conducir al perfeccionamiento de métodos y materiales de alfabetización en lengua española

Examining the influence of picture format on children's naming responses.

Digital photography has facilitated the use of more ecological stimuli than line drawings as experimental stimuli. However, there is lack of evidence regarding the effect of the picture format on children's naming agreement. The present work investigated whether the format of presentation of the pictures (line drawing or photograph) affects naming task performance in children. Two naming task experiments are reported using 106 concepts depicted both as a photograph and as a matched drawing delineated directly from the photograph. Thirty-eight and thirty-four Spanish-speaking children from 8 to 10 years old participated in Experiment 1 and Experiment 2, respectively. We examined name agreement measures (H index, percentage of modal name, and alternative responses) and subjective scales (familiarity and visual complexity). The results revealed a significant main effect of format in all of the variables except for familiarity, indicating better name agreement indices and higher visual complexity values for the photograph format than for the line drawing format. Additionally, line drawings were more likely to produce alternative incorrect names. The implications of these findings for psychoeducational research and practice are discussed.