Cerebral asymmetry in the perception of American sign language.

American Sign Language (ASL) offers a valuable opportunity for the study of cerebral asymmetries, since it incorporates both language structure and complex spatial relations: processing the former has generally been considered a left-hemisphere function, the latter, a right-hemisphere one. To study such asymmetries, congenitally deaf, native ASL users and normally-hearing English speakers unfamiliar with ASL were asked to identify four kinds of stimuli: signs from ASL, handshapes never used in ASL, Arabic digits, and random geometric forms. Stimuli were presented tachistoscopically to a visual hemifield and subjects manually responded as rapidly as possible to specified targets. Both deaf and hearing subjects showed left-visual-field (hence, presumably right-hemisphere) advantages to the signs and to the non-ASL hands. The hearing subjects, further, showed a left-hemisphere advantage to the Arabic numbers, while the deaf subjects showed no reliable visual-field differences to this material. We infer that the spatial processing required of the signs predominated over their language processing in determining the cerebral asymmetry of the deaf for these stimuli.     

Visual-spatial processing in deaf brain-damaged signers

Sign language displays all the complex linguistic structure found in spoken languages, but conveys its syntax in large part by manipulating spatial relations. This study investigated whether deaf signers who rely on a visual-spatial language nonetheless show a principled cortical separation for language and nonlanguage visual-spatial functioning. Four unilaterally brain-damaged deaf signers, fluent in American Sign Language (ASL) before their strokes, served as subjects. Three had damage to the left hemisphere and one had damage to the right hemisphere. They were administered selected tests of nonlanguage visual-spatial processing. The pattern of performance of the four patients across this series of tests suggests that deaf signers show hemispheric specialization for nonlanguage visual-spatial processing that is similar to hearing speaking individuals. The patients with damage to the left hemisphere, in general, appropriately processed visual-spatial relationships, whereas, in contrast, the patient with damage to the right hemisphere showed consistent and severe visual-spatial impairment. The language behavior of these patients was much the opposite, however. Indeed, the most striking separation between linguistic and nonlanguage visual-spatial functions occurred in the left-hemisphere patient who was most severely aphasic for sign language. Her signing was grossly impaired, yet her visual-spatial capacities across the series of tests were surprisingly normal. These data suggest that the two cerebral hemispheres of congenitally deaf signers can develop separate functional specialization for nonlanguage visual-spatial processing and for language processing, even though sign language is conveyed in large part via visual-spatial manipulation.     

Sign-based short-term coding of American Sign Language signs and printed English words by congenitally deaf signers

A short-term serial recall task consisting of lists of five American Sign Language signs and lists of five printed English words was administered to eight congenitally deaf subjects. For both modes of presentation, the stimuli in a given list were (1) high in phonological relatedness, (2) high in cherological relatedness (i.e., they were similar in terms of the formational attributes of their sign-equivalents), or (3) low in both phonological and cherological similarity (control). For both modes of presentation, recall accuracy was significantly lower on cherologically related lists than on both phonologically related lists and control lists. Phonologically related lists did not differ significantly from control lists. These results suggest the possibility that ways of looking at human memory which rely on a preference for phonological coding in short-term memory processes may reflect the audiocentricity of the experimenter rather than the inherent nature of such processes.     

Event-related potential studies of cerebral specialization during reading: I. Studies of normal adults

A number of methodological features were incorporated in a paradigm designed to maximize the likelihood of finding reliable event-related potential (ERP) signs of functional specializations between and within the cerebral hemispheres. Every subject was more accurate in identifying words presented to the right than to the left visual field. The morphology of the ERPs elicited by these words varied considerably as a function of electrode position both within and between the hemispheres. Amplitude asymmetries of ERP components recorded from occipital regions of the two hemispheres varied systematically with the position of the word in the visual field. On the other hand, ERPs from more anterior (temporal and frontal) regions displayed large asymmetries which were in the same direction regardless of the visual field of word presentation. The most prominent such asymmetry was in the negativity in the region 300–500 msec (N410) which was larger in the left than the right hemisphere in every subject. These results demonstrate that in this paradigm which demands specialized language processing ERPs are sensitive to aspects of cerebral organization both within and between the two hemispheres.     

Sex,wage-earner status,occupational level,and job satisfaction

This study attempted to investigate the relationship between wage-earner status, occupational level, and job satisfaction. It was proposed that wage-earner status was a more important determinant of job satisfaction than sex. However, the findings of this study suggested that sex was a more important determinant of job satisfaction than wage-earner status, and occupational level was a better predictor of job satisfaction than either sex or wage-earner status.     

The teacher-pupil interaction scale: An empirical method for analyzing the interactive effects of teacher and pupil behavior

The Teacher-Pupil Interaction Scale was developed for use by educational consultants to provide teachers with systematic data for analyzing and improving the learning of pupils. The scoring protocol provides for the simultaneous rating of sequential teacher-pupil interactions; a single mark is used to designate both teacher and pupil behavior at each five-second interval. Observations of a target pupil are alternated with other pupils in the classroom to serve as a point of comparison with the target pupil and to provide a general assessment of the classroom climate. Using the sequential record of their verbal and nonverbal interactions with students, teachers can pinpoint conditions serving both as antecedents and consequents of current student behavior. Armed with this information, teachers can effect changes in their instructional program to increase the rate of desired behaviors and eliminate or reduce unwanted responses.     

The interactive effects of facial expressions of emotion and verbal messages on perceptions of affective meaning

The influence of facial expressions of emotion on perceptions of affective sentence meaning was investigated by pairing happy, angry, suprised, and sad faces of “teachers” with sentences of varying affective tone. Ninety-five students judged the overall meaning communicated by these paired stimuli. The design allowed exploration of unique facial-verbal combination effects, overall cue integration effects, and sex differences. Clear effects of cue combinations emerged. Perceived sincerity was found to be a function of the consistency of evaluative (positivity) but not dominance cues. Perceived positivity was an interactive function of both evaluative cues and dominance cues. Perceived dominance was affected by the interaction of evaluative cues. The subtleties of cue combination were clarified through open-ended dependent measures. Also, as expected, females were found to be more sensitive than males to verbal-nonverbal cue conflict in perceptions of sincerity. However, no other sex differences were found. The findings were discussed with regard to the need for a firm empirical base upon which to integrate verbal and nonverbal research traditions in the communication of affective meaning.     

The nature of curiosity in children

This study examined several behaviors claimed to reflect curiosity in order to determine whether there are one or more types of curiosity. A secondary purpose was to examine the relations between the one or more types of curiosity and sex, social class, intelligence, achievement level, and ratings of personality traits. In two individual sessions 84 American first-grade boys and girls were administered five tasks which measured observation of complex and simple stimuli, preference of complex and simple stimuli, preference for the unknown, structure of meaning, and object exploration. A normalized Varimax factor analysis allowed the extraction of five factors: manipulatory curiosity, perceptual curiosity, conceptual curiosity, curiosity about the complex, and adjustive-reactive curiosity. Only the first factor was related to a demographic variable, sex. The nature of the factors and their theoretical and practical significance are discussed.     

Persistence of response prevention effects following retraining of escape behavior

This study evaluated the effects of response prevention procedures on the extinction of escape behavior following the reinstatement of shock-escape training prior to the start of extinction. Female hooded rats were assigned to four groups (N = 10) in a factorial design which orthogonally combined response prevention or pseudo-prevention procedures with escape retraining or no retraining procedures. Results showed that prevention reliably impaired shock-escape behavior on early retraining trials; but this effect dissipated completely by the end of retraining. In extinction, prevention reliably facilitated the extinction of escape behavior relative to that of pseudo-prevention controls; but the degree of facilitation was reliably attenuated by retraining procedures. These findings were related to the competing response interpretation of prevention effects.     

Selective attention and changes in clinical state

Thirty inpatients of a psychiatric unit were given the Mini-Mult and a series of auditory selective attention tasks in order to test the hypotheses that (1) impaired attention is related to degree of pathology, and (2) improvement in clinical state leads to improved ability to selectively attend. The results showed that the relationship between the Mini-Mult and the listening tasks is significant only when the subjects had to exclude irrelevant stimuli (interference condition). The results also indicated that the relationship between clinical changes and changes in attentional performance is significant. The findings were discussed in terms of a quantitative theory of attention.     

The motive to avoid success: A further examination

Horner's (1968) “fear of success” study was replicated and expanded. One hundred seventy-seven high school (HS) and college students wrote stories in response to the following cues: “After first-term finals, John (Anne) finds himself (herself) at the top of his (her) medical-school class.” Results indicated similarity of response of HS men, HS women, and college men, all of whom expressed more fear of success imagery in response to the Anne cue than to the John cue. College women did not conform to this pattern.     

The use of expectancy theory in the explanation of turnover in ROTC

A questionnaire was administered to 142 mate students who were enrolled in ROTC and 18 male students who had dropped out of ROTC. Several months later seven of the above 142 subjects dropped out of ROTC. A ratio expectancy theory model was developed from the questionnaire as an operational definition of motivation to remain in ROTC. The results indicated that the 25 dropouts had a significantly lower (p < .001) score on this motivational measure than the 135 subjects who were still enrolled in ROTC, and also that these latter subjects were as strongly attracted to a civilian job as they were to an Army job. The implications of these findings relative to the ability of the Army to attract career officers were discussed.     

The effects of self-monitoring on the expressive display of masculinity-femininity

Do self-monitoring processes influence (1) the correspondence between assessed personality and expressive masculinity-femininity, and (2) the cross-channel consistency (face, body, voice) of expressive masculinity-femininity? To answer these questions, 36 male and 36 females completed the Bem Sex-Role Inventory (BSRI) and Snyder's Self-Monitoring Scale, and then were videotaped as teachers. Five groups of naive judges rated these stimulus subjects on expressive masculinity-femininity, basing their respective ratings on: video pictures and voices, just pictures, just faces, just bodies, or just voices. A sixth group of judges rated subjects on physical attractiveness. The results indicated that judged physical attractiveness was significantly correlated with judged masculinity-femininity, with men being judged more masculine and females more feminine the more attractive they were. BSRI femininity correlated strongly with judged masculinity-femininity, and BSRI masculinity, less so. Finally, self-monitoring did prove to moderate the correspondence between personality and expressive behavior, and the cross-channel consistency of masculinity-femininity cues: however, these moderating effects were different for males and females.     

Sex differences in realization of individual potential for achievement

Data from 4035 participants in Project TALENT were analyzed to examine the extent to which known sex differences in achievement held up when early potential for achievement was contolled. Original TALENT data, consisting of information on socioeconomic background, cognitive abilities, and educational and occupational aspirations, were collected in 1960 when members of the study sample were in Grade 9. Follow-up surveys measuring participants' educational and occupational attainment were conducted at 1, 5, and 11 years after the date of participants' expected graduation from high school. Women had higher high school grades and scored higher on a composite of academic ability tests taken in Grade 9 than did men. However, by 11 years after high school, men had acquired more education and were earning more money on the job. Sex differences in realization of achievement potential were found across all socioeconomic levels. At least part of the reason behind women's relative failure to translate potential into achievement may lie in the greater conflict, for women, between the roles of spouse/parent and the roles of student/worker: variables measuring the onset, duration, and extent of family-related commitments were more strongly related to female than to male realization of potential. Sex differences in achievement grew larger between the 5- and 11-year follow-ups as a greater proportion of women in the study sample became wives and mothers. The widening of the sex gap in achievement during this period was particularly pronounced among the subgroup of individuals who were in the top quartile of potential in Grade 9.