A critique of top-down independent levels models of speech production: Evidence from non-plan-internal speech errors

A number of speech errors are examined which are difficult to account for by top-down serial processing models of speech production which hove independent levels of processing. In particular, most of these errors are characterized by the presence of an interfering element which is external to the utterance under current construction. This paper has two main aims: to classify these errors, and to examine the constraints upon them. It is found that phonological similarity between the target and intrusion is a major determinant of error occurrence. The consequences for models of speech production are discussed in a framework consisting of the architecture and control structure of those models. A particular model to account for these data is proposed, consisting of a spreading activation lexical network.     

Passing markers: A theory of contextual influence in language comprehension

Most Artificial Intelligence theories of language either assume a syntactic component which serves as “front end” for the rest of the system, or else reject all attempts at distinguishing modules within the comprehension system. In this paper we will present an alternative which, while keeping modularity, will account for several puzzles for typical “syntax first” theories. The major addition to this theory is a “marker passing” (or “spreading activation”) component, which operates in parallel to the normal syntactic component.     

Cognitive development and locus of control as predictors of preschoolers' understanding of safety and prevention

Preschoolers' cognitive level and locus of control orientation and their parents' locus of control orientation were considered as possible predictors of children's abilities to differentiate between safe and unsafe situations (safety score) and specify preventive measures (prevention score). Individual interviews were conducted with 3- to 6-year-old children enrolled at a daycare center, and their parents completed the Rotter Internal-External Locus of Control and the Accident Locus of Control (ALOC) scales. As hypothesized, children's level of causal reasoning was positively correlated with their safety and prevention scores. A curvilinear relationship was evident relationship existed with prevention score. Fathers' ALOC score was the only parent measure that predicted children's safety score, while none of the parent measures were predictive of children's prevention score. The findings were discussed in terms of safety education programs and directions for future research.     

Speech rate and the development of short-term memory span

Two experiments are reported which examine the effects of word duration on memory span in subjects of different ages. The same linear function relating recall to speech rate (assessed by the speed of repeating words) fits the results of subjects ranging in age from 4 years old to adulthood. It is concluded that developmental increases in short-term memory span can be explained in terms of increases in speech rate and that there is no evidence for an increase in short-term memory capacity. Analyses of the children's speech suggests that increases in speech rate with age reflect increases in the speed of articulation of individual words, rather than any change in the duration of pauses between successive words or changes in coarticulation between words.     

Learning to search: From weak methods to domain-specific heuristics

Learning from experience involves three distinct components—generating behavior, assigning credit, and modifying behavior. We discuss these components in the context of learning search heuristics, along with the types of learning that can occur. We then focus on SAGE, a system that improves its search strategies with practice. The program is implemented as a production system, and learns by creating and strengthening rules for proposing moves. SAGE incorporates five different heuristics for assigning credit and blame, and employs a discrimination process to direct its search through the space of rules. The system has shown its generality by learning heuristics for directing search in six different task domains. In addition to improving its search behavior on practice problems, SAGE is able to transfer its expertise to scaled-up versions of a task, and in one case, transfers its acquired search strategy to problems with different initial and goal states.     

A unifying model for the structure of intellectual abilities

Models of the structure of cognitive abilities suggested by Spearman, Thurstone, Guilford, Vernon and Cattell-Horn are reviewed. It is noted that some of the models include a general intellectual factor (g) while others do not. It is also noted that some models are nonhierarchical, while in others more narrow abilities are subsumed under broader abilities in a hierarchical pattern. An empirical study in which a test battery of 16 tests was administered to some 1000 subjects in the 6th grade is reported. Using the LISREL technique to test different models, good support is obtained for oblique primary factors in the Thurstone tradition as well as for the second-order factors fluid intelligence, crystallized intelligence, and general visualization hypothesized by Cattell and Horn. It is also found, however, that the second-order factor of fluid intelligence i is identical with a third-order g-factor. On the basis of these results a three-level model (the HILI-model) is suggested, with the g-factor at the top, two broad factors reflecting the ability to deal with verbal and figural information, respectively, at the second-order level, and the primary factors in the Thurstone and Guilford tradition at the lowest level. It is argued that most previously suggested models are special cases of the HILI-model.     

The intelligent infant: Theoretical implications

In the present essay, the fact that preferences for visual novelty during infancy are related to later performance on intelligence tests was interpreted to mean that intelligence is continuous from infancy. It was suggested that the bases of both continuity and the general factor in intelligence reside in the same small set of basic cognitive processes. It was also noted that intelligent behavior on the part of the infant raises a question about the relative importance of automatic and effortful processes in intelligence. The development of a valid test of infant intelligence was seen as an aid to clarifying the role of hereditary and environmental influences on intelligence and in furthering our understanding of mental retardation. In brief, the manner in which infants distribute their attention to novel and previously exposed stimuli reveals the origins of cognition. The origins of cognition are the origins of intelligence.     

Race differences and the Spearman hypothesis

Certain published data have been reviewed and new data presented relevant to the so-called Spearman hypothesis concerning the racial differences on cognitive tests of black and white Americans. In the published data, the correlation between the profiles of low socio-economic and high socio-economic status (SES) whites became ?.90 when sex, area of the country, and grade/age were controlled. This nearly mirror-image relationship suggests that the residual across-the-board difference between the two groups is primarily on the general factor in intelligence. In contrast, the same correlation between blacks and the low SES whites was only ?.19. This indicated not only independence of the profiles but the presence of multiple causes of differences in addition to a possible contribution of the general factor. These published interpretations have now been confirmed by obtaining correlations between general factor loadings and the group differences for most of the same tests. For the SES dochotomy in whites this correlation is .86. For blacks and the low SES whites it is .17. When the two distributions of differences are correlated, a value of .42 is obtained. The Spearman hypothesis appears to apply primarily to differences in socio-economic status rather than race. Furthermore, one cannot assume a large genetic component for each set of differences. Nor can one argue that the possibility of a large environmental component for each set indicates common environmental causes.     

Attenuated hypothesis or attenuated test of hypothesis?

After discussing several of the criticisms made by Professor Jensen, it is concluded that the Spearman hypothesis, as currently worded, has been disconfirmed. The near-zero correlation between blacks and low socio-economic status (SES) whites is not an artifact of the methodology. Neither is it a sampling fluke. The logic of sampling error does not apply to the arbitrary selection of intercorrelated tests from an undefined population. It is important also that low and high SES white differences are highly correlate with general factor loadings in a very heterogeneous selection of tests. Research attention should be turned to the difference in outcome of the race and SES comparisons.     

Familiality estimates from restricted samples

In a recent paper here, Benbow, Zonderman, and Stanley (1983) report that the coefficient of regression of offspring IQ on parental IQ is much lower among the gifted than in the population at large. Thus, Benbow, Stanley, Kirk, and Zonderman conclude in a second paper, the gifted resemble their parents less than do people in general. In this paper, I show that this result is an artifact of the particular estimator of the regression coefficient employed by Bendoq, Zonderman, and Stanley. The leastsquares estimator, which they employ, is severely biased downward, if the sample on the dependent variable is restricted to the upper tail of the distribution, and this is precisely the nature of Benbow et al.'s sample. That is to say, in a bivariate normal distribution with constant regression coefficient, samples restricted to values of the dependent variable (here, child's IQ) above a certain value will always produce a lower regression coefficient than unrestricted samples drawn from the entire but same distribution. I introduce an unbiased estimator that can be calculated from the sample statistics reported in the Benbow, Zonderman, and Stanley article and find that the coefficient of regression of gifted child's IQ on parental IQ is, in fact, higher than the regression coefficients reported in the literature for unrestricted samples. That is, Benbow et al.'s data suggest that the gifted in fact resemble their parents more than do persons in general.     

Economic deprivation and the quality of parent-child relations: A trickle-down framework

The trickle-down model of economic activity proposes that changes in economic activity permeate downwards from incentives or disincentives to business, which affect business income, investment, employment, and the absolute and relative economic deprivation of the poor. Within an extended trickle-down framework, this paper examines how these effects trickle further downwards to influence the quality of parent-child relations. Two cases are examined. First, deprivation is discussed as it trickles down to affect the parental image conveyed to children, and in turn perceptions od parents are examined as these predict children's problem behavior. Second, deprivation is discussed as it trickles down to affect parents' psychological well-being and child-rearing capabilities, particularly as manifested by the incidence of child abuse and neglect. The evidence to date converges to indicate that children in general are not necessarily aware of or sympathetic to the plight of those under economic strain. Economic deprivation may exacerbate conflict in the family, diminish children's perceptions of parents, and give rise to problem behavior in boys. Evidence also suggests that deprivation may be an antecedent of poor psychological well-being in adults and child abuse. Possibilities for a “bubble up” model of economic activity are explored together with directions for further research.     

Ethnic group-by-generation interactions in WAIS scores in the Hawaii family study of cognition

This paper is a comparatively small-scale replication of a paper by DeFries, Corley, Johnson, Vandenberg, & Wilson (1982), using that subset of the DeFries subject group that was administered the Wechsler Adult Intelligence Scale (WAIS) and comparing parent vs. offspring performance of Americans of European and of Japanese Ancestry. Like DeFries et al., significant ethnic group-by-generation interactions were obtained in WAIS scores, suggesting the existence of substantial cultural influences on cognitive-test performance.     

Realism,instrumentalism, and the intentional stance

One of Dennett's principal arguments for an instrumentalistic construal of intentional attributions (e.g., attributions of belief, etc.) is that such attributions are environment relative. I argue that one can and should adopt a realist perspective toward such attributions, but accommodate their environmental relativity by treating intentional properties as relational properties. By doing so one acquires a useful perspective on experimental cognitive psychology; in particular, one can overcome the temptation to treat ecological accounts and information processing accounts as incompatible alternatives and come to see them as mutually supportive. Treating intentional properties as relational may be counter-intuitive, but I provide examples of how other sciences have had to treat what seem to be intrinsic properties as relational.     

Sociolinguistic contexts of the preschool

Two studies were conducted to determined the effects of specific learning centers on preschoolers' functional uses of language. In Study 1, preschoolers in three separate same-age classrooms (2-, 3-, and 5-year-olds) were observed on a time sampling scheduling during their free play periods for four weeks. Preschoolers' individual utterances were coded as serving one or more than one function; functions were defined following Halliday. The housekeeping and block centers tended to elicit the most individual and multifunctional utterances. The fantasy play and social interaction among children in these centers were thought to be responsible for this mature use of language.In Study 2, same-age and same-sex dyads from two age groups (4- and 5-year-olds) were observed in experimental settings playing with blocks alone and with dramatic props alone. Both contexts elicited a predominance of imaginative language, though the dramatic context elicited more imaginative language than the blocks. With age, children generated more individual functions and multifunctional utterances.     

Yes-no answering systems in young children

Across the world's languages two quite different systems are used in answering negative questions such as Aren't you going? In English the speaker answers yes or no depending on the speaker's intention about the matter (e.g., Yes, I am going, if the speaker intends to go). In Japanese, the speaker answers yes or no in agreement or disagreement with the literal statement of the question (e.g., No, I am going, if the speaker is going and thus disagrees with the literal form of the question). One purpose of this study was to see which of these linguistic systems is acquired earlier. The other was to see whether the two systems work independently in bilingual children. The data on positive and negative questions from English and Japanese monolingual children showed that the English system is easier to acquire and the data from Japanese-English bilingual children showed that they used the English system to answer Japanese negative questions. The results suggest that the English system is acquired earlier than the Japanese system and that the two systems interact in bilingual children. These results were discussed in terms of sentence verification models.     

Locus of control and persistence in structured and unstructured preschool classrooms

The effect of locus of control and classroom structure on persistence and attention in preschool children was examined. Teachers' ratings of persistence were obtained for 16 children from a relatively structured classroom and for 18 children from a relatively unstructured classroom. Locus of control was measured by administering the Preschool and Primary Nowicki-Strickland Internal-External Scale (Nowicki & Duke, 1974). As predicted, teachers from the structured classrooms rated externally controlled children as more persistent (r=.55, p<.05), while teachers from the unstructured classroom rated internally controlled children as more persistent (r= -.35, p<.10). Practical implications of this line of research for making classroom placement decisions are discussed.