Three last letters identify most female first names

The last spelled letter often indicates the sex of first names. Most female names end with the last letter a, e, or i. Female names are distinctive and therefore easy to identify because of the small number of predominantly female endings. Most male names end with one of 19 last letters. Two last letters, h and y, occur with similar frequency for both sexes. The cultural tradition of higher status for men contributes to the avoidance of predominantly female last letters for male names. A female name with a predominantly male last letter therefore occurs more often than a male name with a predominantly female last letter. The findings were obtained from the 500 most frequent first names given to males and females in Pennsylvania in 1990.     

‘Who would take whose name?’ Accounts of naming practices in same‐sex relationships

The practice of a woman assuming her husband's last name upon marriage is a deeply embedded norm in some countries. Whether or not individual heterosexual couples reproduce or resist this practice, it provides a context for making decisions about marital names. No conventions, other than heteronormative ones, govern naming practices in same‐sex relationships and families, but very little is known about name changing in these contexts. This paper reports an exploratory qualitative study of the ways in which 30 lesbians and gay men in committed relationships made meaning of name changing and keeping. Only one participant reported changing her last name, some considered name changing a future possibility, but most had no plans to change their name. The lack of conventions regarding naming in same‐sex families created a dilemma for some participants—who would take whose name? Many participants did not want to entirely give up their name, thus a hyphenated last name was the most popular option for those contemplating a name change. Accounts of name changing centred on doing/being family. This was also a theme in accounts of name keeping, along with maintaining a continuity of personal and professional identity, avoiding hassle, complications and confusion and resisting heteronormativity. The findings are discussed in relation to other research on naming in same‐sex families and research on heterosexual marital naming practices. Copyright © 2008 John Wiley & Sons, Ltd.     

Preschoolers' knowledge about the appearance of proper names

Preschoolers' knowledge of the appearance of proper names was tested in three experiments with 25 boys and 22 girls from low-income families. Children from a Head Start program, whose parents signed a permission letter, participated. Their ages ranged from 3 yr. 6 mo. to 5 yr. 6 mo. (M = 52.2 mo., SD = 4.9). When shown consonant-vowel-consonant trigrams such as Rit or baF or dEg with various capitalization patterns, the children showed a tendency to recognize that CVC trigrams with the first letter capitalized or all letters capitalized were the ones most likely to represent a person's name. When their own names were substituted, which typically contained more than three letters, their performance was markedly better. Children also had a strong tendency to consider trigrams of Latin letters as more likely to be a person's name than trigrams of non-Latin characters (e.g., Sanskrit).     

“Equal access” without “establishing” religion: The necessity for assessing social perspective-taking skills and institutional atmosphere

We concur withMoshman (1990) that in public high schools there should be unimpeded religious freedom if an empirical assessment shows students have the proficiency to evaluate and freely choose religious systems and practices and to discern attempts by authorities to establish a religion. We differ with Moshman,however, regarding (a) the relative importance of a school's ethical, moral and political climate in influencing the exercise of free religious and political choice; (b) his focus on religious over political freedoms; (c) what kinds of proficiencies need to be assessed; (d) how to assess these proficiencies; (e) his claim that that the reasoning ability of high school and college students is similar; and (f) the manner in which decisions permitting religious clubs in high schools should be made. Reasoning proficiency must be assessed in high school, as well as post-high school, populations of students, teachers, and administrators using a social perspective-taking task with establishment of a religion content. A school's institutional atmosphere must be assessed.     

The name letter effect: Attachment to self or primacy of own name writing?

Bulgarian students who first learned to write in the Cyrillic alphabet prefer own name letters in the Cyrillic but also in the Roman alphabet, with which they became acquainted only many years later. These findings which are intra-individually correlated, support Nuttin S interpretation of the Name Letter Effect in terms of attachment to self and contradict a ‘primacy of own name writing’ explanation.     

Why Susie sells seashells by the seashore: implicit egotism and major life decisions

Because most people possess positive associations about themselves, most people prefer things that are connected to the self (e.g., the letters in one's name). The authors refer to such preferences as implicit egotism. Ten studies assessed the role of implicit egotism in 2 major life decisions: where people choose to live and what people choose to do for a living. Studies 1-5 showed that people are disproportionately likely to live in places whose names resemble their own first or last names (e.g., people named Louis are disproportionately likely to live in St. Louis). Study 6 extended this finding to birthday number preferences. People were disproportionately likely to live in cities whose names began with their birthday numbers (e.g., Two Harbors, MN). Studies 7-10 suggested that people disproportionately choose careers whose labels resemble their names (e.g., people named Dennis or Denise are overrepresented among dentists). Implicit egotism appears to influence major life decisions. This idea stands in sharp contrast to many models of rational choice and attests to the importance of understanding implicit beliefs.     

Effect of Server's “Thank You” and Personalization on Restaurant Tipping1

Servers in restaurants frequently use the tactic of writing “thank you” on the backs of checks before delivering them to dining parties. Servers also frequently personalize their interaction with dining parties by signing their first name below the gratitude message. The effectiveness of these tactics in increasing tips was examined. In a field experiment conducted in an upscale restaurant in a large Northeastern city, a server wrote on the backs of the checks either nothing, “thank you,” or “thank you” plus her first name. The addition of “thank you” increased tip percentages, although personalization by adding her first name had no effect. It was concluded that the commonly employed low-cost tactic of expressing gratitude to customers by writing “thank you” on the check can produce a worthwhile return.     

Absence of a cross-modal “suffix effect” in short-term memory

Three experiments are reported involving the presentation of lists of either letters or digits for immediate serial recall. The main variable was the presence or absence of a suffix-prefix, an item (tick or cross) occurring at the end of the list which had to be copied before recall of the stimulus list. With auditory stimuli and an auditory suffix-prefix there was a large and selective increase in the number of errors on the last few serial positions—the typical “suffix effect”. The suffix effect was not found with auditory stimuli and a visual suffix-prefix nor with a visual stimulus and an auditory suffix-prefix. These results are interpreted as supporting a model for short-term memory proposed by Crowder and Morton (1969) in which it is suggested that with serial recall information concerning the final items following auditory presentation has a different, precategorical, origin from that concerning other items.     

Collaborative Questioning through Digital Media: A Strategy for Catalyzing Student Research “Conversations”

Research begins with good questions. Undergraduate students often struggle with research projects because they do not know how to pose good research questions. This note describes a teaching strategy that is collaborative and digital, and enables students to practice asking research questions and acquire skills for evaluating them collectively. Working in groups and through a digital medium, students query each other's research interests and, in turn, inhabit the kinds of conversational practices that characterize authentic scholarly discourse.     

Moniker maladies: when names sabotage success

In five studies, we found that people like their names enough to unconsciously pursue consciously avoided outcomes that resemble their names. Baseball players avoid strikeouts, but players whose names begin with the strikeout-signifying letter K strike out more than others (Study 1). All students want As, but students whose names begin with letters associated with poorer performance (C and D) achieve lower grade point averages (GPAs) than do students whose names begin with A and B (Study 2), especially if they like their initials (Study 3). Because lower GPAs lead to lesser graduate schools, students whose names begin with the letters C and D attend lower-ranked law schools than students whose names begin with A and B (Study 4). Finally, in an experimental study, we manipulated congruence between participants' initials and the labels of prizes and found that participants solve fewer anagrams when a consolation prize shares their first initial than when it does not (Study 5). These findings provide striking evidence that unconsciously desiring negative name-resembling performance outcomes can insidiously undermine the more conscious pursuit of positive outcomes.     

Narcissism beyond Gestalt and awareness: The name letter effect

‘Mere belongingness to self’ is tested as a sufficient condition for the enhancement of the attractiveness of visual letter stimuli. Experimental evidence is presented that, independent of visual, acoustical, aesthetic, semantic and frequency characteristics, letters belonging to own first and/or family name are preferred above not-own name letters. The effect is obtained in the absence of awareness of the Gestalt of any name, thus challenging current understanding of fundamental affective processes.     

Affective consequences of mere ownership: The name letter effect in twelve European languages

The hypothesis is tested that mere ownership of an object is a sufficient condition to enhance its likelihood to become one of the most attractive items of the entire set of similar objects. Evidence is presented that isolated visual letter stimuli belonging to one's own name are more often ranked among the six most preferred letters of the entire alphabet than identical not-own name letters. Across 12 different European languages, an (own) name letter effect was found for (initial and/or not-initial) letters belonging to own first and/or family name. The fundamental theoretical relevance of the effect is outlined as well as its heuristic value for research on individual versus collective ownership and on affective asymmetry. A cross-lingual analysis of the six least preferred letters-while also confirming the mere ownership hypothesis-calls for a critical reformulation of Zajonc's mere exposure theory.     

Effects of gaze, touch, and use of name on evaluation of “Engaged” couples

Videotapes were made of actors playing the role of engaged couples in an ostensible interview with a research psychologist. Couples either gazed at each other or did not gaze, used each other's name five times or not at all, and touched each other or did not touch. The videotaped interviews were shown to groups of introductory psychology students for ratings on ten polar adjective scales. Gaze proved to be the most important variable, with gazing couples rated significantly more positively than non-gazing couples on all dimensions. Touching couples were rated more favorably than non-touching couples and name using couples received less favorable ratings than non-name using couples. Results of the study were related to equilibrium theory and discussed within the framework of other research relating nonverbal variables to interpersonal attraction.     

Difficulty and familiarity norms for 192 single-solution word fragments

Normative data are presented for the probability of successfully completing 192 single-solution word fragments. Normative data on the familiarity of college students with the solution words are also given, along with estimates of word frequency from existing norms. Regression analyses were performed in order to predict fragment completion difficulty from familiarity, frequency, and several structural characteristics of the fragments. Familiarity, whether or not first and/or last letters appeared in the fragment, and the ratio of letters to missing letters in the fragment were included in the regression equation as significant predictors of difficulty for this fragment set.     

Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill

Preschool-age children (N = 58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children’s phonological processing skills. Consistent with past research, children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds regardless of phonological processing skills. Only children with higher phonological skills showed a similar effect in the control condition. Practical implications are discussed.     

“Cyber” Barth

This article describes a study of the theology of Karl Barth carried out by four students at Memphis Theological Seminary who used the Internet and e-mail in addition to other means for learning. Dr. Donald K. McKim taught the class and here describes the way in which the class was structured, how students used the World Wide Web, a Newsgroup in which students participated, and their use of e-mail to amplify discussion. McKim indicates the advantage of using these resources which introduced students to a “new world” of media and unique resources, linked them with others throughout the world who also had an interest in Barth, and provided an enhanced means of communication for the students with each other and with the professor. He also provides further reflections about the experience in relation to seminary teaching.     

Letter names and phonological awareness help children to learn letter-sound relations

Two experimental training studies with Portuguese-speaking preschoolers in Brazil were conducted to investigate whether children benefit from letter name knowledge and phonological awareness in learning letter-sound relations. In Experiment 1, two groups of children were compared. The experimental group was taught the names of letters whose sounds occur either at the beginning (e.g., the letter /be/) or in the middle (e.g., the letter /‘eli/) of the letter name. The control group was taught the shapes of the letters but not their names. Then both groups were taught the sounds of the letters. Results showed an advantage for the experimental group, but only for beginning-sound letters. Experiment 2 investigated whether training in phonological awareness could boost the learning of letter sounds, particularly middle-sound letters. In addition to learning the names of beginning- and middle-sound letters, children in the experimental group were taught to categorize words according to rhyme and alliteration, whereas controls were taught to categorize the same words semantically. All children were then taught the sounds of the letters. Results showed that children who were given phonological awareness training found it easier to learn letter sounds than controls. This was true for both types of letters, but especially for middle-sound letters.     

A different look at perceptual defense for taboo words

Hober has concluded from previous work that meaningfulness, frequency, and related stimulus variables directly affect the clarity of letters of words. To examine whether the letters of taboo words would be harder to see, 12 taboo words were matched in length to 12 very frequent and 12 very rare neutral words. Each word was shown an unpredictable number of times. Three groups of 8 Ss each were required, respectively, either to name the letters they saw on each flash, name the letters and then guess the word, or guess the word only. While no differences were found among the three groups, the clarity of the letters of the frequent words exceeded that for the rare words, which in tum was higher than that of the taboo words. This difference was apparent on even the first flash, supporting the interpretation of a perceptual defense effect.     

Statistical patterns in children’s early writing

Many theories of spelling development claim that before children begin to spell phonologically, their spellings are random strings of letters. We evaluated this idea by testing young children (mean age = 4 years 9 months) in Brazil and the United States and selecting a group of prephonological spellers. The spellings of this prephonological group showed a number of patterns that reflected things such as the frequencies of letters and bigrams in children’s language. The prephonological spellers in the two countries produced spellings that differed in some respects, consistent with their exposure to different written languages. We found no evidence for reportedly universal patterns in early spelling such as the idea that children write one letter for each syllable. Overall, our results reveal that early spellings that are not phonological are by no means random or universal and preserve certain patterns in the writing to which children have been exposed.     

How to administer the Initial Preference Task

Individuals like their name letters more than non‐name letters. This effect has been termed the Name Letter Effect (NLE) and is widely exploited to measure implicit (i.e. automatic, unconscious) self‐esteem, predominantly by means of the Initial Preference Task (IPT). Methodological research on how to best administer the IPT is, however, scarce. In order to bridge this gap, the present paper assessed the advantages and disadvantages of different types of IPT administrations with two meta‐analyses (k = 49; N = 11,514) and a follow‐up experiment (N = 449). As a result, a new type of administration is recommended which (1) treats the effects of the first and the last name initials separately, (2) uses a duplicate administration for reliability reasons, (3) uses the likability as well as the attractiveness item wording and (4) exploits not only letters but also numbers (i.e. birthday number effect) to measure implicit self‐esteem. Copyright © 2011 John Wiley & Sons, Ltd.