Word form encoding in mandarin Chinese typewritten word production: Evidence from the implicit priming task

Employing the implicit priming task, we examined whether Chinese words that shared the initial onset consonant could be typed, using the phonetic-based method (called zhuyin), with faster response times than words that did not share the initial onset consonant. We also examined the effect of sharing the initial tonal syllable. A significant onset preparation effect and a significant syllable preparation effect were both observed. The latter was found to vary linearly with the number of segments in the syllable. The slope of 63 ms was similar to the 70-ms onset effect, suggesting that the syllable effect was segment-based. The results contrasted with the lack of an onset effect previously reported for speaking, and were interpreted as supporting the output constraint hypothesis which states that the kind of outputs a production system is designed to produce (speaking vs. typing) can flexibly and adaptively alter the way the system is organized and operates.     

A prey chamber for the experimental analysis of raptor hunting

A chamber is described for use with raptorial birds and live prey. The chamber is equipped with visual and physical access doors and is designed to be operated in conjunction with an instrumented perch and electromechanical programming equipment. The search, detection, pursuit, and capture components of a hunting episode are separable with this system; participation by the raptor in each component can be controlled and measured.     

Sex stereotyping in children's toy advertisements

Forty-eight categories of toys were rated in terms of sex appropriateness by 48 students. A sample of 392 pictures of children with toys in 12 toy catalogs and 538 pictures of children with toys on toy packages in four retail stores was coded according to toy type and sex(es) of children shown. The rated sex stereotype of the toy category proved to be very strongly related to the sex(es) of the children shown with the toy in catalogs (r=.89) and on toy packages (r=.87). Toys rated as moderately sex typed by raters were just as strongly stereotyped in toy advertisements as those rated as strongly sex typed.An earlier version of the paper by Lori A. Schwartz received the Howard W. Odum for the outstanding undergraduate paper of 1983 from the Southern Sociological Society.     

Coding factors in transcription

Two experiments looked at aspects of stimulus grouping by trainee typists and tested for the possibility of response grouping. Manipulating text preview indicated that typing speed declined if the next word was not wholly on display but, conversely, there was little gain if it was displayed much in advance of its being typed. Some of the effect of practice was specific to the words actually typed: words not presented during practice were typed slower than practised ones; others given reinforced practice were typed quicker than the rest. An analysis of response latencies provides evidence that response grouping sometimes occurred.     

Perceptual differences between reading handwritten and typed words

Perceptual differences between reading handwritten and typed words were investigated in a series of three experiments. In the first two experiments, a Sternberg memory search paradigm was employed, with either typed or handwritten probes. The reaction time to classify handwritten probes was slower than for typed probes, but memory search took place at the same rate for both kinds of probe. In the third experiment, the latencies for naming the written and typed words differed by the same amount of time as the overall difference between the same stimuli in the memory search task. These findings indicate that only perceptual processes are differentially affected by the differences between typed and written words. Furthermore, in these tasks the independence of encoding and memory search makes it unlikely that processes of perceptual indentification use expectations or analysis-by-synthesis based on the information in immediate memory     

Preferences for ‘Gender‐typed’ Toys in Boys and Girls Aged 9 to 32 Months

Many studies have found that a majority of boys and girls prefer to play with toys that are typed to their own gender but there is still uncertainty about the age at which such sex differences first appear, and under what conditions. Applying a standardized research protocol and using a selection of gender‐typed toys, we observed the toy preferences of boys and girls engaged in independent play in UK nurseries, without the presence of a parent. The 101 boys and girls fell into three age groups: 9 to 17 months, when infants can first demonstrate toy preferences in independent play (N = 40); 18 to 23 months, when critical advances in gender knowledge occur (N = 29); and 24 to 32 months, when knowledge becomes further established (N = 32). Stereotypical toy preferences were found for boys and girls in each of the age groups, demonstrating that sex differences in toy preference appear early in development. Both boys and girls showed a trend for an increasing preference with age for toys stereotyped for boys. Theoretical implications of the findings are discussed with regard to biological predispositions, cognitive development and environmental influences on toy preference. Copyright © 2016 John Wiley & Sons, Ltd.     

Sex-role orientation,behavioral adaptability and personal adjustment

Bem's Sex-Role Inventory was used to classify 111 college men and women into masculine, feminine, androgynous, and undifferentiated sex-role categories. Subjects were tested for emotional expressivity (feminine task), assertiveness (masculine task), and personal integration. Sex typed and cross-sex typed subjects performed well only on those tasks which were congruent with their measured sex role. Androgynous subjects exhibited the greatest behavioral adaptability, performing well on both masculine and feminine tasks; undifferentiated subjects performed poorly on both tasks, but particularly so on sex-reversed tasks. Thus, behavioral flexibility was shown to derive from strong identifications with both masculine and feminine roles (androgyny) rather than from a simple lack of identification with either role. In addition, contrary to previous findings that masculine-typed women are better adjusted than feminine-typed women, androgynous and sex typed subjects both scored high in personal integration, with cross-sex typed subjects of both sexes scoring as low as undifferentiated subjects.     

Studies of nervous system sensitivity in children with learning and attention disorders

Clinically referred children, diagnosed as having learning or attention disorders, with or without hyperactivity, were found to vary widely on a measure of nervous system sensitivity recommended by the Pavlovian investigator Vasilev. That is, the children were contrasted on their mean press and release reaction times (RTs) to four tones, ranging from soft (55 db) to very loud (100 db), with the expectation that some would be able to maintain a parallel separation of press and release RT gradients across all intensity levels (strength), whereas others would show convergence or overlap of the gradients at higher intensities (weakness). Contrary to expectation, girls did not have weaker or more sensitive nervous systems than boys, although the girls rated themselves as less tolerant of intense stimuli. Significantly more of the children diagnosed as hyperactive had weaker nervous systems. The boys also participated in a blind crossover study contrasting placebo and methylphenidate effects; the prescribing physician, who was not informed of the child’s nervous system classification, adjusted the dosage levels so that subjects with weaker nervous systems were titrated at higher dosage levels than those with stronger nervous systems. Gray (1964) suggested an explanation of this paradox, i.e., that the weak nervous system requires a more intense stimulus than the strong to reach the threshold of concentration (or focused attention), whereas for other thresholds the strong requires a more intense stimulus than the weak. Gray’s theory was further supported by the finding that children typed as weak (unmedicated) did not show as great facilitation in RT with reward (moderate stimulus) as did those typed as strong.     

A simple tachistoscope for student labs

An inexpensive tachistoscope for student labs is described that utilizes a camera shutter to control exposure duration and a potentiometer to vary light intensity. Stimuli can be drawn or typed on 3 x 5 index cards.     

The effects of sex,self gender type,and partner's gender type on interpersonal adjustment during a first encounter: androgynous and stereotypically sex‐typed couples

The present study compared the effects of sex, self gender type, and partner's gender type on interpersonal adjustment during a 5‐min first encounter of androgynous and stereotypically sex‐typed couples. The 52 subjects were assigned to one of four mixed‐sex couple types: sex‐typed male and female (MF); sex‐typed male and androgynous female (MA); androgynous male and sex‐typed female (AF); and androgynous male and female (AA). Questionnaires (the State‐Trait Anxiety Inventory, and Iceberg Profile) and subjects' behaviors during the interaction were assessed. These data were analyzed by sex, self gender type and partner's gender type using a 2 × 2 ×2 analysis of variance. Our hypothesis that androgynous individuals may have better interpersonal relationships was supported by some of our findings. Androgynous individuals may have better interpersonal adjustment.     

Simon-type effects: chronometric evidence for keypress schemata in typewriting

In 4 experiments, chronometric evidence for keypress schemata in typing was sought by presenting stimuli to be typed in positions that were displaced from a central fixation point. Reaction times were shorter when stimulus positions corresponded to keyboard locations of the letters to be typed, suggesting that position was an important part of the internal representation of the response. Experiment 1 presented single letters left and right of fixation. Experiment 2 presented single letters above and below fixation. Experiment 3 presented words left and right of fixation and found evidence of parallel activation of keypress schemata. Experiment 4 found no effect of the eccentricity of the keyboard locations and responding fingers, suggesting that response-location codes are categorical, not metric. The results are consistent with D. E. Rumelhart and D. A. Norman's (1982) theory of typewriting.     

癫痫预测方法的分析与研究

癫痫预测目的有两个从技术的层面去理解癫痫发作的机理,并对癫痫发作进行测量和改善,探索引发癫痫发作的周期性及先兆;开发出可靠的“癫痫发作前预警及治疗装置”。癫痫预测的主要研究方法有频域分析方法;时序分析方法;智能系统工程方法;非线性动力学方法。目前,越来越多的研究集中在非线性动力学的方法上,且来自多种方法的很多证据证明癫痫可以预测。     

Effect of Gender-Role Orientation of Primiparous Mothers on Their Cognitive Appraisals,Coping Strategies,and Mood Postpartum

Cognitive appraisals of mothering as a challenge and threat, coping strategies, affect balance, and depression were studied in 91 married gender-typed, cross-gender typed, and androgynous primiparous middle-class Israeli mothers of infants aged 3–5 months. The results indicated that gender-typed and androgynous women had significantly higher challenge scores and lower threat scores than did cross-gender typed women. With regard to coping strategies, gender-typed and androgynous women used more support-seeking than did cross-gender typed women. Gender-typed women also used less problem-focused strategy and more emotion-focused strategy than did cross-gender typed women. Gender-typed and androgynous women manifested more positive affect balance and less depression than did the cross-gender typed women.     

AN EXPERIMENTAL ANALYSIS OF FACILITATED COMMUNICATION

We evaluated the authorship of messages produced through facilitated communication by 7 adults with moderate or severe mental retardation and their facilitators. The clients had been reported to be communicating fluently through facilitated communication. We controlled the facilitators' access to information to be communicated in two evaluation formats, naming pictures and describing activities. In both formats we conducted three conditions: (a) the facilitator and client had access to the same information, (b) the facilitator did not have access to the picture or activity, and (c) the facilitator was given false information about the picture or activity. The results showed that the clients typed the correct answer only when the facilitator had access to the same information, never typed the correct answer when the facilitator had no information or false information, and typed the picture or activity presented to the facilitator when it was different from the one experienced by the client. These results provide unequivocal evidence for facilitator control of typing during facilitated communication.     

Embodied preference judgments: can likeability be driven by the motor system?

Can covert sensorimotor simulation of stimulus-relevant actions influence affective judgments, even when there is no intention to act? Skilled and novice typists picked which of two letter dyads they preferred. In each pair, one dyad, if typed using standard typing methods, would involve the same fingers (e.g., FV); the other would be typed with different fingers (e.g., FJ). Thus, if typed, dyads of the former kind should create more motor interference than dyads of the latter kind. Although individuals could not explain how the dyads differed, skilled typists preferred those typed with different fingers. Novices showed no preference. Moreover, a motor task performed while making dyad preference judgments attenuated skilled typists' preference--but only when the motor task involved the specific fingers that would be used to type the dyads. These findings suggest that in skilled typists, perceiving letters prompts covert sensorimotor simulation of typing them, which in turn influences affective judgments about this information.     

Memory load as a cognitive antidote to performance decrements in data entry

In two experiments, subjects trained in data entry, typing one 4-digit number at a time. At training, subjects either typed the numbers immediately after they appeared (immediate) or typed the previous number from memory while viewing the next number (delayed). In Experiment 2 stimulus presentation time was limited and either nothing or a space (gap) was inserted between the second and third digits. In both experiments after training, all subjects completed a test with no gap and typed numbers immediately. Training with a memory load improved speed across training blocks (Experiment 1) and eliminated the decline in accuracy across training blocks (Experiment 2), thus serving as a cognitive antidote to performance decrements. An analysis of each keystroke revealed different underlying processes and strategies for the two training conditions, including when encoding took place. Chunking (in which the first and last two digits are treated separately) was more evident in the immediate than in the delayed condition and was exaggerated with a gap, even at test when there was no gap. These results suggest that such two-digit chunking is due to stimulus encoding and motor planning processes as well as memory, and those processes transferred from training to testing.     

Dominance: Another Facet of Type A1

Aggression, but not dominance, is typically used as a criterion for the assessment of Type A behavior. This study proposed and demonstrated that nonaggressive dominance, defined as interpersonal resistance or persistence in efforts to control a competitive situation, is associated with Type A behavior for both males and females. Forty males and 35 females typed with the Jenkins Activity Survey participated in a revised version of the classic Deutsch and Krauss (1960) competition paradigm. Both A males and females were more dominant than their respective Type B counterparts. Type A males were not different from Type A females in persistence, nor were Type B males different from Type B females. Female Type A's were more resistant to their competitor's efforts at controlling the situation than were their Type B counterparts. Male Type A's did not differ from their Type B counterparts in resistance. The implications of these results in further elucidating the mechanisms underlying the relationship between Type A and pathophysiologic health hazards are discussed.     

Does number data entry rely on the phonological loop?

Two experiments investigated effects of articulatory processing on number data entry. Participants entered four‐digit numbers presented as either words or numerals on a keyboard, either under an articulatory condition or in silence. In Experiment 1, the articulatory condition was articulatory suppression; in Experiment 2, it was vocalisation. In Experiment 1, the articulatory suppression group typed initial digits faster than the silent group, but for subsequent digits, the opposite pattern occurred at least with word stimuli. In Experiment 2, the silent group typed initial digits faster but typed subsequent digits somewhat slower than the vocalisation group. Thus, articulation of numbers, which promotes entry into the phonological loop of working memory, retards processing of initial digits but enhances processing of subsequent digits.     

Does it really matter whether students' contributions are spoken versus typed in an intelligent tutoring system with natural language?

There is the question of whether learning differs when students speak versus type their responses when interacting with intelligent tutoring systems with natural language dialogues. Theoretical bases exist for three contrasting hypotheses. The speech facilitation hypothesis predicts that spoken input will increase learning, whereas the text facilitation hypothesis predicts typed input will be superior. The modality equivalence hypothesis claims that learning gains will be equivalent. Previous experiments that tested these hypotheses were confounded by automated speech recognition systems with substantial error rates that were detected by learners. We addressed this concern in two experiments via a Wizard of Oz procedure, where a human intercepted the learner's speech and transcribed the utterances before submitting them to the tutor. The overall pattern of the results supported the following conclusions: (1) learning gains associated with spoken and typed input were on par and quantitatively higher than a no-intervention control, (2) participants' evaluations of the session were not influenced by modality, and (3) there were no modality effects associated with differences in prior knowledge and typing proficiency. Although the results generally support the modality equivalence hypothesis, highly motivated learners reported lower cognitive load and demonstrated increased learning when typing compared with speaking. We discuss the implications of our findings for intelligent tutoring systems that can support typed and spoken input.