Maya Angelou's Inaugural Poem

Maya Angelou's performance of her poem On the Pulse of Morning at the inauguration of William Jefferson Clinton as 42nd President of the United States on January 20, 1993, was compared with other poetry and prose performances. Measurements of her pause frequency, pause location, pause duration, phrase length, speech rate, articulation rate, and percentage of pause time all uniquely characterized her performance. Printed versions of Angelou's inaugural poem were also analyzed. Inconsistencies in spelling, punctuation, spacing, and line and stanza breaks, along with additions, omissions, and sequence changes of words and phrases, were found. The poem performed possesses a richness unpredictable from either the extant literature on poetry readings or from Angelou's own printed pages.     

Effects of variable fatigue levels on reaction-time components

The effects of varying fatigue levels on reaction-time components were determined for 20 young, adult males. Each subject squeezed a hand-gripping device until strength decrements of 20, 40, or 60% were recorded; then the subject released his tension and then reacted to an auditory stimulus by gripping as quickly and forcefully as possible. Testing was also conducted under a nonfatigued state, and every subject was tested under all conditions. Total reaction time was divided into (a) a promoter component, the time from the stimulus to an alteration in the EMG of the finger flexors, and (b) a motor component, the time from the change in the EMG to the first sign of tension uptake. Analyses of variance failed to reveal any alterations in either reaction time or promoter time; however, there was a significant (p < .05) elongation of motor time when the muscle was fatigued, with motor time tending to increase linearly as fatigue increased. The results suggest that localized fatigue of this nature is primarily of peripheral (muscular) origin.     

Atypical development of language and social communication in toddlers with Williams syndrome

Williams syndrome (WS) is a genetic disorder which results in an uneven cognitive profile. Despite superior language compared to other syndromes in the phenotypic outcome, toddlers with WS are as delayed in their language onset and early linguistic development as are toddlers with other syndromes. The cause of this delay in WS is as yet unknown. In a series of experiments, we examined whether atypical socio‐interactive precursors to language could contribute to the explanation of the late language onset and atypical developmental pathways observed in WS. Experiment 1 showed that despite superficially good social skills, toddlers with WS were only proficient at dyadic interaction. They were impaired in triadic interaction, essential for the referential uses of language, and showed none of the correlations between socio‐interactive markers and language seen in the typical controls. Experiment 2 focused on the comprehension and production of referential pointing. Again, the WS group was impaired, despite vocabulary levels higher than those of typically developing controls. Finally, Experiment 3 examined fine motor skills. The WS lack of pointing could not be explained in terms of motor impairments, since the WS toddlers were proficient at fine motor control, such as the pincer grip. Overall, our data indicate that the early stages of WS language follow an atypical pathway. The findings challenge the frequent claims in the literature that individuals with Williams syndrome have preserved linguistic and social skills.     

Distinctions Among Stigmatized Groups1

This research investigated how individuals classify and distinguish among stigmatized groups. In Study 1, participants sorted 54 stigmas based on perceived similarity and then provided evaluations. Cluster analysis revealed 7 stigma clusters, including physical disability, mental disability, economically disadvantaged, social deviants, physical appearance, sexual identity, and racial identity. Multidimensional scaling showed that the stigmas differed on dimensions of social undesirability, controllability, and general pity. In Study 2, participants provided evaluation ratings of stigmas across 6 situations. Results confirmed the validity of the 7‐cluster solution.     

Identifying the Function of School Refusal Behavior: A Revision of the School Refusal Assessment Scale

A revision of the School Refusal Assessment Scale (SRAS-R), a measure designed to help clinicians identify the primary function of a child's school refusal behavior, was examined. Changes in the original version of the scale were made to improve psychometric quality and align the measure in accordance with evolutions in the functional model. Two samples of youth with school refusal behavior, in addition to parents and teachers, were evaluated to determine the test-retest and interrater reliability and construct and concurrent validity of the SRAS-R. The scale was found to have good psychometric strength. Implications of these findings for clinicians who address this population are discussed.     

Sentence context modulates visual word recognition and translation in bilinguals

The influence of sentence context constraint on subsequent processing of concrete and abstract cognates and noncognates was tested in three experiments. Target words were preceded by a predictive, high constraint sentence context, by a congruent, low constraint sentence context, or were presented in isolation. Dutch-English bilinguals performed lexical decision in their second language (L2), or translated target words in forward (from L1 to L2) or in backward (from L2 to L1) direction. After reading a high constraint sentence context, cognate and concreteness effects disappeared in lexical decision and strongly decreased in both translation tasks. In contrast, low constraint sentences did not influence cognate and concreteness effects. These results suggest that semantically rich sentences modulate cross-language interaction during word recognition and word translation.     

The link between maternal interaction style and infant action understanding

The present study investigates whether the maternal interaction style is related to 6-month-old infants' action interpretation. We tested 6-month-olds ability to interpret an unfamiliar human action as goal-directed using a modified version of the paradigm used by Woodward, A. L. (1999). Infant's ability to distinguish between purposeful and non-purposeful behaviours. Infant Behavior & Development, 22, 145-160 and Király, I., Jovanovic, B., Prinz, W., Aschersleben, G., & Gergely, G. (2003). The early origins of goal attribution in infancy. Consciousness & Cognition, 12, 732-751. Additionally, all infants and their mothers participated in a free play situation to assess maternal interaction styles as measured by the CARE-Index. According to mothers' distinct interaction styles, infants were divided into three groups. Results suggest that at 6 months of age infants of mothers with a modestly controlling interaction style are better at interpreting a human action as goal-directed than infants of sensitive and relative unresponsive mothers. The ability to understand human action as goal-directed might be a corollary of an adaptive strategy in infancy.     

Treating Youths With Selective Mutism With an Alternating Design of Exposure-Based Practice and Contingency Management

Selective mutism is a severe childhood disorder involving failure to speak in public situations in which speaking is expected. The present study examined 9 youths with selective mutism treated with child-focused, exposure-based practices and parent-focused contingency management via an alternating treatments design. Broadband measures of functioning were employed, but particular focus was made on behavioral assessment of words spoken audibly and daily in public situations. Treatment ranged from 8 to 32 sessions and resulted in positive end-state functioning for 8 of 9 participants. Broader analyses indicated greater effectiveness for exposure-based practice than contingency management. The results support recent case reports of behavioral treatment for this population but in more rigorous fashion. Clinical and research challenges are discussed, including caveats about length and intensity of treatment for this population and need to develop standardized daily measures.     

Connectionist models of artificial grammar learning: what type of knowledge is acquired?

Two experiments are presented that test the predictions of two associative learning models of Artificial Grammar Learning. The two models are the simple recurrent network (SRN) and the competitive chunking (CC) model. The two experiments investigate acquisition of different types of knowledge in this task: knowledge of frequency and novelty of stimulus fragments (Experiment 1) and knowledge of letter positions, of small fragments, and of large fragments up to entire strings (Experiment 2). The results show that participants acquired all types of knowledge. Simulation studies demonstrate that the CC model explains the acquisition of all types of fragment knowledge but fails to account for the acquisition of positional knowledge. The SRN model, by contrast, accounts for the entire pattern of results found in the two experiments.

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Salient Intergroup Ideology and Intergroup Interaction

ABSTRACT— Two experiments examined how rendering different intergroup ideologies salient affects dominant- and minority-group members' behavior during, and experience of, intergroup interactions. We hypothesized that ideologies that encourage an outward focus on appreciating out-group members' distinctive qualities (multiculturalism) would have more positive implications than ideologies that encourage a self-control focus on ignoring social categories and avoiding inappropriate behavior (color blindness and antiracism). As predicted, in both ostensible ( Study 1 ) and actual face-to-face ( Study 2 ) intergroup interactions, the multicultural ideological prompt led dominant- and minority-group members to adopt a more outward focus and hence to direct more positive other-directed comments to an interaction partner who was a member of an out-group. In contrast, the color-blind prompt fostered a prevention orientation in dominant-group members that led them to express negative affect toward their out-group interaction partner. The antiracist prompt had no consistent effects. Implications for efforts to improve intergroup relations are discussed.