Selective listening and threshold for tones appearing on a relevant and on an irrelevant input channel

Threshold scores for tones appearing on shadowed and on nonshadowed messages were obtained in order to test whether input presented on an irrelevant channel is attenuated when Ss attend to another channel. Comparisons were made between threshold scores obtained for each ear, when Ss shadowed messages appearing on that ear and when Ss shadowed messages appearing on the contralateral ear. The threshold scores in the two conditions were highly similar. Data are evaluated in the context of auditory target detection, with targets identified by their verbal content vs their physical characteristics.     

Technique for weighting of choices and items on I.B.M. scoring machines

A technique has been developed which permits the weighting of responses of test items on the I. B. M. scoring machine on the initial scoring, heretofore impossible. This is done by making the length of the response lines on the answer sheet longer or shorter as weights are needed. It is anticipated that this method will prove useful wherever differential weighting serves to increase the validity of tests.     

Research directions in the evaluation and treatment of sex offenders: An analysis

A review of the research on early and current techniques for evaluating and treating male sex offenders is presented, with emphasis on biological and behavioral therapies. Biological techniques found to be most promising include two types of antiandrogen hormone therapy: medroxyprogesterone acetate and cyproterone acetate. Behavioral techniques which have produced evidence of effectiveness include methods to eliminate deviant sexual behavior and methods to increase appropriate sexual behavior. The methodological shortcomings in the research of both biological and behavioral therapies are discussed, and new directions for future research are proposed.     

I Think We’re Alone Now: Solitary Social Behaviors in Adolescents with Autism Spectrum Disorder

Research into emotional responsiveness in Autism Spectrum Disorder (ASD) has yielded mixed findings. Some studies report uniform, flat and emotionless expressions in ASD; others describe highly variable expressions that are as or even more intense than those of typically developing (TD) individuals. Variability in findings is likely due to differences in study design: some studies have examined posed (i.e., not spontaneous expressions) and others have examined spontaneous expressions in social contexts, during which individuals with ASD—by nature of the disorder—are likely to behave differently than their TD peers. To determine whether (and how) spontaneous facial expressions and other emotional responses are different from TD individuals, we video-recorded the spontaneous responses of children and adolescents with and without ASD (between the ages of 10 and 17 years) as they watched emotionally evocative videos in a non-social context. Researchers coded facial expressions for intensity, and noted the presence of laughter and other responsive vocalizations. Adolescents with ASD displayed more intense, frequent and varied spontaneous facial expressions than their TD peers. They also produced significantly more emotional vocalizations, including laughter. Individuals with ASD may display their emotions more frequently and more intensely than TD individuals when they are unencumbered by social pressure. Differences in the interpretation of the social setting and/or understanding of emotional display rules may also contribute to differences in emotional behaviors between groups.     

A Protection Motivation Theory application to date rape education

Date rape risk communication is a key component of education-based Date Rape Prevention Programs, common across colleges. In such programs, risk assessment in date rape is approached cautiously in order to avoid a tone of "victim blaming." Since it is important in the assessment of any risk to understand the surrounding social context of the risky situation and the individual's unique relationship with that social context, this study examines Protection Motivation Theory as it applies to handling the risk of date rape without victim blaming. The paper links individual personality and social contexts with risk communication. The study sample comprised 367 undergraduate women enrolled in a large Southern Public University. The study examines the relationships between dating activity, social competency, and type of information provided with the dependents variables of date rape related protection behavior (intent), belief, and knowledge. A factorial multiple analysis of covariance analysis found that the dependent variables had a significant relationship with aspects of social competency and dating activity. The exposure to varying information about date rape was not significantly related to the dependent variables of date rape-related protection behavior (intent), belief, and knowledge. The identification of social competency and dating activity status as protective factors in this study makes a significant contribution to the practice and research efforts in date rape education.     

Oral reading in dementia

Reading has been thought to consist of three main processing components: the orthographic, phonological, and semantic lexicons. In traditional psycholinguistic models, these components have been treated independently such that the selective dysfunction of one does not necessarily imply the breakdown of another. Recently, it has been proposed that a word's semantic representation is essential to oral reading such that a disturbance within the semantic lexicon will disrupt processing within the orthographic and/or phonological lexicons. From this view, semantic deterioration should lead to fragmentation of the other systems contributing to reading, resulting in a specific pattern of errors during oral reading. This would include (1) a larger than normal advantage for reading words with regular spelling-to-sound correspondence over words with exception spelling, as well as the production of "regularization errors" when reading exception words; and (2) a smaller than normal difference between reading real words and pronounceable nonwords, or pseudowords (PW's). We found that patients with Semantic Dementia generally conformed to these hypothesized patterns of reading difficulty. Despite the presence of a semantic impairment, however, patients with Alzheimer's Disease, Frontotemporal Dementia, and Progressive Non-Fluent Aphasia did not demonstrate these patterns of reading difficulty. Our findings suggest that not all semantic impairments invariably lead to the disruption of the orthographic and phonological lexicons.     

Psychological assessment, treatment, and outcome with sex offenders

The frequency and impact of sexual offenses have led to the recent enactment of sexual "predator" laws. Such laws are intended to reduce sexual violence through treatment and involuntary confinement. Sixty years ago, similar laws identifying "sexual psychopaths" were enacted and, in many states, eventually repealed for multiple reasons; among those reasons was an inability to demonstrate that treatment had any significant impact on recidivism. That inability forced us to reexamine, among other issues, the population(s) which undergo treatment, the outcomes that are used to measure treatment effectiveness, and the processes that constitute treatment itself. Those issues are considered in this paper through a review of treatment programs based on psychodynamic, behavioral, and cognitive-behavioral theories. Although the evidence is sparse, it is fair to conclude that the latter have been found to be effective. We call for dynamic measures, effective treatments, and the resources necessary for both developments.     

Exploration in outbred mice covaries with general learning abilities irrespective of stress reactivity, emotionality, and physical attributes

Across multiple learning tasks (that place different sensory, motor, and information processing demands on the animals), we have found that the performance of mice is commonly regulated by a single factor ("general learning") that accounts for 30-40% of the variance across individuals and tasks. Furthermore, individuals' general learning abilities were highly correlated with their propensity to engage in exploration in an open field, a behavior that is potentially stress-inducing. This relationship between exploration in the open field and general learning abilities suggests the possibility that variations in stress sensitivity/responsivity or related emotional responses might directly influence individuals' general learning abilities. Here, the relationship of sensory/motor skills and stress sensitivity/emotionality to animals' general learning abilities were assessed. Outbred (CD-1) mice were tested in a battery of six learning tasks as well as 21 tests of exploratory behavior, sensory/motor function and fitness, emotionality, and stress reactivity. The performances of individual mice were correlated across six learning tasks, and the performance measures of all learning tasks loaded heavily on a single factor (principal component analysis), accounting for 32% of the variability between animals and tasks. Open field exploration and seven additional exploratory behaviors (including those exhibited in an elevated plus maze) also loaded heavily on this same factor, although general activity, sensory/motor responses, physical characteristics, and direct measures of fear did not. In a separate experiment, serum corticosterone levels of mice were elevated in response to a mild environmental stressor (confinement on an elevated platform). Stress-induced corticosterone levels were correlated with behavioral fear responses, but were unsystematically related to individuals' propensity for exploration. In total, these results suggest that although general learning abilities are strongly related to individuals' propensity for exploration, this relationship is not attributable to variations in sensory/motor function or the individuals' physiological or behavioral sensitivity to conditions that promote stress or fear.