Relationships among defensive styles, cognitive styles, processing styles, and attentional styles of normal adolescents

Cognitive and psychodynamic theorists agree that an individual's personality and behavior are determined by both cognitive and dynamic processes. This study examined the relationship among three cognitive approaches--cognitive style, attentional style, and processing style--and examined their relations to defensive style. Adolescents from Grades 11 and 12 (146 boys, 164 girls) were examined in groups for cognitive style (Group Embedded Figures Test), attentional style (Test of Attentional and Interpersonal Style), processing style (a sequential/simultaneous processing test battery), and defensive style (Defense Mechanism Inventory). Least squares completely randomized two-way analyses of variance (or analyses of covariance where applicable) were employed to assess the relations among the three cognitive measures and/or between the cognitive measures and defensive style. While most comparisons were nonsignificant, a significant relationship was observed between sequential processing and field-dependence and between simultaneous processing and field-independence. Also, a trend was noted between field-independence and ideational defenses and between field-dependence and repression-based defenses.     

Structure of learning environment variables under two instructional conditions

The present study investigated the congruence between the factor structures of the learning environment and cognitive variables for mathematics and English courses in Grade 10. Three common factors were obtained in each course. Procedural characteristics and cognitive factors in mathematics were highly similar to the corresponding factors in English. However, the formative characteristics factor identified in mathematics was not congruent to the corresponding factor in English. Learning environment variables produced two factors. These factors resembled the congruent factor properties for the two courses when the learning environment and cognitive variables were factor analyzed together. Implications for learning and instructional research are mentioned.     

A feature model of immediate memory

A feature model of immediate memory is presented, and simulations are described. List items are characterized as multiattribute vectors that can be selectively overwritten by subsequent external events and by the ongoing stream of internal activity. Degraded primary memory vectors are compared with intact secondary memory vectors, and retrieval likelihood is computed as the ratio of similarities. The model is shown to account for the major modality-based phenomena of the immediate serial recall literature, including modality-based temporal grouping effects and the negative effects of phonological similarity.     

Narrative comprehension in adults with right and left hemisphere brain-damage: theme organization.

The effects of delayed presentation of a central theme on the comprehension and interpretation of narratives were investigated in adults with right and left hemisphere brain-damage and normal individuals. The performance of subgroups of the subjects with right and left hemisphere brain-damage also was examined. Right hemisphere brain-damaged groups with anterior and posterior lesions were significantly less accurate and identified significantly fewer central themes when central theme presentation was delayed until the end of a narrative than when the theme was presented at the beginning. Subjects with anterior right hemisphere brain-damage produced significantly more embellishments and confabulations than subjects with posterior damage and non-brain-damaged controls, regardless of theme condition. The performance of non-brain-damaged subjects and subjects with fluent and nonfluent aphasia was unaffected by the organization of the central theme in the narratives.     

Temporal dimensions of consonant and vowel production: an acoustic and CT scan analysis of aphasic speech

This study explored a number of temporal (durational) parameters of consonant and vowel production in order to determine whether the speech production impairments of aphasics are the result of the same or different underlying mechanisms and in particular whether they implicate deficits that are primarily phonetic or phonological in nature. Detailed analyses of CT scan lesion data were also conducted to explore whether more specific neuroanatomical correlations could be made with speech production deficits. A series of acoustic analyses were conducted including voice-onset time, intrinsic and contrastive fricative duration, and intrinsic and contrastive vowel duration as produced by Broca's aphasics with anterior lesions (A patients), nonfluent aphasics with anterior and posterior lesions (AP patients), and fluent aphasics with posterior lesions (P patients). The constellation of impairments for the anterior aphasics including both the A and AP patients suggests that their disorder primarily reflects an inability to implement particular types of articulatory gestures or articulatory parameters rather than an inability to implement particular phonetic features. They display impairments in the implementation of laryngeal gestures for both consonant and vowel production. These patterns seem to relate to particular anatomical sites involving Broca's area, the anterior limb of the internal capsule, and the lowest motor cortex areas for larynx and tongue. The posterior patients also show evidence of subtle phonetic impairments suggesting that the neural instantiation of speech may require more extensive involvement, including the perisylvian area, than previously suggested.     

Hemispheric involvement in shadowing vs. interpretation: a time-sharing study of simultaneous interpreters with matched bilingual and monolingual controls

A time-sharing study used shadowing and interpretation/paraphrasing tasks to evaluate lateralization in professional interpreters individually matched to bilingual and monolingual controls. A two-step multivariate general linear model procedure was used to determine lateralized effects and extent of disruption produced by the tasks. Results revealed the monolingual group to be left lateralized for both tasks, but the two bilingual groups were lateralized in the LH only for shadowing. The monolingual group was significantly different from the bilingual groups in the pattern of hand asymmetry for interpretation/paraphrasing. The findings replicate outcomes of prior repeated measures analysis of variance procedures on percentage of change scores. However, new information is added by the more refined analysis. The findings are also discussed in terms of previous laterality studies using similar tasks and subject samples.