Loneliness, coping strategies and cognitive styles of the gifted rural adolescent

Loneliness, coping, and cognitive styles of 52 gifted adolescents from rural Nebraska were investigated via Woodward Loneliness and Kalyan-Masih Coping Inventories and Witkin's Group Embedded Figures Test. Fifty-one percent of the adolescents had a mean loneliness score above 2.60, which is the third highest among the 16 Nebraska groups studied. They were most lonely when rejected, alienated, isolated, and not in control of a situation. Most frequently, their coping strategies were: engaging in individual pursuits, extending social contacts, using cognitive reframing, and keeping busy. Less frequently, their strategies were: engaging in religious activities, seeking adult help, and using negative escape routes. The gifted adolescents were divided into field independent (FI) and field dependent (FD) according to their cognitive style. Some differences were noted. The FI adolescents were more lonely in a crowd, but the FD adolescents were more lonely when not with others. The FI adolescents engaged in individual pursuits and cognitive reframing, and the FD adolescents resorted to religious and physical activities or professional help as coping strategies. The FI adolescents showed more autonomy and self-reliance, while the FD adolescents relied more on external sources of support when coping with loneliness. Implications for counseling in home and school are discussed.     

Buffalo Creek Survivors in the Second Decade: Comparison with Unexposed and Nonlitigant Groups1

This study investigated the second-decade effects of the Buffalo Creek dam collapse and flood that occurred in West Virginia in 1972. One hundred twenty-one survivors who had participated in an earlier lawsuit against the coal company that built the collapsed dam were compared to 78 nonlitigant survivors on self-reported symptoms, clinical ratings, and diagnoses. A nonexposed sample from a geographically and culturally similar neighborhood was investigated as well. Findings showed no differences between the litigant and nonlitigant survivor groups. The survivor groups together showed higher rates of anxiety, depression, and hostility symptoms and diagnoses than the nonexposed sample. The findings were discussed in the context of the nature of the traumatic event, social and cultural influences on recovery, and the constellation of symptoms which differentiated the groups.     

Visual attention modulates signal detectability

The mechanism by which visual-spatial attention affects the detection of faint signals has been the subject of considerable debate. It is well known that spatial cuing speeds signal detection. This may imply that attentional cuing modulates the processing of sensory information during detection or, alternatively, that cuing acts to create decision bias favoring input at the cued location. These possibilities were evaluated in 3 spatial cuing experiments. Peripheral cues were used in Experiment 1 and central cues were used in Experiments 2 and 3. Cuing similarly enhanced measured sensitivity, P(A) and d', for simple luminance detection in all 3 experiments. Under some conditions it also induced shifts in decision criteria (beta). These findings indicate that visual-spatial attention facilitates the processing of sensory input during detection either by increasing sensory gain for inputs at cued locations or by prioritizing the processing of cued inputs.     

Progamming time in serial tapping responses as a function of pathway constraint

Summary This study varied the accuracy demand within a linear series of targets to investigate the effect of movement-pathway constraints on response-programming time. Sidaway, Christina, and Shea (1988) have suggested that constraints placed upon movement initiation by the demand for response precision may play an important role in determining the length of the programming process. By varying the subtended angles of a series of three targets, this experiment tested the specific prediction of Sidaway et al. that programming time may be a function of the target, within a line of targets, that subtends the smallest angle at the start position. It is this target that demands the greatest precision in the movement pathway. Subjects participated in a series of conditions in which the size and placement of the target that imposed the maximal constraint was varied. In each condition the subjects were required to strike a series of three targets with a stylus in a simple reaction-time paradigm. Analysis of the reaction-time results revealed a significant effect of size of constraint, but no effect of position of constraint. Analysis of the movementtime data dispelled movement-duration and movement-velocity interpretations of the results and intimated a possible online trajectory-correction process.Portions of these data were first presented at the Annual Meeting of the Psychonomic Society in Atlanta, Georgia, November 1989.     

Explicit syllable and phoneme segmentation in the young child

To write a language, one must first abstract the unit to be used from the acoustic stream of speech. Writing systems based on the meaningless units, syllables and phonemes, were late developments in the history of written language. The alphabetic system, which requires abstraction of the phonemic unit of speech, was the last to appear, evolved from a syllabary and, unlike the other systems, was apparently invented only once. It might therefore be supposed that phoneme segmentation is particularly difficult and more difficult, indeed, than syllable segmentation. Speech research suggests reasons why this may be so. The present study provides direct evidence of a similar developmental ordering of syllable and phoneme segmentation abilities in the young child. By means of a task which required preschool, kindergarten, and first-grade children to tap out the number of segments in spoken utterances, it was found that, though ability in both syllable and phoneme segmentation increased with grade level, analysis into phonemes was significantly harder and perfected later than analysis into syllables. The relative difficulties of the different units of segmentation are discussed in relation to reading acquisition.