Acting-out and the dynamics of victimization

Conclusion The trauma of child abuse resides not only in the event itself but also arises from dynamics of victimization which causes secondary trauma. Acting-out among adolescents is symbolic of these dynamics. This article has explored an ecological perspective to present a relational model of pastoral care, uplifting the impact of victimization on both the individual and the community, as well as the individual's interaction within the community.Before we nail another acting-out adolescent to the cross, we must admit here and now that the deviance manifested in victimization and its corollary, the conformity of silence, are oppressive social forces which contradict our call to transform blindness into witness, silence into revelation, and separation into reconciliation. Jesus advocated against conformity to social inadequacies, and pointed to something greater as he reconciled the separated, helpless victims to the love of a caring God.     

Children's time perception as affected by order of stimulus presentation

Two groups of 5- to 6-yr.-old children estimated the time required to view 15 color slides containing an assortment of familiar objects. In one group, the pictures appeared in categorical order. A second group viewed the same 15 slides in a random order. The results showed that, although picture-recall was similar for the two groups, children in the category group estimated significantly longer durations than subjects in the random condition. The findings were discussed in the context of Ornstein's 1969 storage size hypothesis.     

The modality-specific and -nonspecific components of long-term priming are frequency sensitive

Five experiments were carried out to test the claim that the modality-specific and modality-nonspecific components of long-term priming are differentially sensitive to word frequency, with the specific component being less affected. In contrast with this claim, specific and nonspecific priming were similarly reduced for high-frequency words in three lexical decision and two perceptual identification experiments. These findings highlight the important role of frequency in modulating priming as well as provide a basic constraint for future theories of priming. In addition, the roles of task and student population in modulating priming are examined.     

Orthography plays a critical role in cognate priming: Evidence from French/English and Arabic/French cognates

A series of three experiments was carried out in order to better characterize the representations that support long-term cognate priming. In Experiment 1, robust priming was obtained between orthographically similar French/English cognates in bilingual speakers, and this priming was mediated, in part, by orthographic codes, given that priming for these items was dramatically reduced following a study-test modality shift. In Experiment 2, no priming was obtained between the same set of French/English cognates in monolingual English speakers. Finally, in Experiment 3, priming for orthographically unrelated Arabic/French cognates was no larger than cross-modal priming, suggesting that these effects were mediated by nonorthographic representations. The role of orthography in supporting cognate priming is discussed.     

Effects of working memory load on long-term word priming

Three experiments assessed the role of verbal and visuo-spatial working memory in supporting long-term repetition priming for written words. In Experiment 1, two priming tasks (word stem completion and category-exemplar production) were included with three levels of load on working memory: (1) without memory load, (2) memory load that involved storing a string of six digits, and (3) memory load that involved storing a graphic shape. Experiments 2 and 3 compared the effects of a verbal (Experiment 2) or a visual (Experiment 3) working memory load at encoding on both an implicit (word stem completion) and an explicit test (cued recall). The results show no effect of memory load in any of the implicit memory tests, suggesting that priming does not rely on working memory resources. By contrast, loading working memory at encoding causes a significant disruptive effect on the explicit memory test for words when the load is verbal but not visual.     

It is not how much you have but how you use it: toward a rational use of simulation to support aviation training

One of the most remarkable changes in aviation training over the past few decades is the use of simulation. The capabilities now offered by simulation have created unlimited opportunities for aviation training. In fact, aviation training is now more realistic, safe, cost-effective, and flexible than ever before. However, we believe that a number of misconceptions--or invalid assumptions--exist in the simulation community that prevent us from fully exploiting and utilizing recent scientific advances in a number of related fields in order to further enhance aviation training. These assumptions relate to the overreliance on high-fidelity simulation and to the misuse of simulation to enhance learning of complex skills. The purpose of this article is to discuss these assumptions in the hope of initiating a dialogue between behavioral scientists and engineers.     

On the surface structure of infinitive-complement sentences

Linguists' inability to reach consensus about the surface structure of infinitive-complement sentences with verbs likebelieve is a consequence of unresolved foundational disputes about the nature of generative grammar. Naive native speakers' linguistic intuitions about sentences of this type, as assessed by elicitation of judgments about surface structure, also fail to provide a solution to this problem. Insofar as we have no way of deciding on the surface structure ofbelieve-type infinitive-complement sentences, click-displacement results with these materials cannot be used to support either a surface-structure account or a deep-structure account of the parsing of sentences in the process of comprehension.This research was supported in part by Grant MH 08520-12 from the National Institute of Mental Health.The order of appearance of the names of the first and second authors was determined by a flip of a coin.     

Ear asymmetries on a selective attentional task

To ascertain whether there are ear-hemisphere asymmetries of selective attention, signal stimuli (tonal sequences) were presented monaurally with and without complex maskers (music and speech). The right ear-left hemisphere was more disrupted by language maskers; the left ear-right hemisphere was more disrupted by music maskers. These results suggest that there are hemispheric asymmetries of selective attention and that the ear hemisphere that usually processes a class of stimuli has greater difficulty filtering out those stimuli than does the nonspecialized hemisphere.