Auditory induction: Reciprocal changes in alternating sounds

When portions of a sound are replaced by a potential masker, the missing fragments may be perceptually restored, resulting in apparent continuity of the interrupted signal. This phenomenon has been examined extensively by using pulsation threshold, auditory induction, and phonemic restoration paradigms in which two sounds, the inducer and the inducee, are alternated (ABABA ... ), and the conditions required for apparent continuity of the lower amplitude inducee are determined. Previous studies have generally neglected to examine concomitant changes produced in the inducing sound. Results from the present experiments have demonstrated decreases in the loudness of inducers using inducer/inducee pairs consisting of tone/tone and noise/noise, as well as the noise/speech pairs associated with phonemic restorations. Interestingly, reductions in inducer loudness occurred even when the inducee was heard as discontinuous, and these decreases in loudness were accompanied by graded increases in apparent duration of the inducee, contrary to the conventional view of auditory induction as an all-or-none phenomenon. Under some conditions, the reduced loudness of the inducer was coupled with a marked alteration in its timbre. Especially profound changes in the inducer quality occurred when the alternating stimuli were tones having the same frequency and differing only in intensity-it seems that following subtraction of components corresponding to the inducee, an anomalous auditory residue remained that did not correspond to the representation of a tone.     

Residual ability to use grapheme-phoneme conversion rules in phonological dyslexia

A case of acquired phonological dyslexia is described (P.M.). The patient was encouraged to read nonwords by analogy with real words, i.e., by changing phonemes in real words to produce pronounceable nonwords. P.M. was able to perform this task suggesting that he retained some ability to use grapheme-phoneme conversion rules. On the basis of P.M.'s performance an additional connection in Morton's logogen model is postulated.     

Delayed matching in the pigeon: Effect on performance of sample-specific observing responses and differential delay behavior

Pigeons were trained on a delayed matching-to-sample task with a 0-sec delay and then transferred to a 1-sec delay (Experiment 1) or were trained with mixed 0-sec/1-sec delays and then transferred to longer mixed delays up to 28 sec (Experiment 2). Four groups were distinguished by the nature of the observing response required to each sample color (red and blue). For Group NN pecks were allowed to neither color. For Group PcPc pecks were required to both colors. For Group PcN pecks were required to red but were not allowed to blue. For Group PcPt pecks were required at the center key in the presence of red, but at a key located directly above the center key in the presence of blue. The results of both experiments indicated significant effects of both Pecking vs Not Pecking, and Sample-Specific vs Sample-Independent Responding. At the longer delays individual differences in sample-specific delay behavior were a better predictor of performance than the behavior required in the presence of the sample.     

Estimating major sources of measurement error in individual intelligences scales: Taking our heads out of the sand

Four ubiquitous major sources of measurement error for individual intelligence scales were identified and discussed. It was argued that where these sources cannot be directly investigated, they should be estimated rather than ignored. The typical magnitude of error arising from each of content sampling, time sampling, scoring, and administration was estimated; their composite was found to produce a far larger standard error of measurement than manuals of individual intelligence tests typically report. Implications for practitioners are discussed.     

The fear potentiated startle effect. Blink reflex modulation as a result of classical aversive conditioning

A differential conditioning study examined whether an acoustic startle probe, presented during extinction of an aversively conditioned visual stimulus, potentiated the reflex eyeblink response in humans and whether this potentiation varied with the change in affective valence of the conditioned stimulus. Sixty college students were randomly assigned to view a series of two slides, depicting either unpleasant/highly arousing, unpleasant/moderate arousing, neutral/calm, pleasant/moderate arousing or pleasant/highly arousing scenes and objects (duration: 8 sec). During preconditioning (8 trials) and extinction (24 trials) acoustic startle probes (white noise bursts [50 ms; 95 dBA] were administered during and between slide presentation). During acquisition (16 trials) CS+ was reinforced by an electric shock. Startle response magnitudes significantly increased from preconditioning to extinction and were substantially larger to CS+. Conditioned startle reflex augmentation linearly increased with the pleasantness of the slides. Furthermore, subjects showed a greater post-conditioning increase of judged aversiveness to slides that they had previously reported to be more pleasant, exactly paralleling the startle reflex results.     

Coactivation and comprehension: Contribution of text variables to the illusion of knowing

Memory &; Cognition - When a reader’s self-assessment of comprehension is high, but an objective assessment reveals that comprehension is faulty, an illusion of knowing has occurred. This...     

Exploring social exclusion: Where we are and where We're going

Humans naturally have an orientation toward forging social connections, and they suffer both physically and psychologically when denied those connections. Individuals can be denied a sense of social connection in various ways, sometimes via direct negative attention (e.g., rejection) or other times by complete inattention (e.g., ostracism). These diverse experiences can be considered types of social exclusion, broadly defined as being kept apart from others physically or emotionally. In this article, we provide a brief overview of the empirical literature on social exclusion. Then we highlight new areas of research that provide future opportunities to help the literature continue to mature and interface with other research areas, both within psychology and beyond.