Information structure expectations in sentence comprehension

In English, new information typically appears late in the sentence, as does primary accent. Because of this tendency, perceivers might expect the final constituent or constituents of a sentence to contain informational focus. This expectation should in turn affect how they comprehend focus-sensitive constructions such as ellipsis sentences. Results from four experiments on sluicing sentences (e.g., The mobster implicated the thug, but we can't find out who else) suggest that perceivers do prefer to place focus late in the sentence, though that preference can be mitigated by prosodic information (pitch accents, Experiment 2) or syntactic information (clefted sentences, Experiment 3) indicating that focus is located elsewhere. Furthermore, it is not necessarily the direct object, but the informationally focused constituent that is the preferred antecedent (Experiment 4). Expectations regarding the information structure of a sentence, which are only partly cancellable by means of overt focus markers, may explain persistent biases in ellipsis resolution.     

Binocular summation in the perception of form at brief durations

Visual form identification at brief durations was studied under: (a) monocular presentation; (b) dichopic presentation where the same form was presented successively on noncorresponding areas; and (c) dichopic presentation where the same form was presented on corresponding areas simultaneously and successively. Form identification for noncorresponding area dichopic presentation was at the level to be expected from 2independent chances to perceive. Both simultaneous and successive dichopic presentation on corresponding areas gave identification accuracy significantly above the level predicted by the assumption of independence. However, the binocular summation was not complete. When the same amount of energy entering the visual system in a binocular presentation was given in a monocular stimulation, the latter condition gave significantly better identification.     

Free-swinging attention

Psychoanalytic listening enlists the analyst's capacity for, and relative comfort in, rapidly shifting levels of attention and organization. Such shifts are not effortless and can be characterized as part of "free-swinging attention," a term that suggests some dimensions of the analyst's work. The need to establish meaning in the individual and immediate context parallels the task of a child in learning language, and the role of the analyst as child is an important if usually overlooked one. The author compares psychoanalytic with psychotherapeutic listening, as well as some current views on free association and evenly suspended attention.     

Temporal tuning in the acquisition of cognitive skill

Thetemporal tuning hypothesis suggests that individuals adjust the timing of cognitive performances to achieve temporal coordination of mental processes and the data on which they operate, and that this adjustment becomes more precise with practice. Participants in two experiments performed self-paced multiple-step arithmetic tasks in which the information needed for each step was briefly displayed at the participants’ request. Timing constraints were manipulated by varying between subjects the delay between requests and displays of information. In Experiment 1, both operators and operands appeared step by step, and participants achieved a modest degree of temporal adjustment that did not change with practice. In Experiment 2, participants could preview operators while operands appeared step by step. In that experiment, participants achieved more precise temporal adjustment, and the amount of adjustment increased with practice. These results demonstrate the phenomenon of temporal tuning in symbolic cognitive skills and suggest some constraints on the ability to anticipate the time course of one’s mental processes.     

Modelling therapy for test anxiety: The role of model affect and consequences

This study assessed the effectiveness of modelling therapy as a treatment for test anxiety and investigated the role of model affect and consequences in determining that effectiveness. Twenty-four test anxious subjects were shown one of four one-hour modelling displays of intelligence testing sessions. The displays represented combinations of calm or anxious model affect and positive or negative consequences. Two self report and two performance measures of test anxiety were analyzed by means of a 2 × 2 vs. control group factorial design. The results indicated an overall significant improvement on modelled intelligence tests for the experimental groups vs. the control group. Differential effects were also found depending upon the characteristics of the modelling display. Viewing anxious models lead to a significant increase in introductory psychology grades and viewing negative consequences lead to a decrease in self-reported test anxiety. The present results question the notion that the most effective modelling scenes are ones displaying calm models and positive consequences (Bandura, 1969). Parallels were drawn between the results of the research and the recent success of implosively-oriented behaviour therapies.     

The court house chaplaincy—a project in collaboration

Summary This paper describes a Court House Chaplaincy Program in which Clinical Pastoral Education trainees and local clergymen were assigned to regular voluntary assignment as chaplains of the Harvey County Court House. Worked out in coordination with the Newton Ministerial Alliance and the commissioners of Harvey County, the project served court house clients, staff, and pastors as well. The paper describes a model for community collaboration that could be operated in many settings. In this plan, the mental health center clergyman joins with other clergymen in the community in a task that is directed toward the community's whole good and not specifically a project operated by the mental health center. The importance of careful preparation, of political negotiations, of responsible supervision, and clarity regarding the issues of funding are also illustrated.     

Validation of three dimensions of childhood psychopathology in young clinic-referred boys

Short measures of child inattention-overactivity (IO), aggression-defiance (AG), and anxiety-depression or emotionality (EM) derived through a double validation procedure are administered to mothers of 243 clinic-referred suburban New York boys between 6 and 10 years of age. Mother-rated IO is uniquely related to poor performance on cognitive and achievement tests; observed inattentive, hyperactive, and impulsive behaviors in a restricted academic setting; less father education and lower family income; and most mother-reported impairments and treatment use. Mothers of high-IO boys describe themselves and their sons as having similar childhood symptoms. AG is uniquely related to child-reported disruptive behavior and sensation seeking, many measures of family conflict and negative parenting styles, and mother-reported symptom pervasiveness and number of treatments. EM is uniquely related only to poorer cognitive and achievement test performance, living with one parent, parents who considered themselves too busy, and fewer friends. Each dimension also is associated with parallel teacher-rated factors.     

Viewpoint alignment and response conflict during spatial judgment

Spatial judgment (e.g., identifying the relative location, such as left or right, of a target) from a reference point becomes more difficult with increasing disparity between the relevant allocentric viewpoint and the observer-centered viewpoint. The viewpoint alignment hypothesis suggests that this misalignment effect is due to a realignment process that reconciles two viewpoints, implying that providing an advance cue for a viewpoint should facilitate the subsequent judgment. We examined whether advance viewpoint information can reduce the misalignment effect and whether the misalignment effect reflects response conflict, as well as realignment of viewpoints. In Experiment 1, the misalignment effect decreased with advance viewpoint information, suggesting that the misalignment effect indeed reflects viewpoint realignment. In Experiment 2, the misalignment effect was greater with spatial response codes that might conflict with the spatially arranged response keys than with arbitrary responses with no such conflict. These results suggest that the misalignment effect may arise from both viewpoint realignment and response conflicts.     

The category test perseveration, loss of set, and memory scales: three new scales and their relationship to executive functioning measures

The Category Test (CT) is a neuropsychological measure that taps into multiple domains of complex reasoning but yields a single error score, limiting the use of the test. In this study, three new CT scales were developed to assess specific aspects of executive dysfunction: Perseveration, Failure to Maintain Cognitive Set, and Inability to Recall and Re-Initiate Past Behavior. The relationship of these scales to well-established neuropsychological measures was examined in head-injured individuals and schizophrenia patients. The CT Perseveration score was correlated with the Wisconsin Card Sorting Test (WCST) Perseverative Responses score, but also with measures from the Wechsler Memory Scale-Revised and the California Verbal Learning Test. The CT Memory score correlated with other memory measures, but also with the WCST Perseveration measure. Although future studies designed to test discriminant and convergent validity are warranted, these scales may be useful in determining specific aspects of impaired CT performance.     

Distributing working memory resources during problem solving

This study examines how problem solvers distribute working memory demands over internal and external resources. Participants recorded notes while performing an arithmetic task. They recorded a majority of intermediate results and labeled many of those results (e.g., "C = 10"). When more effort was required to take notes, participants recorded fewer results. Participants with a consistent goal structure recorded fewer results and with practice labeled fewer recorded results than those with varied goal structures. When notes were displayed in a consistent spatial arrangement participants labeled fewer recorded results than when notes appeared in varied locations. These findings indicate that individuals use explicit and implicit strategies for indexing intermediate results. The data support the view that individuals flexibly distribute working memory over internal and external resources in response to situational cost-benefit considerations.