Semantic memory retrieval: Deadlining the typicality effect

Corbett and Wickelgren (1978), employing a speed-accuracy tradeoff method for verifying category membership, found that while the estimated strength of the category-instance association was higher for category examples given more frequently as instances of the category (i.e. higher instance dominance), retrieval dynamics did not vary across levels of instance dominance. The Corbett and Wickelgren data challenged the claims of models of speeded sentence verification that postulated differences in the retrieval processes of high- and low-dominance category-instance associations (e.g. Smith, Shoben, & Rips, 1974). We argued that Corbett and Wickelgren very probably used category instances of debatable membership status in their low-instance dominance category examples, thus making it impossible to decide which responses to these items were correct. This, in turn, rendered their low-instance dominance data uninterpretable. Two partial replications of the Corbett and Wickelgren study were carried out, each with four subjects, and 10 variable lags between the stimulus presentation and the response signal. When care was taken that each category instance clearly belonged to its respective category, an estimate of the rate at which information accumulated towards its asymptote was greater for high-dominance, high-typicality items than for low-dominance, medium-typicality items. However, there were no dominance or typicality differences in the estimates of this asymptotic strength. In contrast, in the study in which low-dominance, low-typicality items were of questionable category membership, the results were similar to those obtained by Corbett and Wickelgren. These data support the idea that there is a continuous accumulation of information in the semantic memory sentence verification task.     

Prohibiting Versus Discouraging: Exploring Mental Health Organizations Varied Stances on Sexual Orientation Change Efforts (SOCE)

Research has shown that sexual orientation change efforts results in more mental health damages than positive outcomes; yet a recent study found that 19.4% of mental health practitioners believe it is ethical to practice sexual orientation change efforts. The purpose of this paper is to highlight existing literature on sexual orientation change efforts, showcase mental health professional organization's stances on ethically prohibiting versus discouraging sexual orientation change efforts, and propose suggestions and learning objectives to mental health organizations. By doing so, we hope all mental health professional organizations enforce a clear ethical code against the practice of sexual orientation change efforts.     

Using computer‐assisted instruction to increase the eye gaze of children with autism

Many children diagnosed with autism spectrum disorders have difficulty making appropriate eye contact and engaging in joint attention. The current study evaluated a computer‐assisted instruction package (pairing visual stimuli with vocal stimuli) as a novel treatment to improve the eye gaze accuracy in 3 elementary school children with autism. The researchers measured the latency from a recorded verbal stimulus to the students making eye contact with pictures of familiar individuals displayed on a computer screen, and the duration for which eye gaze on the stimulus was maintained. An automated infrared camera system for measuring eye gaze was utilized that eliminated the need for an instructor to make subjective judgments regarding participants' eye gaze. For all three participants, duration of eye contact increased, and latency to responding decreased following exposure to the computer‐assisted instruction. The implications of these findings for the treatment of individuals with autism are discussed, along with suggestions for future research on the topic.     

Isolated words enhance statistical language learning in infancy

Infants are adept at tracking statistical regularities to identify word boundaries in pause-free speech. However, researchers have questioned the relevance of statistical learning mechanisms to language acquisition, since previous studies have used simplified artificial languages that ignore the variability of real language input. The experiments reported here embraced a key dimension of variability in infant-directed speech. English-learning infants (8-10 months) listened briefly to natural Italian speech that contained either fluent speech only or a combination of fluent speech and single-word utterances. Listening times revealed successful learning of the statistical properties of target words only when words appeared both in fluent speech and in isolation; brief exposure to fluent speech alone was not sufficient to facilitate detection of the words' statistical properties. This investigation suggests that statistical learning mechanisms actually benefit from variability in utterance length, and provides the first evidence that isolated words and longer utterances act in concert to support infant word segmentation.     

The role of attractiveness and aggression in high school popularity

This study examines the effects of physical attractiveness and aggression on popularity among high school students. Previous work has found positive relationships between aggression and popularity and physical attractiveness and popularity. The current study goes beyond this work by examining the interactive effects of physical attractiveness and aggression on popularity. Controlling for race and gender, the results indicate that attractive students are seen as more physically and relationally aggressive than those who are less attractive. We also found that those who are both physically attractive and aggressive are perceived to be more popular than those without such characteristics. However, the same interaction showed the opposite effect when predicting sociometric popularity instead of perceived popularity. These results contribute to the understanding of the differences between those who are well-liked (sociometric popularity) and those who are socially visible (perceived popularity), and the unique predictors of these two dimensions of status in the peer group.